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COMM1110-程序代写案例
时间：2022-04-27
UNSW Business School
COMM1110 Evidence-Based Problem Solving
Assessment 2 Summary:
Assessment 2a: Case Briefing Pack, Week 5 - 11.59am Friday 18th March (AEST)
Assessment 2b: Case Business Report, Week 11 - 11.59am Friday 29th April (AEST)
Assessment 2a: 25%
Assessment 2b: 40%
Based on a real-world business problem, written response to questions
Assessment 2a: 1,500 words, excluding references
Assessment 2b: 2,000 words, excluding references
Via Moodle course site, through Turnitin
Project Overview (Same as Assessment 2a)
The project aims to enhance your career-focused learning experience by bringing real-world
scenarios and a real business problem into the classroom, creating a safe space for you to
explore, collaborate and make changes.
The assignment is intended to promote problem-based learning (PBL), in which you learn about
a subject by working in teams to solve real-life problems. It is also intended to develop your skills
in research, critical thinking and problem-solving, your data analysis and Excel skills, and your
ability to present your ideas and solutions concisely and coherently.
Solving real-life problems is an inherently complex and messy process, but such a process also
offers plenty of learning opportunities. You will learn about working through problems
persistently, seeking creative solutions, and being comfortable changing solution paths where
necessary.
In this sandboxed assignment (see Sandbox Education Program), you will have an opportunity
to solve a real-world problem and receive feedback from the problem owner (i.e. our project
partner). Your experience in this project will be helpful in your transition into the professional
environment – you will be prepared to leverage your existing knowledge and skills while at the
same time identifying and acting on knowledge and skill gaps, responding to new challenges
and seizing emerging opportunities coming your way.
You are expected to conduct your research and spend 30 to 40 hours on the project (2a and 2b).
2
Business Problem:
How can the UNSW Business School Career Accelerator team increase
participation rates in MOS Excel Certification?
Industry Partner/Problem Owner: Career Accelerator @ UNSW Business School
1. Background: Career Accelerator @ UNSW Business School
The Career Accelerator @ UNSW Business School is a specialised team that provides a suite
of opportunities and experiences designed to help UNSW Business School students build
their professional skills and improve student employability and career readiness across all
undergraduate, postgraduate and MBA programs.
Career Accelerator provides students with a diverse range of curricular, co-curricular and
extra-curricular offerings ranging from internships, global opportunities, mentoring programs,
industry events and networking opportunities, PASS classes, learning consults, and a suite of
technology-driven tools and resources.
2. What is the Excel Certification Program?
The Microsoft Office Excel Certification Program is a free and exclusive offering to UNSW
Business School students. Since launching in 2018 as a co-curricular opportunity, the
program has expanded. It is now embedded in key UNSW Business School programs (e.g.
Bachelor of Commerce and its combined degrees), providing students with the opportunity
to build their technical skills for data analysis, interpretation and presentation and gain an
industry-recognised digital credential that can be shared on their LinkedIn profile.
There are two parts to the program:
1. The Excel Training Program (ETP): This provides students access to online skills
modules, resources and practice exams that are self-paced and allow students to develop
their skills. For COMM1110 and ECON1203 courses, the training program is mandatory
(e.g. in COMM1110, the Excel Training Program is your Assessment 1), and students are
required to complete the practice exams at two levels - Associate level and Expert level.
Students are graded on their Practice Exam results for their course assessment.
2. The Excel Certification Test (ECT): on completion of the course assessment, students
are encouraged (but not required) to take the optional next step to complete the official
certification test, to receive their digital credential and be considered fully qualified.
3
By completing the course assignment, students have undertaken the majority of the work
required. The official certification step involves booking into a 50-minute online
invigilated test and achieving a pass rate of 70% to obtain the certification.
The key difference between the official ECT and the Practice Exams (i.e. Assessment 1a
and 1b students completed in their ETP in the course) is that the ECT is invigilated by a
test proctor. Apart from this, the ECT has the same exam length (50 minutes), question
types and difficulty levels as the Practice Exams students completed in the ETP as part
of their assessment. This means that students who completed their Assessment 1a and
1b and achieved a score over 700 (out of 1,000) would pass the ECT and receive the
official industry-recognised Excel Certificate if they choose to sit in the ECT. However, the
student participation rates in the ECT have been very low (see section 4 below).
Students must take the ECT within the calendar year that they start the ETP in the course
as their access code (i.e. the one received in Week 1 to access GMetrix for your
Assessment 1) expires at the end of that year.
The ECT is available to any enrolled student who signs up for the ETP as part of their
course (e.g. all students in COMM1110) or as a co-curricular activity. The ECTs are
scheduled regularly throughout each term as well as during term breaks, and students
are able to select their preferred timeslot through a dedicated Excel Certification Moodle
site: https://moodle.telt.unsw.edu.au/course/view.php?id=58401 (sign in using self-
enrolment key: excel_student).
3. Benefits of the Excel Certification Program
Increasingly, employers are looking for graduates with strong technical skills, and the
Microsoft Excel Certification Program provides students with the opportunity to develop
these essential skills and demonstrate their competencies to future employers. On
successful completion (i.e. completion of the ECT), it is a verified skill that students can add
to their CV. They also receive an industry-recognised Microsoft digital credential that can be
shared on their LinkedIn profile to demonstrate their Excel competency to potential
employers.
An added benefit is the Excel Certification test earns students experience points towards the
COMM1999/COMM3999 requirements of their program. Points are converted to BCoins,
which can be redeemed for UNSW Business School merchandise.
The Microsoft Excel Certification Program is offered to UNSW Business School students free
of charge, saving them the current fee of approx. $140 if they were to enrol in the program
independently.
4. The Business Problem
There is a significant drop off rate between students completing the Excel Training Program
(ETP) as part of their course assessment or co-curricular activity and those who take the
optional next step to complete the Excel Certification Test (ECT) to receive the official
4
certification. In 2021, almost 3,000 students completed the training component of the
program (i.e. the ETP), but only 20% took the next step to complete the ECT to get officially
certified.
UNSW Business School recognises the value in the certification that not only allows students
to develop key technical skills, but also enables them to demonstrate proven competency at
an industry level, ultimately enhancing their employability skills and employer demand for
their qualifications. In support of this initiative, approximately $50,000 is allocated to the
program every year, but with current participation rates, this is a low return on investment.
The licences that are issued to students are valid only for one calendar year, so students must
complete both the training (i.e. ETP, which students already completed in their courses, like
COMM1110, as part of their assessment) and the certification test (i.e. ECT, which they need
to self enrol via the Excel Moodle site1) within that year. The low participation rate results in
unused licences that cannot be carried over to the following year. It also means that if
students fail to certify within the calendar year but choose to do so later, they will be liable for
the cost to undertake certification independently.
5. The Task
We would like you to help the Career Accelerator team understand student behaviours with
the Excel Program, identify and evaluate the potential barriers to students taking the optional
next step of official certification (i.e. take the ECT - Excel Certification Test) and provide any
recommendations on how the Career Accelerator team can improve the ECT participation
rates – ideally increasing from 20% to 80%.
1 https://moodle.telt.unsw.edu.au/course/view.php?id=58401 (sign in using self-enrolment key: excel_student).
5
Additional information about the Excel Certification Test (ECT)
1. What is the Format of the Excel Certification Test (ECT)?
Currently, the tests are all online due to the covid situation over the last two years. However,
it used to be available in person, and we are hoping to have an on-campus option at some
point this year.
While the ECT is online, students use their own devices. They can also use the computers on
campus, but they have to organise that themselves. Students would use the computers in
designated computer labs on campus in an in-person environment.
2. What is the format of the Excel Certification Test (ECT)?
The number of questions can vary, but it will be in a similar format to the Practice Test that
they do in their assessment.
3. How long is the Excel Certification Test (ECT)?
Similar to Practice Exam 2, the ECT is 50 minutes. Exam admin (e.g. logging in) does not
count towards the 50 minutes.
4. Do students have a choice to select what levels of difficulty?
Yes, there are two available levels of difficulty - Associate and Expert, the same difficulty
levels as the assessments. Students are free to select the difficulty level at the beginning of
the ECT itself.
5. How does online invigilation work?
Students get a link and take the test through a virtual machine. The proctors watch their
screens throughout the session and provide technical support if there are issues. There is no
camera needed.
6. What score do students need to achieve to get certification?
To achieve the certification, students need to get 700/1000 or above.
6
Assessment 2 Case Overview (Same as Assessment 2a)
Imagine you work for a consulting firm called FixIt! Consulting. Your company has a reputation
for on-time and comprehensive problem-solving solutions that integrates different evidence
sources, namely statistical information with insights from literature and ethical decision-making
processes.
FixIt! Consulting recently started a consulting project for the Career Accelerator team at UNSW
Business School. The aim of the project is to design solutions for the Career Accelerator team
to improve student participation rates in the Microsoft Excel Certification. Please read the
Project Brief (pages 2-5) for more information about the project background, business problem
and tasks.
As a member of the FixIt! Consulting team (also as a UNSW Business School student who is a
stakeholder of this issue), the overarching issue you need to address is to: (1) analyse the
problem to understand the issue (Assessment 2a and 2b), and (2) make recommendations on
what solutions the Career Accelerator Team can use to address this problem. (Assessment 2b).
Note: An industry research project and resulting Business Reports such as these typically run
for multiple months, with large research teams. The purpose of this Case is to provide you
with a realistic task you would see as a graduate, plus importantly give you awareness of and
experience with applying the problem-solving tools to such tasks. This assessment
(Assessment 2a and 2b) is worth 65% of your final grade, so it requires regular weekly study
time to advance the research and analysis needed to write the succinct report. Yet, this Case
is not expected to be industry standard. Please use the guidance within the brief below to put
boundaries on the breadth and depth of your report (e.g., word length, number of tools and
references). There is a delicate balance between breadth and depth of analysis in business
reports. If you have questions, please post questions on the Moodle Discussion Forum and/or
discuss them with the teaching team.
Assessment 2a General Feedback
The Team Leader of the Career Accelerator Team has just read through the Briefing Packs
(Assessment 2a). The general feedback was:
• FixIt! ‘information toolbox’: Better papers framed the Excel Certification Test problem very
clearly, including defining key terms. Different types of literature were clearly flagged (i.e. 2
x academic and 2 x grey), included this in the narrative, and were very well integrated (i.e.,
not just summarised separately) into the overall analysis to address the key questions of
the low certification rate and made the link between the literature and the problem. A
detailed logic tree was then constructed from this analysis to break the Excel Certification
Test problem into its component parts, integrating the referenced material (rather than
dealing with information from references as separate facts), and was presented in a clear
and professional way.
7
• FixIt! ‘statistical toolbox’: The first point is always to get the basics right first. Before any
analysis can take place, you must understand your data first by analysing the individual
variables and then you can go to analysing the relationships between variables. For example,
good papers showed the link between the number of attempts and the completion of the
ECT. The association with the score on best attempt and certification was also explored,
and excellent papers extended this analysis to other variables in the dataset to understand
the breadth of the problem. The needed statistics to back up these insights were clearly
presented in appropriate and professional-looking tables and graphs, as well as correlation
analysis.
• FixIt! ‘ethics toolbox’: For the ethics toolbox, you were asked to describe an ethical dilemma.
You need to ensure details and justification for your choice are clearly articulated so that
the reader can take the perspective of the ethical dilemma being discussed. Statements
such as: “The ethical dilemma is whether incentives should be offered” or “whether
mandating participation was desirable”. This situation has ethical implications because of
its impacts on student time, stress, and autonomy; it enables you to consider how different
stakeholders, especially those with less power, might be affected by this situation or
decision.
Please refer to your individual feedback for further specific details, and if questions emerge,
please discuss this with your tutor.
Assessment 2b: Case Business Report (40%)
Articulate key insights and provide recommendations to the UNSW Business School Career
Accelerator team on what it needs to do to address the low ECT participation issue. You have
been asked by the FixIt! Consulting Team leader to address three questions in the Final Report.
You are required to use different problem-solving toolboxes to address these three questions.
• Word limit: This is a maximum of 2,000 words (no minimum word limit, no +10% tolerance,
graphs, figures and reference list are excluded from the word count).
• Structure and format: Introduction or executive summary are not required (note: you are
one member of the research project team, and look after three sections in the research
report). You are required to write in a business report style (i.e., formal language etc.), albeit
utilising the following three headings (you have the discretion to use subheadings). The
‘information toolbox’ section is where your recommendations to the government emerge,
including the assumptions, strengths, and limitations of your analysis.
• Referencing style: Harvard (see The 'In-Text' or Harvard method for more information).
1. FixIt! ‘statistical toolbox’
This section of the report is approximately 700 words (guide only, not a word limit).
• After considering the descriptive statistics, the career accelerator team is interested in
identifying the factors which affect the chance of participation in the certification exam
(i.e. variable Participate_Cert_Exam). They are more interested in identifying behavioural
traits which could affect these probabilities. These include (for both tests):
• Number of attempts (A1a_Num_of_Attempts, A1b_Num_of_Attempts);
8
• Score of the attempts (A1a_Score_1st_Attempt, A1a_Score_Best_Attempt,
A1b_Score_1st_Attempt, A1b_Score_Best_Attempt); and
• Completion of attempts, hours before deadline
(A1a_1st_Attempt_Before_Deadline, A1a_last_Attempt_Before_Deadline,
A1b_1st_Attempt_Before_Deadline, A1b_last_Attempt_Before_Deadline);
Further details of these variables can be found in “Note about the data”.
• To understand whether these factors play an important role, broadly speaking, you will
need to (i) formulate a multiple linear regression model (refer to week explaining your
choice of variables) and (ii) explain whether the relationship is statistically and/or
economically significant. As aforementioned, the use of a multiple linear regression
(week 4-8), confidence intervals (week 7) and hypothesis testing would help you
address this and thus provide evidence for your arguments.
• More specifically, you need to consider relevant factors to understand the relationship
between Participate_Cert_Exam and the behavioural variables incorporating any control
variables which are relevant.
• In addition to interpreting the results of your analysis, you will also need to draw to
attention issues of causality (Week 7) and confoundment (Week 4), which can impact
the conclusions from the analysis.
• As a part of this assessment, assumptions and limitations need to be explicitly
identified. e.g. What variable would you want to have in an ideal situation to measure
different variables in this analysis? Do you have this variable in the dataset? If not (which
is often the Case in practice: we often do not have all the ideal data/variables that we
need to perform an analysis, and have to rely on the data available to us), what variable
in the dataset do you have to use as a performance/ability measure? What are the
assumptions and limitations of using this variable?]
• For further information about the data, please read “Note about the data” (see
Assessment 2a Guide and Marking Rubric pages 8-10) for more information about the
dataset.
• Once you have considered the above issues and analysis, you will need to understand
its implications and consider the appropriate recommendations for the career
accelerator team to improve participation in the certification exam. (as above) As this
is the purpose of this report.
2. FixIt! ‘ethics toolbox’
This section of the report is approximately 600 words (guide only, not a word limit).
Recall that the FixIt! Consulting Team is concerned with the problem of low ECT participation
and the ethical issues it presents. Apply the 7-step ethical decision-making framework from
Week 3 to one of the following ethical dilemmas:
• Making the Excel Certification Test (ECT) mandatory (i.e. students cannot pass the
course without completing the external invigilated ECT).
• Providing additional incentives (e.g. financial incentives like a $10 gift card) to
encourage students to participate in the Excel Certification Test (ECT).
9
For the ethical dilemma you are writing up, apply the 7-step ethics decision-making
framework (week 3) to formulate a position on the ethical issue selected. You should follow
all 7 steps in the ethical decision-making framework.
Your position on the ethical issue is step 7 in the framework; the other steps enable you to
provide evidence for that focus. The FixIt! Consulting Team Leader wants you to be explicit
about the rigorous FixIt! Process, therefore, explicitly refers to each step in the ethical
decision-making framework (e.g. put ‘Step 2’ to refer to the information you are drawing from
Step 2 about ‘assumptions and world views’).
[Note: Please see Week 3 Discussion Question for student examples on how to apply the 7-
step ethics decision-making framework, and Week 3 Discussion Debrief and Feedback (see
Week 4 f Separate Video: Discussion Question 3 Feedback) on how you should apply the
framework.]
3. FixIt! ‘information toolbox’
This section of the report is approximately 700 words (guide only, not a word limit).
• The Project Team Leader wants to see how you structure your arguments. Provide a
situation-observation-resolution story summary (see Week 10 Lecture), and choose the
appropriate visual representation (i.e. either a grouping structure graph or an argument
structure graph, see Week 10 Lecture) to present your argument structure (e.g. show
how you organise your arguments and the report storyline on what is the issue, what are
your findings, and your recommendations on how to fix it).
When constructing your grouping or argument structure graph, you need to consolidate
all relevant evidence, including your logic tree analysis in the Briefing Pack (Assessment
2a of this Case), the literature identified in the Briefing Pack (Assessment 2a), statistical
information from your analysis in the Briefing Pack (Assessment 2a) and this report (i.e.,
Assessment 2b of this Case), and the ethical dilemma in this report (i.e., Assessment
2b).
• Follow your argument structure, and put forward your recommendations as to what the
UNSW Business School Career Accelerator team should do to address the low ECT
participation issue. Justify your recommendations. Then put forward actionable next
steps for the Career Accelerator team (e.g. what exactly the Career Accelerator team
needs to do?)
• Ensure the recommendation and action steps utilise persuasive yet still factually
accurate communication. This includes ensuring appropriate presentation of results,
and persuasive language.
• Assumptions and limitations also need to be explicitly identified, including any issues
about statistical & decision-making biases in your analysis (week 4 and 8-10); any
reliability and validity concerns (Week 10); and alerting the FixIt! Consulting Team
Leader of any ethical issues (Week 3) that may arise if your recommendations are
adopted by the UNSW Business School Career Accelerator team.
10
UNSW Business School
COMM1110 Evidence-Based Problem Solving
Criteria 2b% Fail
Pass
Credit
Distinction
High Distinction
1. Statistical problem-
solving.
Application of the
statistical toolkit
40% Does not apply
statistical problem-
solving tools to the
Case, or application is
inaccurate.
Applies statistical
problem-solving tools to
the Case appropriately
but may include minor
errors or omissions.
Accurately applies
statistical problem-
solving tools to the Case.
Accurately and insightfully
applies statistical problem-
solving tools to the Case.
Accurately and insightfully
applies statistical problem-
solving tools to the Case
highlighting novel insights
with extension material from
the course.
2. Ethical decision-
making
Application of ethical
decision-making rubric to
the factual details of your
chosen dilemma, including
quality of analysis with
those facts.
25% Multiple errors or
limited articulation of
how ethical decision-
making rubric is applied
to the factual details of
the dilemma. Poor
analysis, missing/gaps
in evidence.
Some articulation/
application of how
ethical decision-making
rubric is applied to the
factual details of the
dilemma. Some analysis
and reflection but
patchy evidence.
Accurate and clear
articulation of how the
ethical decision-making
rubric is applied to the
factual details of the
dilemma. Clear analysis
and reflection, with some
evidence.
Accurate and comprehensive
articulation of how the ethical
decision-making rubric is
applied to the factual details
of the dilemma. Consistent
and detailed analysis, deep
reflection supported by
sound evidence.
Insightful and detailed
application of how the ethical
decision-making rubric is
applied to the factual details
of the dilemma. Insightful and
detailed analysis and
reflection with extensive
evidence.
3. Information problem-
solving
Application of the
information toolkit into
well-structured arguments
35% Does not apply
information problem-
solving tools to the
Case, or application is
inaccurate. Unclear
writing style, which
distracts from
arguments.
Applies information
problem-solving tools to
the Case appropriately
but may include minor
errors or omissions.
Generally, clear writing
style so main arguments
articulated.
Accurately applies
information problem-
solving tools to the Case.
Generally, expresses
complex ideas into well-
reasoned arguments.
Accurately and insightfully
applies information problem-
solving tools to the Case.
Consistently and skillfully
represents complex ideas
into well-reasoned
arguments.
Accurately and insightfully
applies information problem-
solving tools to the Case
demonstrating breadth and
depth of analysis.
Consistently and eloquently
represents complex ideas
into well-reasoned
arguments.
COMM1110 Evidence-Based Problem Solving
Assessment 2 Summary:
Assessment 2a: Case Briefing Pack, Week 5 - 11.59am Friday 18th March (AEST)
Assessment 2b: Case Business Report, Week 11 - 11.59am Friday 29th April (AEST)
Assessment 2a: 25%
Assessment 2b: 40%
Based on a real-world business problem, written response to questions
Assessment 2a: 1,500 words, excluding references
Assessment 2b: 2,000 words, excluding references
Via Moodle course site, through Turnitin
Project Overview (Same as Assessment 2a)
The project aims to enhance your career-focused learning experience by bringing real-world
scenarios and a real business problem into the classroom, creating a safe space for you to
explore, collaborate and make changes.
The assignment is intended to promote problem-based learning (PBL), in which you learn about
a subject by working in teams to solve real-life problems. It is also intended to develop your skills
in research, critical thinking and problem-solving, your data analysis and Excel skills, and your
ability to present your ideas and solutions concisely and coherently.
Solving real-life problems is an inherently complex and messy process, but such a process also
offers plenty of learning opportunities. You will learn about working through problems
persistently, seeking creative solutions, and being comfortable changing solution paths where
necessary.
In this sandboxed assignment (see Sandbox Education Program), you will have an opportunity
to solve a real-world problem and receive feedback from the problem owner (i.e. our project
partner). Your experience in this project will be helpful in your transition into the professional
environment – you will be prepared to leverage your existing knowledge and skills while at the
same time identifying and acting on knowledge and skill gaps, responding to new challenges
and seizing emerging opportunities coming your way.
You are expected to conduct your research and spend 30 to 40 hours on the project (2a and 2b).
2
Business Problem:
How can the UNSW Business School Career Accelerator team increase
participation rates in MOS Excel Certification?
Industry Partner/Problem Owner: Career Accelerator @ UNSW Business School
1. Background: Career Accelerator @ UNSW Business School
The Career Accelerator @ UNSW Business School is a specialised team that provides a suite
of opportunities and experiences designed to help UNSW Business School students build
their professional skills and improve student employability and career readiness across all
undergraduate, postgraduate and MBA programs.
Career Accelerator provides students with a diverse range of curricular, co-curricular and
extra-curricular offerings ranging from internships, global opportunities, mentoring programs,
industry events and networking opportunities, PASS classes, learning consults, and a suite of
technology-driven tools and resources.
2. What is the Excel Certification Program?
The Microsoft Office Excel Certification Program is a free and exclusive offering to UNSW
Business School students. Since launching in 2018 as a co-curricular opportunity, the
program has expanded. It is now embedded in key UNSW Business School programs (e.g.
Bachelor of Commerce and its combined degrees), providing students with the opportunity
to build their technical skills for data analysis, interpretation and presentation and gain an
industry-recognised digital credential that can be shared on their LinkedIn profile.
There are two parts to the program:
1. The Excel Training Program (ETP): This provides students access to online skills
modules, resources and practice exams that are self-paced and allow students to develop
their skills. For COMM1110 and ECON1203 courses, the training program is mandatory
(e.g. in COMM1110, the Excel Training Program is your Assessment 1), and students are
required to complete the practice exams at two levels - Associate level and Expert level.
Students are graded on their Practice Exam results for their course assessment.
2. The Excel Certification Test (ECT): on completion of the course assessment, students
are encouraged (but not required) to take the optional next step to complete the official
certification test, to receive their digital credential and be considered fully qualified.
3
By completing the course assignment, students have undertaken the majority of the work
required. The official certification step involves booking into a 50-minute online
invigilated test and achieving a pass rate of 70% to obtain the certification.
The key difference between the official ECT and the Practice Exams (i.e. Assessment 1a
and 1b students completed in their ETP in the course) is that the ECT is invigilated by a
test proctor. Apart from this, the ECT has the same exam length (50 minutes), question
types and difficulty levels as the Practice Exams students completed in the ETP as part
of their assessment. This means that students who completed their Assessment 1a and
1b and achieved a score over 700 (out of 1,000) would pass the ECT and receive the
official industry-recognised Excel Certificate if they choose to sit in the ECT. However, the
student participation rates in the ECT have been very low (see section 4 below).
Students must take the ECT within the calendar year that they start the ETP in the course
as their access code (i.e. the one received in Week 1 to access GMetrix for your
Assessment 1) expires at the end of that year.
The ECT is available to any enrolled student who signs up for the ETP as part of their
course (e.g. all students in COMM1110) or as a co-curricular activity. The ECTs are
scheduled regularly throughout each term as well as during term breaks, and students
are able to select their preferred timeslot through a dedicated Excel Certification Moodle
site: https://moodle.telt.unsw.edu.au/course/view.php?id=58401 (sign in using self-
enrolment key: excel_student).
3. Benefits of the Excel Certification Program
Increasingly, employers are looking for graduates with strong technical skills, and the
Microsoft Excel Certification Program provides students with the opportunity to develop
these essential skills and demonstrate their competencies to future employers. On
successful completion (i.e. completion of the ECT), it is a verified skill that students can add
to their CV. They also receive an industry-recognised Microsoft digital credential that can be
shared on their LinkedIn profile to demonstrate their Excel competency to potential
employers.
An added benefit is the Excel Certification test earns students experience points towards the
COMM1999/COMM3999 requirements of their program. Points are converted to BCoins,
which can be redeemed for UNSW Business School merchandise.
The Microsoft Excel Certification Program is offered to UNSW Business School students free
of charge, saving them the current fee of approx. $140 if they were to enrol in the program
independently.
4. The Business Problem
There is a significant drop off rate between students completing the Excel Training Program
(ETP) as part of their course assessment or co-curricular activity and those who take the
optional next step to complete the Excel Certification Test (ECT) to receive the official
4
certification. In 2021, almost 3,000 students completed the training component of the
program (i.e. the ETP), but only 20% took the next step to complete the ECT to get officially
certified.
UNSW Business School recognises the value in the certification that not only allows students
to develop key technical skills, but also enables them to demonstrate proven competency at
an industry level, ultimately enhancing their employability skills and employer demand for
their qualifications. In support of this initiative, approximately $50,000 is allocated to the
program every year, but with current participation rates, this is a low return on investment.
The licences that are issued to students are valid only for one calendar year, so students must
complete both the training (i.e. ETP, which students already completed in their courses, like
COMM1110, as part of their assessment) and the certification test (i.e. ECT, which they need
to self enrol via the Excel Moodle site1) within that year. The low participation rate results in
unused licences that cannot be carried over to the following year. It also means that if
students fail to certify within the calendar year but choose to do so later, they will be liable for
the cost to undertake certification independently.
5. The Task
We would like you to help the Career Accelerator team understand student behaviours with
the Excel Program, identify and evaluate the potential barriers to students taking the optional
next step of official certification (i.e. take the ECT - Excel Certification Test) and provide any
recommendations on how the Career Accelerator team can improve the ECT participation
rates – ideally increasing from 20% to 80%.
1 https://moodle.telt.unsw.edu.au/course/view.php?id=58401 (sign in using self-enrolment key: excel_student).
5
Additional information about the Excel Certification Test (ECT)
1. What is the Format of the Excel Certification Test (ECT)?
Currently, the tests are all online due to the covid situation over the last two years. However,
it used to be available in person, and we are hoping to have an on-campus option at some
point this year.
While the ECT is online, students use their own devices. They can also use the computers on
campus, but they have to organise that themselves. Students would use the computers in
designated computer labs on campus in an in-person environment.
2. What is the format of the Excel Certification Test (ECT)?
The number of questions can vary, but it will be in a similar format to the Practice Test that
they do in their assessment.
3. How long is the Excel Certification Test (ECT)?
Similar to Practice Exam 2, the ECT is 50 minutes. Exam admin (e.g. logging in) does not
count towards the 50 minutes.
4. Do students have a choice to select what levels of difficulty?
Yes, there are two available levels of difficulty - Associate and Expert, the same difficulty
levels as the assessments. Students are free to select the difficulty level at the beginning of
the ECT itself.
5. How does online invigilation work?
Students get a link and take the test through a virtual machine. The proctors watch their
screens throughout the session and provide technical support if there are issues. There is no
camera needed.
6. What score do students need to achieve to get certification?
To achieve the certification, students need to get 700/1000 or above.
6
Assessment 2 Case Overview (Same as Assessment 2a)
Imagine you work for a consulting firm called FixIt! Consulting. Your company has a reputation
for on-time and comprehensive problem-solving solutions that integrates different evidence
sources, namely statistical information with insights from literature and ethical decision-making
processes.
FixIt! Consulting recently started a consulting project for the Career Accelerator team at UNSW
Business School. The aim of the project is to design solutions for the Career Accelerator team
to improve student participation rates in the Microsoft Excel Certification. Please read the
Project Brief (pages 2-5) for more information about the project background, business problem
and tasks.
As a member of the FixIt! Consulting team (also as a UNSW Business School student who is a
stakeholder of this issue), the overarching issue you need to address is to: (1) analyse the
problem to understand the issue (Assessment 2a and 2b), and (2) make recommendations on
what solutions the Career Accelerator Team can use to address this problem. (Assessment 2b).
Note: An industry research project and resulting Business Reports such as these typically run
for multiple months, with large research teams. The purpose of this Case is to provide you
with a realistic task you would see as a graduate, plus importantly give you awareness of and
experience with applying the problem-solving tools to such tasks. This assessment
(Assessment 2a and 2b) is worth 65% of your final grade, so it requires regular weekly study
time to advance the research and analysis needed to write the succinct report. Yet, this Case
is not expected to be industry standard. Please use the guidance within the brief below to put
boundaries on the breadth and depth of your report (e.g., word length, number of tools and
references). There is a delicate balance between breadth and depth of analysis in business
reports. If you have questions, please post questions on the Moodle Discussion Forum and/or
discuss them with the teaching team.
Assessment 2a General Feedback
The Team Leader of the Career Accelerator Team has just read through the Briefing Packs
(Assessment 2a). The general feedback was:
• FixIt! ‘information toolbox’: Better papers framed the Excel Certification Test problem very
clearly, including defining key terms. Different types of literature were clearly flagged (i.e. 2
x academic and 2 x grey), included this in the narrative, and were very well integrated (i.e.,
not just summarised separately) into the overall analysis to address the key questions of
the low certification rate and made the link between the literature and the problem. A
detailed logic tree was then constructed from this analysis to break the Excel Certification
Test problem into its component parts, integrating the referenced material (rather than
dealing with information from references as separate facts), and was presented in a clear
and professional way.
7
• FixIt! ‘statistical toolbox’: The first point is always to get the basics right first. Before any
analysis can take place, you must understand your data first by analysing the individual
variables and then you can go to analysing the relationships between variables. For example,
good papers showed the link between the number of attempts and the completion of the
ECT. The association with the score on best attempt and certification was also explored,
and excellent papers extended this analysis to other variables in the dataset to understand
the breadth of the problem. The needed statistics to back up these insights were clearly
presented in appropriate and professional-looking tables and graphs, as well as correlation
analysis.
• FixIt! ‘ethics toolbox’: For the ethics toolbox, you were asked to describe an ethical dilemma.
You need to ensure details and justification for your choice are clearly articulated so that
the reader can take the perspective of the ethical dilemma being discussed. Statements
such as: “The ethical dilemma is whether incentives should be offered” or “whether
mandating participation was desirable”. This situation has ethical implications because of
its impacts on student time, stress, and autonomy; it enables you to consider how different
stakeholders, especially those with less power, might be affected by this situation or
decision.
Please refer to your individual feedback for further specific details, and if questions emerge,
please discuss this with your tutor.
Assessment 2b: Case Business Report (40%)
Articulate key insights and provide recommendations to the UNSW Business School Career
Accelerator team on what it needs to do to address the low ECT participation issue. You have
been asked by the FixIt! Consulting Team leader to address three questions in the Final Report.
You are required to use different problem-solving toolboxes to address these three questions.
• Word limit: This is a maximum of 2,000 words (no minimum word limit, no +10% tolerance,
graphs, figures and reference list are excluded from the word count).
• Structure and format: Introduction or executive summary are not required (note: you are
one member of the research project team, and look after three sections in the research
report). You are required to write in a business report style (i.e., formal language etc.), albeit
utilising the following three headings (you have the discretion to use subheadings). The
‘information toolbox’ section is where your recommendations to the government emerge,
including the assumptions, strengths, and limitations of your analysis.
• Referencing style: Harvard (see The 'In-Text' or Harvard method for more information).
1. FixIt! ‘statistical toolbox’
This section of the report is approximately 700 words (guide only, not a word limit).
• After considering the descriptive statistics, the career accelerator team is interested in
identifying the factors which affect the chance of participation in the certification exam
(i.e. variable Participate_Cert_Exam). They are more interested in identifying behavioural
traits which could affect these probabilities. These include (for both tests):
• Number of attempts (A1a_Num_of_Attempts, A1b_Num_of_Attempts);
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• Score of the attempts (A1a_Score_1st_Attempt, A1a_Score_Best_Attempt,
A1b_Score_1st_Attempt, A1b_Score_Best_Attempt); and
• Completion of attempts, hours before deadline
(A1a_1st_Attempt_Before_Deadline, A1a_last_Attempt_Before_Deadline,
A1b_1st_Attempt_Before_Deadline, A1b_last_Attempt_Before_Deadline);
Further details of these variables can be found in “Note about the data”.
• To understand whether these factors play an important role, broadly speaking, you will
need to (i) formulate a multiple linear regression model (refer to week explaining your
choice of variables) and (ii) explain whether the relationship is statistically and/or
economically significant. As aforementioned, the use of a multiple linear regression
(week 4-8), confidence intervals (week 7) and hypothesis testing would help you
address this and thus provide evidence for your arguments.
• More specifically, you need to consider relevant factors to understand the relationship
between Participate_Cert_Exam and the behavioural variables incorporating any control
variables which are relevant.
• In addition to interpreting the results of your analysis, you will also need to draw to
attention issues of causality (Week 7) and confoundment (Week 4), which can impact
the conclusions from the analysis.
• As a part of this assessment, assumptions and limitations need to be explicitly
identified. e.g. What variable would you want to have in an ideal situation to measure
different variables in this analysis? Do you have this variable in the dataset? If not (which
is often the Case in practice: we often do not have all the ideal data/variables that we
need to perform an analysis, and have to rely on the data available to us), what variable
in the dataset do you have to use as a performance/ability measure? What are the
assumptions and limitations of using this variable?]
• For further information about the data, please read “Note about the data” (see
Assessment 2a Guide and Marking Rubric pages 8-10) for more information about the
dataset.
• Once you have considered the above issues and analysis, you will need to understand
its implications and consider the appropriate recommendations for the career
accelerator team to improve participation in the certification exam. (as above) As this
is the purpose of this report.
2. FixIt! ‘ethics toolbox’
This section of the report is approximately 600 words (guide only, not a word limit).
Recall that the FixIt! Consulting Team is concerned with the problem of low ECT participation
and the ethical issues it presents. Apply the 7-step ethical decision-making framework from
Week 3 to one of the following ethical dilemmas:
• Making the Excel Certification Test (ECT) mandatory (i.e. students cannot pass the
course without completing the external invigilated ECT).
• Providing additional incentives (e.g. financial incentives like a $10 gift card) to
encourage students to participate in the Excel Certification Test (ECT).
9
For the ethical dilemma you are writing up, apply the 7-step ethics decision-making
framework (week 3) to formulate a position on the ethical issue selected. You should follow
all 7 steps in the ethical decision-making framework.
Your position on the ethical issue is step 7 in the framework; the other steps enable you to
provide evidence for that focus. The FixIt! Consulting Team Leader wants you to be explicit
about the rigorous FixIt! Process, therefore, explicitly refers to each step in the ethical
decision-making framework (e.g. put ‘Step 2’ to refer to the information you are drawing from
Step 2 about ‘assumptions and world views’).
[Note: Please see Week 3 Discussion Question for student examples on how to apply the 7-
step ethics decision-making framework, and Week 3 Discussion Debrief and Feedback (see
Week 4 f Separate Video: Discussion Question 3 Feedback) on how you should apply the
framework.]
3. FixIt! ‘information toolbox’
This section of the report is approximately 700 words (guide only, not a word limit).
• The Project Team Leader wants to see how you structure your arguments. Provide a
situation-observation-resolution story summary (see Week 10 Lecture), and choose the
appropriate visual representation (i.e. either a grouping structure graph or an argument
structure graph, see Week 10 Lecture) to present your argument structure (e.g. show
how you organise your arguments and the report storyline on what is the issue, what are
your findings, and your recommendations on how to fix it).
When constructing your grouping or argument structure graph, you need to consolidate
all relevant evidence, including your logic tree analysis in the Briefing Pack (Assessment
2a of this Case), the literature identified in the Briefing Pack (Assessment 2a), statistical
information from your analysis in the Briefing Pack (Assessment 2a) and this report (i.e.,
Assessment 2b of this Case), and the ethical dilemma in this report (i.e., Assessment
2b).
• Follow your argument structure, and put forward your recommendations as to what the
UNSW Business School Career Accelerator team should do to address the low ECT
participation issue. Justify your recommendations. Then put forward actionable next
steps for the Career Accelerator team (e.g. what exactly the Career Accelerator team
needs to do?)
• Ensure the recommendation and action steps utilise persuasive yet still factually
accurate communication. This includes ensuring appropriate presentation of results,
and persuasive language.
• Assumptions and limitations also need to be explicitly identified, including any issues
about statistical & decision-making biases in your analysis (week 4 and 8-10); any
reliability and validity concerns (Week 10); and alerting the FixIt! Consulting Team
Leader of any ethical issues (Week 3) that may arise if your recommendations are
adopted by the UNSW Business School Career Accelerator team.
10
UNSW Business School
COMM1110 Evidence-Based Problem Solving
Criteria 2b% Fail
Pass
Credit
Distinction
High Distinction
1. Statistical problem-
solving.
Application of the
statistical toolkit
40% Does not apply
statistical problem-
solving tools to the
Case, or application is
inaccurate.
Applies statistical
problem-solving tools to
the Case appropriately
but may include minor
errors or omissions.
Accurately applies
statistical problem-
solving tools to the Case.
Accurately and insightfully
applies statistical problem-
solving tools to the Case.
Accurately and insightfully
applies statistical problem-
solving tools to the Case
highlighting novel insights
with extension material from
the course.
2. Ethical decision-
making
Application of ethical
decision-making rubric to
the factual details of your
chosen dilemma, including
quality of analysis with
those facts.
25% Multiple errors or
limited articulation of
how ethical decision-
making rubric is applied
to the factual details of
the dilemma. Poor
analysis, missing/gaps
in evidence.
Some articulation/
application of how
ethical decision-making
rubric is applied to the
factual details of the
dilemma. Some analysis
and reflection but
patchy evidence.
Accurate and clear
articulation of how the
ethical decision-making
rubric is applied to the
factual details of the
dilemma. Clear analysis
and reflection, with some
evidence.
Accurate and comprehensive
articulation of how the ethical
decision-making rubric is
applied to the factual details
of the dilemma. Consistent
and detailed analysis, deep
reflection supported by
sound evidence.
Insightful and detailed
application of how the ethical
decision-making rubric is
applied to the factual details
of the dilemma. Insightful and
detailed analysis and
reflection with extensive
evidence.
3. Information problem-
solving
Application of the
information toolkit into
well-structured arguments
35% Does not apply
information problem-
solving tools to the
Case, or application is
inaccurate. Unclear
writing style, which
distracts from
arguments.
Applies information
problem-solving tools to
the Case appropriately
but may include minor
errors or omissions.
Generally, clear writing
style so main arguments
articulated.
Accurately applies
information problem-
solving tools to the Case.
Generally, expresses
complex ideas into well-
reasoned arguments.
Accurately and insightfully
applies information problem-
solving tools to the Case.
Consistently and skillfully
represents complex ideas
into well-reasoned
arguments.
Accurately and insightfully
applies information problem-
solving tools to the Case
demonstrating breadth and
depth of analysis.
Consistently and eloquently
represents complex ideas
into well-reasoned
arguments.
