ASSESSMENT BRIEF: Corporate Governance
Module Code: BMP6013
Assessment Number 1
Assessment Type (and Written Piece Portfolio (80%)
weighting)
Assessment Name Written Piece Assessment (3500 words)
Assessment Submission 13th July 2025
Date
LO1: Demonstrate a critical awareness of economic, social and political
determinants of corporate governance.
LO2: Demonstrate a critical understanding of the debates on corporate
governance and current trends in addressing national and global corporate
governance failures.
LO3: Critically evaluate corporate maladministration and failures by
formulating mechanisms to readdress.
Use of Generative Artificial Intelligence (GAI) Applications in this
Assessment
AI Status Application Notes
Category No GAI tool is While grammar and/or spell checkers may be used
A permitted. to correct individual words and sentences, the use
of GAI is not allowed. This is because the learning
outcomes require you to produce original
assessment work without any GAI assistance.
Any GAI generated content which is presented as
your own original work and is not acknowledged
will be assessed for academic misconduct.
Assessment Task:
You are to produce a 3,500-word report which should include the
following:
Using a company of your choice within the financial services industry
(e.g., banking, insurance, or investment management), provide an
introduction that outlines the background of the organisation. Identify
and critically examine the corporate governance issues or challenges it
has faced. Your discussion should draw on relevant governance codes,
regulatory frameworks, and stakeholder theory, and reflect on how
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these governance challenges have influenced the company’s
operations, public trust, or compliance outcomes. Alternatively, you
may choose a financial company listed on FSTE100 constituents:
https://www.londonstockexchange.com/indices/ftse-100/constituents/
tabl
A literature review that discusses the key areas of theory applicable in
this case.
A discussion of the secondary and primary research undertaken to
analyse the problem or issue.
A critical review of the results of the secondary and primary research.
A recommendation and action plan that proposes solutions to the problem of
issue based on your findings. You should also include relevant theories as
part of your analysis.
This is an individual piece of work and is worth 80% of the module mark.
Essential Content:
Insert page numbers at the bottom of each page
You must have a cover sheet with your student ID and word count
The aim of the assignment is to produce an individual written report
with action plan.
A full individual report of 3500 words will be required for the
summative assessment. This will include an action plan and
recommendations to the management within the organisation of how
the problems are to be resolved.
This assessment will be used to assess the research skills and ability of
the students to develop detailed action plans to address real life
scenarios based on earlier research and analysis.
This assessment method is used to develop and assess research skills,
independent working and critical thinking to evaluate the strategic and
corporate governance capabilities of an organisation (LO1, LO2, LO3)
All assessment is undertaken through application of the criteria and
weightings outlined on the Module Descriptors.
Declaration: At the end of the assessment, you should also include a
declaration of any software tools including Generative AI (GAI) applications that
you used in developing and completing the assessment.
Minimum Secondary Research Source Requirements:
Level HE6 - It is expected that the Reference List will contain between
fifteen to twenty sources. As a MINIMUM the Reference List should
include three refereed academic journals and five academic books.
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Important and Helpful Information:
Please refer to the Module Guide for information regarding module contents,
indicative reading and guidelines for the preparation and submission of
assignments.
Specific Assessment Criteria/Marking Scheme:
First Class (70-100%): Virtually all the relevant information/skills
accurately deployed. Excellent and exceptional grasp of theoretical,
conceptual, analytical, and practical elements. Very effective integration of
theory, practice, and information in relation to the objective of the
assessment. There will be evidence of originality and creativity as
appropriate to the subject.
Upper Second Class 2(1) (60-69%): Most of the relevant
information/skills accurately deployed. Good grasp of theoretical,
conceptual, analytical, practical elements. Effective integration of theory,
practice, and information in relation to the objectives of the assessment.
Lower Second Class 2(2) (50-59%): Some of the relevant
information/skills accurately deployed. Adequate grasp of theoretical,
conceptual, analytical, and practical elements. Fair integration of theory,
practice, and information in relation to the objectives of the assessment.
Third Class (40-49%): Some omissions in the deployment of information/
skills. Some grasp of theoretical, conceptual, analytical, and practical
elements. Limited integration of theory, practice, and information in relation
to the objectives of the assessment.
Fail (1-39%): Students who do not meet the requirements of a pass grade
(40% or above) will not successfully complete the assessment activity.
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GENERAL ASSESSMENT GUIDELINES – LEVEL HE6
Relevance Knowledge and Analysis, Creativity Self- Research/ Written English Presentation
Learning Understanding and Problem-Solving awareness Referencing and Structure
outcomes must and
be met for an Reflection
overall pass
Work is directly Demonstrates an Presents an exceptional Provides An extensive range Writing style is clear, succinct The presentational
relevant and exceptional breadth synthesis and critical insightful of contemporary and appropriate to the style and layout are
expertly addresses and depth of evaluation of findings from reflection and and relevant requirements of the correct for the type
the requirements knowledge and a broad range of relevant critical self- reference sources assessment. An exceptionally of assignment.
(Exceptional Quality)
of the brief. understanding of sources in order to draw awareness in selected and drawn well written answer with Evidence of planning
theory and practice clear, systematic, justified relation to the upon. competent spelling, grammar and logically
85% - 100%
Learning beyond the threshold and insightful conclusions. outcomes of own and punctuation. For structured.
Class I
outcomes are expectation for the Provides a sophisticated work and Sources cited example, paragraphs are well Where relevant,
met. level. critical insight and expertly personal accurately in both structured and include linking there is effective
interprets complex matters responsibility. the body of text and signposting. Sentences inclusion of, and
Demonstrates mastery and ideas. and in the are complete and different reference to, figures,
in conceptual Demonstrates exceptional Reference List/ types are used. A wide range tables and images.
understanding of a creative flair and a high Bibliography. of appropriate vocabulary is
range of specialised level of originality. used.
areas. Demonstrates exceptional
problem- solving skills and
initiative.
Work is relevant Demonstrates an Presents an excellent Provides A wide range of Writing style is clear, succinct The presentational
and excellent breadth and synthesis and critical excellent contemporary and and appropriate to the style and layout are
comprehensively depth of knowledge evaluation of findings from reflection and relevant reference requirements of the correct for the type
addresses the and understanding of a broad range of relevant critical self- sources selected assessment. An excellently of assignment.
requirements of theory and practice for sources in order to draw awareness in and drawn upon. well written answer with Evidence of planning
(Excellent Quality)
the brief. this level. clear, systematic, justified relation to the competent, spelling, grammar and logically
70% - 84%
and perceptive conclusions. outcomes of own Sources cited and punctuation. For structured
Class I
Learning Demonstrates an in- Provides a critical insight work and accurately in both example, paragraphs are well Where relevant,
outcomes are depth conceptual and clearly interprets personal the body of text structured and include linking there is effective
met. understanding of a complex responsibility. and in the and signposting. Sentences inclusion of, and
range of specialised matters and ideas. Reference List/ are complete and different reference to, figures,
areas. Demonstrates creative flair Bibliography. types are used. A wide range tables and images.
and a high level of of appropriate vocabulary is
originality. used.
Demonstrates excellent
problem- solving skills and
initiative.
3
Work is relevant Demonstrates a Presents a perceptive Provides very A wide range of Writing style is clear, succinct The presentational
and addresses thorough breadth and synthesis and critical good reflection relevant reference and appropriate to the style and layout are
most of the depth of knowledge evaluation of findings from and critical self- sources selected requirements of the correct for the type
(Very Good Quality)
requirements of and understanding of a range of relevant sources awareness in and drawn upon. assessment. A very well of assignment.
the brief well. theory and practice for in order to draw clear, relation to the written answer with Evidence of planning
60% - 69%
Class II/i
this level. justified and thoughtful outcomes of own Sources cited competent spelling, grammar and logically
Learning Demonstrates a conclusions. work and accurately in the and punctuation. For structured in the
outcomes are sophisticated Interprets complex matters personal main in both the example, paragraphs are well main.
met. conceptual and ideas well. responsibility, as body of text and in structured and include linking Where relevant,
understanding of a Demonstrates a good level required by the the Reference List/ and signposting. Sentences there is effective
range of specialised of creativity and originality. assessment. Bibliography. are complete and different inclusion of, and
areas. Demonstrates strong types are used. A range of reference to, figures,
problem- solving skills. appropriate vocabulary is tables and images.
used.
Relevance Knowledge and Analysis, Creativity Self- Research/ Written English Presentation
Learning Understanding and Problem-Solving awareness Referencing and Structure
outcomes must and
be met for an Reflection
overall pass
Work addresses Demonstrates a sound Presents a logical Provides good A range of relevantWriting style is mostly The presentational
key requirements breadth and depth of evaluation of findings from reflection and reference sources appropriate to the style and layout are
of the brief. Some knowledge and a range of relevant sources critical self- selected and drawn requirements of the correct for the type
irrelevant content. understanding of in order to draw clear and awareness in upon. assessment. Grammar, of assignment.
(Good Quality)
theory and practice for justified conclusions. relation to the spelling and punctuation are Logically structured
50% - 59%
Class II/ii
Learning this level. Interprets some complex outcomes of own Most sources generally competent and in the most part.
outcomes are matters and ideas. work and accurately cited minor lapses do not pose Inclusion of figures,
met. Demonstrates a sound Demonstrates some personal both the body of difficulty for the reader. tables and images
conceptual creativity. responsibility, as text and in the Paragraphs are structured but not all relevant
understanding of Demonstrates effective required by the Reference and include some linking and or referred to.
specialised areas. problem-solving skills and assessment. List/Bibliography. signposting. Sentences are
initiative. complete.
A range of appropriate
vocabulary is used.
Work addresses Demonstrates a Presents an evaluation of Provides some Some relevant Writing style is occasionally The presentational
the requirements sufficient breadth andfindings from a range of reflection and reference sources not appropriate for the style and layout are
of the brief, depth of knowledge sources in order to draw critical self- selected and drawn assessment. largely correct for
(Satisfactory Quality)
although and understanding of some valid conclusions. awareness in upon. Grammar, spelling and the type of
superficially in theory and practice for
Interprets some complex relation to the punctuation are generally assignment.
40% - 49%
places. Some this level. matters and ideas but with outcomes of own Some weaknesses competent, but may pose Adequately
Class III
irrelevant content. descriptive passages work and in referencing minor difficulties for the structured.
Demonstrates a evident which lack clear personal technique. reader. Some paragraphs Inclusion of some
Learning conceptual purpose. responsibility, as may lack structure, and there figures, tables and
outcomes are understanding of some Demonstrates creativity in required by the is limited linking and images but not all
met. specialised areas. places. assessment. signposting. Some clear, relevant and/or
Demonstrates sufficient appropriate vocabulary is referred to.
problem- solving skills and used
initiative.
4
Work addresses Demonstrates a lack of Presents a limited Provides limited Sources selected Writing style is unclear and For the type of
some of the knowledge and evaluation of findings from reflection and are limited and does not match the assignment the
requirements of understanding of set sources. critical self- lack requirements of the presentational style,
the brief. Irrelevant theory and practice for Descriptive or narrative awareness in validity/relevance. assessment. Deficiencies in layout and/or
35% - 39%
Borderline
and superficial this level. passages evident which lack relation to the spelling, grammar and structure are lacking.
content. Demonstrates clear purpose. outcomes of own Poor referencing punctuation makes reading Inclusion of figures,
Fail
Insufficient conceptual Demonstrates little work and technique difficult and arguments tables and images
One or more understanding of creativity. personal employed. unclear in places. Paragraphs but not clear,
learning specialised areas. Demonstrates insufficient responsibility, are poorly structured. relevant and/or
outcomes have problem- solving skills and when required. referred to.
not been met. initiative.
Work does not Demonstrates Analysis is weak and poorly Provides An absence of Writing style is unclear and For the type of
address the inadequate knowledge constructed with inadequate inadequate relevant sources does not match the assignment the
requirements of and understanding of sources drawn upon. reflection and selected and drawn requirements of the presentational style,
the brief. Irrelevant theory and practice for Demonstrates little or no self-awareness in upon. assessment in question. layout and/or
<34%
and superficial this level. creativity. relation to the Deficiencies in spelling, structure are lacking.
Fail
content. Demonstrates a lack of outcomes of own Poor referencing grammar and punctuation
Demonstrates problem- solving skills and work and technique makes reading difficult and Inclusion of figures,
One or more Insufficient conceptual initiative. personal employed. arguments unclear. tables and images
learning understanding of responsibility, Unstructured paragraphs. but not clear,
outcomes have relevant areas. when required. relevant and/or
not been met. referred to.
