Digital Strategy and Innovation Assignment Brief 2026 | University of Hull

Digital Strategy and Innovation Assignment Brief

In this assignment, titled Reflective Report (50% of total mark), you need to submit a single reflective report based on the specification below.

Assignment Description

In this assignment you are conducting a Learning Reflection (1500 words maximum), due in Week 12.

Learning Reflection (1500 words)

Reflection is an important part of making connections between theory and practice. When asked to reflect upon your experience, do not simply describe it – you need to make sure you evaluate your experience based on ideas from class (refer to the Week 1 – Week 11 materials).

You can assess a theory or approach based on your observations and practice, and evaluate your own knowledge and skills within your professional field.

This opportunity to take the time to think about your choices, actions, successes and failures is best done within a specific framework, which allows abstract concepts to become concrete and real to you. This is particularly true when considered within your own experiences – reflection on your experiences allows you to make plans for improvement.¹

Assignment Structure

This assignment is structured as follows: Reflective Report (50%).

Submission Instructions

Please submit electronically as an MS Word document.

Make sure the submissions are submitted to the correct submission area. This will be the submission area for the assignment titled ‘Reflective Report’. DO NOT submit any parts of this particular assignment to any other submission area.

Finally, clearly title and name your assignments correctly so your tutor can identify which part of which assignment is being submitted. For instance, Reflective Report.

Assignment Word Count and Format

• The total word count for this assignment is 1500 words, which includes all content, excluding the reference list.

• Your work must use Calibri font, 12pt with 1.5 line spacing.
• Your work must be presented and referenced using the Harvard Reference System. Carefully read the University guidelines on how to present and submit an assignment. Additional information can also be found on the Student Hub.
• Do not use abbreviations in your assignments.
• If you are going to use acronyms, ensure you provide an initial explanation the first time you use it, for example: PA (people analytics).

Overlength Assignments

Please note: The following penalties will be applied to work that is over the specified limit.

• Up to 10% over the specified limit, no penalty applied.
• 10-20% over the specified limit, a penalty of 10% of the available marks for the assessment or reduction to pass mark, whichever is higher.
• 20-50% over the specified limit, the maximum mark awarded will be the pass mark.
• More than 50% over the specified limit, the work will not be marked and a mark of zero will be recorded.

Additional Assignment Best Practices

• You should not reference course content as it is unpublished. If a point is made in the context of the course content, you should seek an original source for this.
• Limit use of direct quotes – these count towards your word count. They generally just offer a description or definition, whereas you need to present analysis and synthesis.
• Ensure you proofread your work carefully before submission, for clarity and consistency.

Finally, you must ensure you pay close attention to the assignment guidelines. IT IS CRUCIAL you check you have answered what has been asked of you, and have met the learning outcomes for the module.

Criteria For Assessment

Please see the Marking and Assessment page of the Course Hub for more information on marks and outcomes.

For the Learning Reflection

Our marking of the personal reflection will be guided by:

Ash, S. L. and Clayton, P. H., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), pp.137-154.

The authors describe the structure of a reflective essay as follows:

Students

1. Describe the experience.
2. Analyse the experience(s) from different categories of perspectives based on the learning objective:
   1. Personal
   2. Academic
   3. Civic / professional
3. Identify learning in each category
4. Articulate learning by developing a well-developed statement of learning, using the four guiding questions that structure articulated learning:
   1. What did I learn?
   2. How, specifically, did I learn it?
   3. Why does this learning matter, or why is it significant?
   4. In what ways will I use this learning?
5. Analyse / revise articulated learning statements by applying standards of critical thinking through:
   1. Student self-assessment
   2. Instructor feedback
6. Finalise the articulated learning statements, aiming to fulfil all learning objectives in each categories and meet standards of critical thinking.
7. Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
8. Continue the reflection process, articulating additional complexity of the learning in articulated learning statements, when possible.

Ash and Clayton provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:

Answer

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