UNIVERSITY COLLEGE DUBLIN

Bachelor of Business Studies (BBS)

Singapore

MIS2002S

BBS 41

Digital Business

STUDY GUIDE

Copyright Feb 2024

1
Author: Jason Tan

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above mentioned Degree programme.

© This publication may not be reproduced, in whole or in part without permission from
University College Dublin.

Module Co-ordinator: Jason Tan

Email: [email protected]

Please identify yourself when you sent any email to your lecturer by including your
School, Module and class alphabet.

Example: FT UCD DB ClassA/B/C/D/E/F

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 TABLE OF CONTENTS

PAGE

WELCOME MESSAGE 4

1. INTRODUCTION 5

a. Accessing Brightspace Collaborate 6

b. Background details 10
c. Module aims 11
d. Programme Goals 12

2. MODULE OUTLINE 14

a. Module learning outcomes 14

b. Themes and topics 15
c. Learning materials 17

3. MODULE DELIVERY SCHEDULE 18

a. Session arrangements 18
b. Student engagement 20
c. Office hours arrangements 21

4. ASSESSMENT DETAILS 22
a. Assignments 22
b. Module assessment components 23

5. GRADING 28

a. University grading policy 28

b. Grade descriptors for assessment components 29

6. CONCLUDING COMMENTS 31

APPENDICES 32

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WELCOME MESSAGE

Today, people are spending more money online, which has shifted business emphasis to

digital sources of revenue and digital channels. However, digital business is more than just

selling online, but to create competitive edges based on unique combinations of digital and

physical resources.

This scheme is designed to give an overview of digital business, and a week by week

breakdown of the work required. Reading material for each week is expected to be

undertaken prior to the start of the next topic, as is the completion of any work not finished in

the scheduled seminars. Minor adjustments may be made to the scheme during the

semester and the Digital Reading List may be updated with new and interesting articles

and/or research that link directly to the lecture and/or seminar topics.

Jason Tan

Module Coordinator

4
PART 1: INTRODUCTION

This Study Guide is designed to provide you with details of this module; the learning
outcomes; plus delivery and assessment arrangements. The Study Guide consists of 6
parts.

Part 1 gives background details to the subject area are provided and the broad aims of the
module are set out.

Part 2 consists of the module outline. In this part the (a) module learning outcomes, (b) the
themes and topics to be explored are explained along with the (c) learning supports to be
used.

Part 3 gives details of the module delivery arrangements. It sets out the session
arrangements and the expectations in relation to your prior preparation and student
engagement. The provisions for online provision are outlined in terms of class delivery and
any module work with class mates.

Part 4 provides details of the assessment techniques used in this module explaining the
assessment components, their rationale.

Part 5 explains the UCD grading policy and grade descriptors drawing on the university
document are given for each assessment component for the module.

Part 6 presents the concluding comments.

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Accessing Zoom and Online Etiquette for MIS2002S lectures

We will utilise Zoom (UCD has a university-wide license incorporating additional security
features) for our virtual classroom sessions. The following Zoom link will be used for all
virtual sessions. A “clickable” link can also be found on Brightspace.

Zoom Link

This module will be delivered face-to-face and online via UCD’s integrated Zoom classroom.
This is accessible via brightspace.ucd.ie

To students, please login to Brightspace >> MIS2002S-Digital Business-2023/2024

Summer >> My Class >> ZOOM, to join the lessons.

To join a scheduled class, please click on the Zoom link which will open the following
window. Please click on “Launch Meeting”.

I strongly recommend downloading the free Zoom app to your PC, laptop, iOS, or Android
device to enjoy the best possible student experience. Click on “Allow” which will open the
Zoom app.

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Once Zoom opens, you will see a screen as shown below. The lecture notes will be shared
here, you will be able to see all other students, and use the chat function to ask questions.

Zoom Features and Online Etiquette

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8
Background Details

You will be introduced to the core concepts of the module through a lecture series delivered
by staff - you are encouraged to think of this module as ‘cross-functional’; in nature and
therefore appreciate the implications of digital channels for different parts of the business.

Where possible, external speakers will be integrated into the lecture program to give
practical perspective of how the emergence of digital channels have fundamentally changed
how they operate.

As part of this process you will be encouraged to consider both theoretical approaches to
digital business but also the practicalities of how businesses operate in the digital domain.
You will also engage in a range of smaller classes which will vary between seminars and
workshop based sessions.

Given the technological nature of the module, there will be some subjects that are best
approached via hands-on usage of relevant software applications (e.g. the use of Google
Analytics to analyse the behaviour of visitors to a company website).

Formative assessment: As part of the seminar and workshop program, you will regularly
receive feedback on your progress. This will be achieved through delivery of presentations
and engagement in seminar activities.

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Module Aims

Throughout this module you will be introduced to the opportunities and challenges posed by

doing business in an increasingly digital domain. This module is designed to give you an

understanding of how using online channels impacts upon different parts of the organization,

and will in particular focus upon 3 core areas of business:

Digital Business Strategy: You will develop an understanding of the cost structures

associated with using digital channels, different business models (including omni and

multiple channel business strategies), distance issues around serving global markets and

implications in terms of taxation and service delivery.

Marketing: In this part of the module you will consider changing consumer media

consumption and behavior; social media and m-commerce; customer relationship building in

an online context, digital brand communities and performance metrics.

Supply Chain Management and Information Systems: You will also develop an

appreciation of the role of supply chains in serving global markets, addressing issues such

as the application of various systems to facilitate digital transactions (e.g. ERP, CRM) and

issues related to web performance (e.g. web design and analytics).

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 Table 1 – Programme Goals Table

Programme Code: BHBUS015 (Sg)

Programme Title: Bachelor of Business Studies

Pathway: Management

Programme Goals Programme Learning Outcomes BBS 40

Specify the overall Specify the learning outcomes Digital Business

programme goal and associated with each
insert a one-line programme goal. Module Components
description of each goal.

On successful completion of
the programme students
should be able to:

1) Programme Goal 1: Programme Learning Outcome Continuous

1a:
Informed Thinkers: Assessment
Our graduates will be Explain current theoretical
knowledgeable on underpinnings of business and the
management theory management of organisations.
and will be able to
apply this theory to Programme Learning Outcome Continuous
business problems 1b: Assessment – section
(Knowledge).
Apply appropriate methods, tools 2 Infographic report
and techniques for identifying,
analysing and resolving business
problems within functional and
across functional business areas.

2) Programme Goal 2: Programme Learning Outcome 2a Continuous

Assessment – section 1
Communication, Prepare a short business presentation
Analytical and Critical presentation (written and/or oral)
Thinking Skills: Our on a current business issue.
graduates will have
well developed skills Programme Learning Outcome Continuous
2b: Assessment – section 2
of communication,
infographic report
analysis and critical
Analyse specific business case
thinking (Skills and
studies or problems and formulate
Competencies).
a report detailing the issues and
recommended actions.

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 Programme Learning Outcome Continuous
2c: Assessment – section 2
infographic report
Conduct secondary research on
management-related issues and
report on the findings and draw
appropriate conclusions.

3) Programme Goal 3: Programme Learning Outcome Continuous

3a: Assessment
Personal and
Professional Develop collaborative learning
Development: Our and team-work skills by engaging
graduates will in module-related team activities.
demonstrate a
commitment to Programme Learning Outcome Continuous
personal and 3b: Assessment
professional
Demonstrate capacity for problem
excellence and
solving collaboratively and
development (Skills,
individually.
Competencies and
Attitudes).

4) Programme Goal 3: Programme Learning Outcome Continuous

3a: Assessment
Ethical Awareness:
Our graduates will Demonstrate an awareness of
demonstrate an ethical values and business
awareness of ethical issues concerning the
issues in business advancement of the broader
and their impact on societal ‘good’.
society (Attitudes).
Programme Learning Outcome Continuous
3b: Assessment

Illustrate an understanding of how

business decisions might
influence society and the wider
community at large.

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PART 2: MODULE OUTLINE

Module Title: Digital Business

Module Code: MIS2002S

No. of ECTS: 10 credits

Module Learning Outcomes

On completing this module, students will be expected to be able to:

Knowledge & Understanding:

● To develop an understanding of the opportunities and challenges faced in business

when utilising digital channels. (MLO1)

● To appreciate the roles of different business functions in delivering a successful digital

operation. (MLO2)

Intellectual / Professional skills & abilities:

● To develop skills in software applications utilised to monitor digital business

performance and interpret data as a basis for future digital decision making. (MLO3)

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

● Develop an understanding of issues surrounding customer privacy and security when

engaging in digital business. (MLO4)

Module Text:

Laudon, K.C. and Traver, C.G (2023). E-Commerce 2023-2024: Business, Technology
and Society, Global Edition. 18th Edition. Essex: Pearson Education Limited. ISBN
9781292409313

Module Description Author ISBN Edition Year Publisher

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 (Book
Title)
E-Commerce
FT UCD
2023-2024:
BBS 41
Business, Laudon,
Digital 9781292449722 18th 2023 Pearson
Technology K.C.
Business
and Society,
(DB)
Global Edition

Themes and Topics

Topic 1: Intro to digital business

Today, people are spending more money online, which has shifted business emphasis to
digital sources of revenue and digital channels. We will uncover the trends that fuels the
growth of consumer spending which empowers the rise of Digital Business industry.

Topic 2: Digital business infrastructure

The development of digital business models is an important task for companies being
confronted with digitalization and digital disruption. We shall study the various types of digital
business models and its characteristics, as well as how it could be applied simultaneously.

Topic 3: Digital business model and strategies

Digital strategy focuses on using technology to improve business performance, whether that
means creating new products or reimagining current processes. This topic helps you to
understand the direction an organization will take to create new competitive advantages with
technology, as well as the tactics it will use to achieve these changes.

Topic 4: B2B Digital Business Model and strategies

At a glance, there might not seem to be many differences between B2C and B2B Digital
Business. But the reality is a little more complex. In this topic, we shall understand the
professional buyers’ additional needs that business-to-business web stores have to meet in
order to provide a viable alternative to simply calling, emailing or even faxing your sales
department.

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Topic 5: Intelligent Technologies 1 – Internet of Things

The Internet of Things (IoT) is surely a term that you must be familiar with. We will explore
how The industrial Internet of Things (IoT) that focuses on automation - not just to lower
operating costs can increase productivity, improve business processes, enhance customer
experience, expand to new markets, and generate additional revenue streams.

Topic 6: Intelligent Technologies 2 – Big Data

The concept of big data has been around for years, most organizations now understand that
if they capture all the data that streams into their businesses, they can apply analytics and
get significant value from it. We shall explore what are some of those. And how excel plays
an important role on big data analytics.

Topic 7: Intelligent Technologies 3 – Artificial Intelligence

The 21st century has marked a rapid advancement of technology in every aspect of human
life and interactions. Despite being around for many decades, the replication of human
intelligence in machines — artificial intelligence — has now become popularized.

Topic 8: Intelligent Technologies 4 - Blockchain & ethical considerations

Similarly, distributed ledger technology and cryptocurrencies have exceeded everyone’s

expectations and are looking to compete with traditional fiat currencies. With AI and
cryptocurrencies to become formidable fortresses, how does artificial intelligence impact
distributed ledger technology? This topic will also focus on how firms should engage ethical
choices in developing and deploying these technologies.

Topic 9: Digital marketing revolution and customer decision making

Comparing our own user behavior a couple of years ago to now, it is clear that the decision
making process and the steps leading up to the final purchase have changed dramatically.
We need to understand what this means for digital marketers and its implication on digital
business strategies.

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Learning Materials

For this module, please read the assigned chapters in the prescribed text and the additional
readings assigned (see Module Delivery Schedule in Part 3)

Supplementary reading:

Chaffey, D. and Ellis-Chadwick, F (2015). Digital Marketing: Strategy, Implementation and

Practice. 6th Edition. Pearson Education Limited.

Osterwalder, A. and Pigneur, Y. (2010). Business Model Generation: A Handbook for

Visionaries, Game Changers, and Challengers. 1st Edition. John Wiley & Sons.

Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A. and Papadakos, T. (2014). Value
Proposition Design: How to create products and services customers want. 1st Edition. John
Wiley & Sons.

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 PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students’ ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 1 below outlines
the structure for the sessions.

Table 2: Module Delivery Schedule - Themes, Readings & Cases

Session Topics Activities Readings Class Schedule

Introduction (1 hr online session) 1 hour online session via zoom Study Guide A: 23 Apr (Tue) 10am
Introduction to module and B: 23 Apr (Tue)
Online understanding of assessment 11.30am
C: 23 Apr (Tue) 1pm
intro briefs
D: 23 Apr (Tue) 2pm
E: 23 May (Thu) 9am
F: 23 May (Thu)
10am
Topic 1: Intro to digital business Lecture (1.5 hr) Chapter 1, E- A: 24 Apr (Wed) S1
- To explore how digital - Topic 1 rise of DB Commerce 2021- B: 24 Apr (Wed) S3
2022: Business, C: 26 Apr (Fri) S3
Session 1 businesses are impacting D: 25 Apr (Thu) S3
various industries Assignment Briefing (1.5 hr) Technology and
E: 29 May (Wed) S2
- To understand why it is - Part 1 Infographic Society, Global Edition F: 24 May (Fri )S1
important to study digital - Part 2 Video Preso
business
Topic 2: Digital business Break out session (1hr) Chapter 2, E- A: 24 Apr (Wed) S2
infrastructure (part 1) - Dev Infographic on DB trends & Commerce 2021- B: 26 Apr (Fri) S2
impact on biz 2022: Business, C: 2 May (Thu) S3
- To discuss the origins of, D: 3 May (Fri) S3
Session 2 and the key technology Technology and
E: 30 May (Thu) S1
concepts behind, the Internet Lecture (1.5 hr) Society, Global Edition F: 24 May (Fri) S2
- Topic 2 DB infrastructure (i)

Short Quiz (0.5 hr)

- Topic 2
Topic 2: Digital business Lecture (1.5 hr) Chapter 2, E- A: 26 Apr (Fri) S1
infrastructure (part 2) - Topic 2 DB infrastructure (ii) Commerce 2021- B: 2 May (Thu) S2
2022: Business, C: 7 May (Tue) S2
- To explain the current D: 7 May (Tue) S3
structure of the Internet Short Quiz (0.5 hr) Technology and
E: 30 May (Thu) S2
Session 3 - To understand the limitations - Topic 2 Society, Global Edition F: 29 May (Wed) S3
of today’s Internet and the
potential capabilities of the Break out session (1h hr)
Internet of the future - Discuss the business impact due
- To understand the impact of to digital disruption
mobile applications
Session 4 Topic 3: Digital business model and Lecture (1.5 hr) Chapter 5, E- A: 2 May (Thu) S1
strategies (part 1) - Topic 3 DB models Commerce 2021- B: 3 May (Fri) S1
2022: Business, C: 8 May (Wed) S3
- Understand the key D: 9 May (Thu) S3

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 components of digital Short Quiz (0.5 hr) Technology and E: 31 May (Fri) S2
business models - Topic 3 Society, Global Edition F: 31 May (Fri) S1
- Describe major types of
digital business models Breakout session (1 hr)
- Case study: Developing Digital
Business Value Proposition &
Revenue Models
Topic 3: Digital business model and Lecture (1.5 hr) Chapter 5, E- A: 3 May (Fri) S2
strategies (Part 2) - Topic 3 DB Strategies Commerce 2021- B: 7 May (Tue) S1
2022: Business, C: 10 May (Fri) S2
- Understand some of the key D: 15 May (Wed) S3
Session 5 business concepts and Short Quiz (0.5 hr) Technology and
E: 31 May (Fri) S3
strategies applicable to - Topic 3 Society, Global Edition F: 3 Jun (Mon) S1
Digital Business
Breakout session (1 hr)
- Case study: 8 Elements of biz
model strategic development
Topic 4: B2B Digital Business Model Lecture (2 hr) Chapter 12, E- A: 8 May (Wed) S1
and strategies (part 1) - Topic 4 Difference between B2B Commerce 2021- B: 8 May (Wed) S2
- Discuss the evolution and and B2C business models 2022: Business, C: 10 May (Fri) S3
Session 6 D: 17 May (Fri) S2
growth of B2B Digital Technology and
E: 3 Jun (Mon) S2
Business, as well as its Short quiz (1 hr) Society, Global Edition F: 6 Jun (Thu) S1
potential benefits and - Identify B2B and B2C business
challenges. model types

Topic 4: B2B Digital Business Model Lecture (2 hr) Chapter 12, E- A: 9 May (Thu) S1
and strategies (part 2) - Topic 4 Difference between B2B Commerce 2021- B: 10 May (Fri) S1
- Understand how and B2C business models 2022: Business, C: 14 May (Tue) S3
D: 17 May (Fri) S3
procurement and supply Technology and
E: 5 Jun (Wed) S1
Session 7 chains relate to B2B Digital Short quiz (1 hr) Society, Global Edition F: 6 Jun (Thu) S2
Business. - Topic 4 overall recap and quiz
- Identify major trends in
supply chain management
and collaborative
commerce.
Topic 5: Intelligent Technologies 1 – Lecture (2 hr) Chapter 12, E- A: 9 May (Thu) S2
Internet of Things - Topic 5: IoT Commerce 2021- B: 14 May (Tue) S2
- Internet of Things overview 2022: Business, C: 17/5 (Fri) S1
D: 24 May (Fri) S3
Session 8 - Understanding IoT Quiz (0.5 hr) Technology and
E: 5 Jun (Wed) S2
Architecture - Topic 5 Society, Global Edition F: 7 Jun (Fri) S2
- IoT Applications by industry
Breakout session (0.5 hr)
- Case analysis on IoT industry
applications
Topic 6: Intelligent Technologies 2 - Lecture (1.5 hr) Chapter 12, E- A: 14 May (Tue) S1
Big Data Analytics & Ethical - Topic 6: Big data & ethical Commerce 2021- B: 16 May (Thu) S3
considerations consideration 2022: Business, C: 23 May (Thu) S3
D: 30 May (Thu) S3
- Big data overview Technology and
E: 7 Jun (Fri) S1
- Big Data Opportunities by Quiz (0.5 hr) Society, Global Edition F: 10 Jun (Mon) S1
Session 9 industry - Topic 6
- Ethical Consideration
Breakout session (1 hr)
- Hands on exercise : Using excel
for basic data analytics
https://www.youtube.com/watch?
v=W3vrMSah3rc
Topic 7: Intelligent Technologies 3 – Lecture (1.5 hr) Chapter 8, E- A: 15 May (Wed) S2
Artificial Intelligence - Topic 7: AI Commerce 2021- B: 23 May (Thu) S2
2022: Business, C: 28 May (Tue) S3
Session 10 - AI overview D: 5 Jun (Wed) S3
- AI Capabilities Breakout session (1.5 hr) Technology and
E: 10 Jun (Mon) S2
- Potential AI opportunities by AI application for selected Society, Global Edition F: 12 Jun (Wed) S1
Functions & Industry companies and discuss its
opportunities and challenges

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 - Video Presentation & Q&A session Est 15 mins per team A: 16 May (Thu) S2
B: 28 May (Tue) S2
Session 11 C: 3 Jun (Mon) S3
D: 6 Jun (Thurs) S3
E: 14 Jun (Fri) S2
F: 13 Jun (Thurs) S2

Topic 9: Digital marketing revolution Lecture (1 hr) Essential reading: A: 28 May (Tue) S1
and customer decision making - Topic 9 Digital marketing Chapters 6 and 7, E- B: 4 Jun (Tue) S2
- Understand the key Revolution C: 4 Jun (Tue) S3
Commerce 2021- D: 7 Jun (Fri) S3
features of the Internet 2022: Business, E: 14 Jun (Fri) S3
audience, the basic Quiz (0.5 hr) F: 14 Jun (Fri) S1
Technology and
concepts of consumer - Topic 8
behavior and purchasing, Society, Global Edition
and how consumers Lecture (1 hr)
Session 12
behave online. - Topic 9 Consumer Journey Map
- Identify and describe the
basic digital commerce Breakout session (0.5 hr)
marketing and advertising - Hands on exercise : consumer
strategies and tools. journey mapping for a local online
o Concept of business & profiling
omnipresence and its
impact on consumer
buying journey
- Module Recap A: 4 Jun (Tue) S1
- Continuous Assignment Section B: 11 Jun (Tue) S2
Session 13 C: 11 Jun (Tue) S3
1 & 2 Recap D: 10 Jun (Mon) S3
E: 18 Jun (Tue) S3
F: 18 Jun (Tue) S1

- In class Presentation of your Est 15 mins per team A: 11 Jun (Tue) S1

infographic B: 12 Jun (Wed) S2
Session 14 C: 12 Jun (Wed) S3
D: 13 Jun (Thu) S3
E: 19 Jun (Wed) S1
F: 18 Jun (Tue) S2
Closing (1 hr online session) 1 hour online session via zoom Study Guide A: 20 Jun (Thu)
General feedback of assessment 1. 10am
Recap of assessment 2 and 3. B: 20 Jun (Thu)
Online 11.30am
C: 20 Jun (Thu) 1pm
Closing D: 20 Jun (Thu)
2.30pm
E: 20 Jun (Thu)
3.30pm
F: 20 Jun (Thu) 5pm
Note:
S1: 8.30am – 11.30am
S2: 12pm-3pm
S3: 3.15pm-6.15pm

Preparation Required in Advance of Sessions / Seminars

You are expected to have read the following chapters / journal articles in advance of meeting
the module coordinator / course lecturer at the seminars:

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Student Engagement

During the sessions, students are expected to be able to discuss issues arising from the
assigned chapters and readings for the topics as scheduled above. Session participation is
a vital element in the design of this module and students learning is enhanced by doing so.
Therefore, all students are expected to engage in class discussion and debate in order to
facilitate the formation of their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.

As outlined, students are advised to consider using virtual platforms for student to student
work or team assignment preparation.

- Google Hang out :

https://support.google.com/hangouts/answer/3115553?co=GENIE.Platform%3DDesktop&hl=en
- Zoom https://zoom.us/meetings

Office Hours Arrangements

I will be available both before and after class on each day should you wish to meet me
individually to discuss any aspect of this module. However, I am also available during the
class (ie during breaks) or you can email me. This contact also does not end upon
completion of the last class. I am available to answer any queries via email or skype until
your final group project has been submitted.

Recording Class Sessions

Students are asked to be aware that lecturers provide suitable class material to support
student learning. We are aware that some students on occasion may like to record class
sessions using their device. Where this is the case, permission MUST be sought
to record the session in the same manner as you would seek permission if in a face-
to-face class. This is to make not only the lecturer aware and ask their permission out of
courtesy but to ensure classmates are also happy to be recorded. We are grateful for your
full support in this regard.

This applies in an online and traditional classroom setting.

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PART 4: ASSESSMENT DETAILS

This module has multiple assessment components with specific weightings and marks
awarded totalling 1001. These can be seen below:

Table 3: Assessment Details

Assessment Components Weighting Individual / Due Dates

Team

Continuous Assessment Part 1 – 30% Group Upload infographic onto Brightspace 1

Infographic to be uploaded onto day before day of presentation. Only 1
Brightspace followed by an in member from each team needs to
upload the work.
class presentation

Please save the file name in this Day of infographic submission: A: 15

manner before you upload your work
May (Wed) 2359 hours
B: 27 May (Mon) 2359 hours
onto brightspace:
C: 2 Jun (Sun) 2359 hours
Your class_Your group_name of the D: 5 Jun (Wed) 2359 hours
school.doc or pdf E: 13 Jun (Thurs) 2359 hours
F: 12 Jun (Wed) 2359 hours
Example:
ClassA_Group1_Verticlimb.doc Day of presentation:
A: 16 May (Thu) S2
B: 28 May (Tue) S2
C: 3 Jun (Mon) S3
D: 6 Jun (Thurs) S3
E: 14 Jun (Fri) S2
F: 13 Jun (Thu) S2

Continuous Assessment Part 2 – 30% Group Day of Video link to be emailed to

In Class Pre-Recorded Video lecturer:
Presentation A: 10 Jun (Mon) 2359 hours
B: 11 Jun (Tue) 2359 hours
Link to stream video be emailed to C: 11 Jun (Tue) 2359 hours
D: 12 Jun (Wed) 2359 hours
lecturer at
E: 18 Jun (Tue) 2359 hours
[email protected] one F: 17 Jun (Tue) 2359 hours
day before the day of video
presentation. Day of your video presentation to be
done in class followed by Q&A:
On your email title: indicate your class, A: 11 Jun (Tue) S1
your group and the name of the school B: 12 Jun (Wed) S2
your team is working on C: 12 Jun (Wed) S3
D: 13 Jun (Thu) S3
Eg: Class A Group 1 Banana Tennis E: 19 Jun (Wed) S1
video F: 18 Jun (Tue) S2

On your email, indicate your class,

your group the name of the school and

21
your team member’s details

No requirement to upload video

onto Brightspace.

Continuous Assessment Part 3 – 40% Individual 9 Jul (Tue) 2359 hours

Consulting Paper
Upload Consulting paper onto
Upload Consulting paper onto Brightspace before 2359
Brightspace before 2359 of due
date

Please save the file name in this

manner:

Class_Name_Studentnumber.doc or
pdf

Example:

ClassA_ChenYiXun_24232345.doc

The purpose of each assessment is as follows:

The assessment is designed to develop your knowledge and understanding of the core
concepts of digital business as well as to enable you to put these into play through engaging
with academic research and professional delivery of your findings.

The assessment will be structured as follows:

 Coursework : the 3 parts continuous assessment - You will have the opportunity to
undertake an in-depth analysis of one of the concepts introduced in the lecture
sessions in relation to a real organisation. You will then present your analysis and
findings in the form of an infographic which ‘tells’ a coherent and media-rich ‘story’.
This will address all the MLOs.

Students are expected to complete all assignments ensuring that they are submitted by the
specified date. All submissions must be typed, be well laid out, written in an academic style
with appropriate headings (introduction, main part and concluding comments) and sections.
Please ensure that all submissions are entirely your own work – for UCD’s policy on
plagiarism click on the link below (please see Appendix 2 for further information on
Plagiarism and the policy on the Late Submission of Coursework):

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http://libguides.ucd.ie/academicintegrity

Module Assessment Components

In the following pages, further details of each assessment component are presented along
with expectations in relation to prior preparation and completion.

(i) Continuous Assessment

This is a group assignment which will require students to form groups of 4 - 5 pax
(depending on class size). Each group is required to produce an infographic on a topic
which links a concept presented in the lectures or seminars applied to a real organization.
Guidelines and further details on topic selection and the process of producing the infographic
are accessible through Brightspace and will also be presented in session 1 of your class.

The Assignment will consist of the following 3 sections:

The participating organisation for this assignment is:

PeopleUp Singapore is a multi-enrichment and play conglomerate founded with a big idea –
To bring the best in various sports and enrichment disciplines together and to deliver
enjoyable and unique learning, enrichment and entertainment experiences for kids and
families. For more information about the business, visit https://www.peopleup.com.sg/

One (1) out of the 6 schools that is managed under PeopleUp (as listed below) will be
assigned to your team to work on by lesson 4 – after the teams are formed by lesson 3.

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 o Banana Tennis (indoor tennis for kids)
o VertiClimb (indoor rock climbing)
o Three Steps (hip hop dancing)
o Beep Lab (creative and problem solving thinking workshop for kids)
o Premier Golf (Simulation indoor golf for families and kids)
o Art of Aikido (non-combative Japanese martial art)

Section 1: Group Infographics Report – 30%

Based on the selected company in section 1 of your assignment, develop an infographic
entailing the followings:

Create an infographic that communicates the value proposition of the selected company and
proposes four innovative ways to generate new revenue streams powered by ICT –
information communications technological tools. Present your discussion in an infographic
format.

Infographic Content:
1. Value Proposition Statement (1 section):
a. Use the provided template from the lecture – topic 3 to create a concise and
compelling value proposition statement for the selected company.
b. Clearly articulate the 4 key points within one single statement.

2. Propose two ways to generate new revenue streams for the selected company – refer to
topic 3 for information on the 5 types of revenue model. Generate 2 New Revenue Streams
(2 sections) via any 2 of the 4 approaches listed below:
I. Advertising Revenue Model
II. Subscription Revenue Model
III. Transaction Revenue Model
IV. Affiliate Revenue Model

Explanation for Each New Revenue Stream Idea (within each of the 2 sections under the
new revenue steam idea):
- Detail the proposed revenue stream idea, including how it aligns with the company's
current operations. Provide academic references or industry case studies to support the

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 viability of your recommended revenue stream idea.
- Provide an estimate of the revenue potential and any associated costs. The estimate
must be supported by credible source such as academic references or industry case
studies.
- Highlight ONE potential challenge of the proposed revenue stream idea. The
challenge must be supported by credible source such as academic references or industry
case studies.

Additional tips:
- Ensure the infographic is visually appealing, easy to read, and professionally designed.
- Utilize icons, charts, or graphics to enhance the visual impact.
- Keep the content clear, concise, and focused on key points.
- Provide references or sources for any external information used – to be included in the
reference table provided on the infographic assignment template.

The dimensions of the infographic poster are 19.5cm x 28 cm in portrait format (as specified
in the assignment template document: Refer to Brightspace to download the template). You
may use https://www.canva.com/infographics/templates/ and many other existing infographic
templates available to work on this assignment.

Submit your work in either pdf or word doc. Only 1 member from the team is required to
upload the infographic onto Brightspace by the given due date of each class. Refer to
assignment due date table above for details. Only 1 similarity certificate is required to be
included on the last page of the report. This certificate will be generated by the person
submitting the report. The rest of the members are not required to generate the similarity
cert.

Present your infographic content in class – lesson 11. Refer to assignment due date table
above for details. Each team will be given 10 mins followed by 5 min Q&A.

Infographic marking criteria Marks allocation

Clarity and effectiveness of the value proposition statement 5%

Creativity and viability of the 2 proposed new revenue stream 16%

ideas. Accuracy and thoroughness of explanations for each
revenue stream.

Overall design and visual appeal of the infographic. Accuracy of 5%

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 data source and referencing. At least 7 reference source should
be provided.

Clarify of in class presentation by the presenting members 4%

Total 30%

Section 2: Group Video Presentation – 30%

On the last lesson, each team will be given no more than 10min to showcase a pre-recorded
video, followed by 5 min Q&A session with your lecturer based on the task below.

1. Based on the assigned school for the team to work on, prepare a video presentation
(estimated 8 to 10 mins, max 12 mins) that covers the following:

Video Presentation content:

1. Target Market Analysis (est 2 minutes):

a. Clearly define the primary target market for the selected company.
b. Provide demographic / psychographic / behavioral characteristics of the target
market.
c. Estimate the Total Addressable Market (TAM) for the identified segment in
Singapore.
d. Discuss any trends or factors influencing the target market.

2. Competitor Analysis (est 5 minutes):

a. Identify and introduce the three main competitors of the selected company in the
Singapore market.
b. For each competitor, discuss:
i. Key offerings (products/services).
ii. Price range for their offerings.
iii. One strength that sets them apart.
iv. One weakness or challenge they face.

3. Points of Differentiation (est 2 minutes):

a. Highlight the key differentiators of the selected company compared to its competitors.
b. Discuss unique features, value propositions, or strategies that give the selected
company a competitive edge.

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 c. Explain how these differentiators contribute to the company's market positioning.

4. Conclusion and Recommendations (est 1 minute):

a. Summarize the key findings from the target market and competitor analysis.
b. Provide brief recommendations for how the company can leverage its strengths and
address any weaknesses identified.

Additional tips:
 Ensure the video is well-structured, engaging, and professionally presented.
 Use visual aids such as slides, charts, or graphics to support key points.
 Keep the presentation within the 10-minute time limit.
 Conduct thorough research using reliable sources to gather accurate information.
 Style -there are no restrictions on the style of the video (i.e., you may use a narrated slide
show, a recorded lecture, a digital whiteboard, a stop motion animation (Claymation), a
sock puppet show, animated graphics, a scripted scene, filmed artist drawings on paper,
“man on the street” interviews, a combination of the above, etc.) You may take pictures,
recording oneself or peers, grabbing clips from the web, and putting it all together in a
coherent fashion to get a point across. The main benefits of this type of assignment are
that students will tap into their creative wells to produce interesting, engaging content,
they will learn how to use apps and software tools put at their disposal, and use a medium
that is present across every industry to present their own, original thoughts. The video
app you could use are inshot / power directors and many more.
 All members will have to present in the video (with voice over and video oneself
presenting. Please remove your mask when shooting the video. Students are not required
to meet up together and do the video at the same time)
 Format: Upload your video clip on youtube / google drive, or any video streaming
platforms (except bilibili) and email the video link to your lecturer one day before your last
lesson. Play video on day of presentation in class, and team members to particulate in
Q&A session. No similarity certificate will be required for this task.

Tip: When you are using Zoom to video record your PPT presentation, remember to on your
video, ensure sound is clear, and share screen instead of share PPT slide so that you can
enlarge your video camera screen size.

Video Presentation marking criteria Marks allocation

Target Market analysis 5%

Competitors’ analysis 10%

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 Point of differences analysis 5%

Presentation style, including visual elements and overall 5%

professionalism

Accuracy of information and data (source of data and infor must 5%

be provided in the video. At least 5 references should be
provided)

Total 30%

Section 3: Individual Consulting Paper – 40%

Based on the selected school assigned to your team in section 1 and 2 of your assignment,
identify a major weakness in the selected company and propose two solutions utilizing ICT
tools to address the weakness. Create an infographic to illustrate the weakness and
proposed solutions.

Student is required to write a consulting paper est 1000 words and create an infographic to
present the 3 key sections of this assignment. The 3 key sections of the assignment are as
follows:

1. Identify a Major Weakness (1st section): Conduct a thorough analysis of the selected
company to identify one major weakness. Provide a brief explanation of the weakness, its
impact on the company, and its significance.

2. Propose Solutions Using ICT Tools (2nd section):

a. Solution 1:
 Identify an ICT tool that can address the major weakness.
 Explain how this ICT tool works and why it is suitable for resolving the identified
weakness.
 Provide examples or case studies of other companies that have successfully
used a similar ICT tool for similar issues.
 Discuss any potential challenges or considerations in implementing this ICT
solution.
b. Solution 2:
 Identify a second ICT tool that complements or provides an alternative solution to
the major weakness.

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  Describe the functionalities of this ICT tool and how it can contribute to
overcoming the weakness.
 Provide examples or case studies of other companies that have successfully
used a similar ICT tool for similar issues.
 Discuss any potential challenges or considerations in implementing this ICT
solution.

3. Create an Infographic (3rd section):

 Design an infographic that visually represents the major weakness, the two proposed
ICT solutions, and their benefits.
 Utilize icons, charts, or graphics to enhance the clarity and visual appeal of the
infographic.
 Ensure that the infographic effectively communicates the key discussion points.

Consulting paper marking criteria Marks allocation

Clarity and significance of the identified weakness. 5%

Appropriateness and feasibility of the proposed ICT solutions. 20%

Report format and presentation, quality of written explanations 5%

and references provided. (At least 7 references to be provided)

Creativity and effectiveness of the infographic design. 10%

Total 40%

Report format requirements:

o Word for Windows or PDF document using Font Size 12
o Line spacing: Single
o Required size for all margins is 1 inch or 2.5 cm
o Est 1000 words (excluding cover page and appendices)
o Use appropriate Harvard Style referencing throughout
o Required file name: yourUCDstudentID.doc or .pdf
o Each student must submit his/her own / unique assignment
o The similarity certificate for each student to be generated and included on the last
page of the report.

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As a UCD student you are expected to behave with integrity and honesty in undertaking all
your assessments. Academic misconduct includes any action or attempted action that may
result in creating an unfair academic advantage, this includes plagiarism, copying,
possession of anything other than permitted resources during an assessment and collusion
with others in a piece of assessed work. All individual assignment must be completed by the
individual student and that student alone.

Please be reminded that all submissions will continue to be assessed by Urkund, the anti-
plagarism software. As you will appreciate the online submission format easily flags for the
university, where content is not original and requires investigation. Cases of plagiarism are
deemed to be a breached of the UCD Code of Conduct and will be referred to the Academic
Integrity Committee for investigation and sanction. Any material included in your
assessment and exam which is not your own should be cited.

30
PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students’ work is graded to indicate the standard attained using the
criterion referenced approach.

Table 4: UCD Grading System

Module Grades
Module Grade
Description
Grade Point
A+ 4.2
A 4.0 Excellent
A- 3.8
B+ 3.6
B 3.4 Very Good
B- 3.2
C+ 3.0
C 2.8 Good
C- 2.6
D+ 2.4
D 2.2 Acceptable
D- 2.0
FM+ 0.0
FM 0.0 Fail
FM- 0.0
No grade - work submitted
NM 0.0
did not merit a grade
No work was submitted by
the student or the student
ABS 0.0
was absent from the
assessment

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Table 5: Grade Descriptors – Individual & Group Assignment & Continuous Assessment

Grade Criteria more relevant to module levels 0, 1 and 2 in the

categories of knowledge, understanding and application

Outstanding A comprehensive, very well-structured, highly focused and

A+ concise response to the assessment task, consistently demonstrating
 an exceptionally extensive and detailed knowledge of the subject
matter
 a highly-developed ability to apply this knowledge to the task set
 evidence of extensive background reading and demonstration of
synthesis of this material
 clear, fluent, stimulating and original expression
 excellent presentation (spelling, grammar, graphical) with essentially
no presentation errors

Excellent A comprehensive, highly-structured, focused and concise

A response to the assessment task, consistently demonstrating
 an extensive and detailed knowledge of the subject matter
 a highly-developed ability to apply this knowledge to the task set
 evidence of extensive background reading
 clear, fluent, stimulating and original expression
 excellent presentation (spelling, grammar, graphical) with minimal or
no presentation errors

Very Good A thorough and well-organised response to the assessment

B task, demonstrating
 a broad knowledge of the subject matter
 considerable strength in applying that knowledge to the task set
 evidence of substantial background reading
 clear and fluent expression
 quality presentation with few presentation errors

Good An adequate and competent response to the assessment task,

C demonstrating
 adequate but not complete knowledge of the subject matter
 omission of some important subject matter or the appearance of
several minor errors
 capacity to apply knowledge appropriately to the task albeit with
some errors
 evidence of some background reading
 clear expression with few areas of confusion
 writing of sufficient quality to convey meaning but some lack of
fluency and command of suitable vocabulary
 good presentation with some presentation errors

Satisfactory An acceptable response to the assess with

D
 basic grasp of subject matter, but somewhat lacking in focus and
structure
 main points covered but insufficient detail
 some effort to apply knowledge to the task but only a basic capacity or
understanding displayed
 little or no evidence of background reading
 several minor errors or one major error
 satisfactory presentation with an acceptable level of presentation errors

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 Acceptable The minimum acceptable standard of response to the
D- assessment task which
 shows a basic grasp of subject matter but may be poorly focussed or
badly structured or contain irrelevant material
 has one major error and some minor errors
 demonstrates the capacity to complete only moderately difficult
tasks related to the subject material
 no evidence of background reading
 displays the minimum acceptable standard of presentation
(spelling, grammar, graphical)

Unacceptable A response to the assessment task which is unacceptable,

FM with
 a failure to address the question resulting in a largely irrelevant
answer or material of marginal relevance predominating
 a display of some knowledge of material relative to the question posed,
but with very serious omissions
/ errors and/or major inaccuracies included in answer
 solutions offered to a very limited portion of the problem set
 an answer unacceptably incomplete (e.g. for lack of time)
 a random and undisciplined development, layout or presentation
 unacceptable standards of presentation, such as grammar, spelling
or graphical presentation
 evidence of substantial plagiarism

NB* All students are advised to read the UCD Business School Code of Practice for
Team work – see Appendix 1.

33
PART 6: CONCLUDING COMMENTS

At the end of this module, you will have covered the 2 main components of this module and
be able to apply into both the assessments and examination. We wish you all the best in
undertaking this module.

Best regards

Jason Tan

22 Aug 2023

34
APPENDIX 1: GROUP WORK – BEST PRACTICE GUIDELINES FOR
STUDENTS

1. Rationale for group work:

There are many reasons for using group work as part of a learning or assessment strategy –
e.g. enhancing peer learning, creating a participative learning environment, encouraging
debate and discussion, promoting social interaction, and developing students’ teamwork
skills (e.g. negotiation, delegation and leadership).

2. Group formation:
Groups may be allowed to self-form or they may be constituted through some form of
random assignment. In the latter case, the assignment process may be structured to
achieve some diversity within groups – for instance across areas such as ability, cultural
background and gender – or on the basis of class attendance.

3. Managing the group:

a) The onus is on the group to ensure that individual members fully contribute to the
completion of the assigned task.
b) Students must familiarise themselves with the College of Business teamwork model –
https://qsblc.ucd.ie/videos/the-college-of-business-teamwork-model/
c) Effectively managing the group process and addressing challenges encountered
throughout the process is part of developing collaborative skills.
d) Groups must agree basic ground rules around communication procedures, performance
targets, arranging and organising meetings, maintaining records of group activity,
progress reports, solving problems, finalising the project and signing off on the final
product. The group should also, at an early stage in the process, discuss issues around
equity and fairness.

35
e) Groups should draw up a team agreement and set milestones to use as moments for the
group to review and identify emerging issues and assess progress.
f) Groups should assign roles to each member (such as leader, convener, facilitator,
editor).
g) Groups should maintain minutes of meetings, work plans etc.
h) Individual members should maintain a journal of their own contribution.

4. Assessment of group work:

a) The assessment of group work may involve the assessment of the ‘product’ of group
work (i.e. the content covered by the group work activity and assessed by the module
coordinator) and/or the assessment of the group work ‘process’ (i.e. participation in the
group and assessed by group members).
b) An individual assessment component (e.g. peer evaluation, individual reporting) may be
included.
c) Where group work contributes to a module grade, members will be awarded a grade that
accurately reflects their contribution to the completion of the task. To address the
problem of ‘free-riders’ within a group, differential grading may be applied by the Module
Coordinator.

5. Dealing with problems within groups:

a) Any student who is concerned about a member’s contribution to the group’s work must
firstly communicate this to the group members. It can be helpful for the student to
communicate this concern in writing to the rest of the group. The group must strive to
resolve the problem within the group.
b) The removal of a group member’s name from the cover page of a piece of coursework
can only be done with the advance approval of the Module Coordinator.
c) If a group member believes that his/her concerns have not been satisfactorily addressed
within the group, the matter should be brought to the attention of the Module Coordinator
in a timely manner. The Module Coordinator may request that this concern be raised
with him/her in writing.
d) Group problems cannot be solved retrospectively by the Module Coordinator.

6. Additional Resources:
UCD College of Business #LearningInsights: Collaboration and Group work video resources:
https://qsblc.ucd.ie/channels/#learning-insights

36
APPENDIX 2: TEAM AGREEMENT FOR TEAM X [DATE: ]

TEAM MEMBERS CONTACT DETAILS

1
2
3
4
INFORMAL COMMUNICATION

We have decided

1)
2)
3)
MEETINGS

We have decided

1)
2)
3)
MAKING DECISIONS

We have agreed

1)
2)
3)
4)
5)
SANCTIONS

We hope to work in harmony together. We have different strengths. We accept that this is
a team piece of work and we are all responsible for doing our best. However we agree
now that

If individuals have difficulties in working with the team or on the task, we will try to
sort them out promptly by talking with each other
 We will seek advice - as soon as is possible - from our tutor for those serious
problems which we cannot resolve ourselves.
SIGNED

37
APPENDIX 3 – TWO ADDITIONAL DOCUMENTS

You are advised to read the following important documents before you commence your
studies on this module:

1. Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on

http://www.ucd.ie/governance/resources/policypage-latesubmissionofcoursework/

2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another person’s writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
http://libguides.ucd.ie/academicintegrity

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.

The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

38