Financial Technology Innovation


The following questions refer to the Case Study bKash:
Financial Technology Innovation for Emerging Markets (the case is provided).
While bKash Limited (bKash) has been successful in its business, Kamal Quadir, a co-founder of bKash, is seeking to scale and grow the business while maintaining its financial inclusion objective using business analytics. You are charged to present to him with potential analytics use cases. With reference to the above case, which you should read prior to answering the following FIVE (5) questions: Required:
Business model root definition helps us to frame and discuss the purpose of the business unit being modelled, in terms of both its operational and strategic purposes. Develop THREE (3) scenarios to explore the purposes of bKash’s business model. Follow the template in the lecture slides to create the scenarios. [No specific word limit]

B. To maximise the value of the business analytics project to bKash, it is important to ensure it aligns closely with its business strategy. Use the business model canvas (BMC) to specifically reflect bKash’s current business model. You do not need to draw the BMC diagram, but you must indicate clearly each of the building blocks when presenting your answers [No specific word limit]

C. Create an opportunities matrix by developing TWO (2) business questions and their corresponding analytics solutions for each element of the BMC you created in question (1B). [Your answer should be less than 400 words. Only the first 400 words will be marked])

D. Create an analytics leverage matrix mapping to each of the proposed analytics solutions from the opportunities matrix identified in question (1C). Based on the mapping results, recommend and justify TWO (2) analytics projects to Kamal Quadir that would help bKash to scale and grow their business. [Your answer should be less than 400 words. Only the first 400 words will be marked]

E. Create an Opportunity Canvas for each of the two analytics project identified in question (1D) to present to Kamal Quadir, the co-founder of bKash for his endorsement and funding support [No specific word limit]

The following case is extracted from a news article published by The Guardian on the 12th August 2020. You can find the original article here. You are also encouraged to find other relevant news available online when answering the following research question.

Read the case below:
“The Guardian view on A-level algorithms: failing the test of fairness”
From the moment in mid-March when schools closed indefinitely to curb the spread of Covid19, it was obvious that 2020 would be an anomalous and stressful year in the education of millions of young people. For pupils scheduled to take GCSEs* and A-levels*, the situation has been particularly disorienting and strange. As it became clear that end-of-school exams would not take place, pupils’ future prospects were taken out of their hands and placed at the mercy of an assessment system to be devised by exam regulators. They have been badly failed. Instead of coming up with a system that focused on individual students, taking into account the wholly exceptional circumstances that jeopardised their life chances, regulators made it the priority to achieve a “normal” statistical spread of results and avoid grade inflation. England’s exam regulator, Ofqual (UK’s Office of Qualifications and Examinations Regulation), has done this by combining teacher assessments of likely grades with the pupil’s previous performance and the past record of the school as a whole. On the basis of a similar contextualisation, the Scottish Qualifications Authority last week downgraded 124,000 pupils’ awards, which were based on teacher estimates of what they would have achieved. Pupils in the poorest areas were marked down the most. This Thursday, when 250,000 English pupils will receive their Alevel results, almost 40% of grade assessments by teachers may be revised downwards, according to research seen by the Guardian. The socioeconomic dimension to the inequalities in our education system is well-established. The higher property prices near “good” schools reflect a sociological sorting process which entrenches class divides in the state system. With varying success, governments have attempted to address the problem. The pupil premium, a sum of money given to schools each year which is proportionate to the number of disadvantaged pupils, is one example. The government’s championing of “improving” schools shows a recognition of the work being done in challenging areas to shift the dial. But by building in a criterion of past school performance to this year’s A-level and GCSE results, Ofqual has tied the fortunes of individual students to pre- existing inequalities of outcome. To try in this way to impose a standard spread of results, which pupils are powerless to affect, is unjust. Nicola Sturgeon has rightly apologised on behalf of the Scottish government to pupils and on Tuesday, in an extraordinary U-turn (A change of plan, especially a reversal of political policy, here it means pupils throughout the UK will have their grades awarded based on the recommendations of their teachers, instead of the algorithms initially implemented by Ofqual), all downgrades in National and Higher exams were reversed. What a shambles. Failing a pre-emptive U-turn in England, mitigating action must be urgently undertaken following Thursday’s publication of results. The government bears responsibility for what is beginning to look like an almighty mess. It must act swiftly to help those affected extricate themselves.

* GCSEs (The General Certificate of Secondary Education) is a set of exams taken in England, Wales, Northern Ireland and other British territories. They are usually taken by students aged 15–16, after two years of study (Adopted from Wikipedia).

* A-levels (Advanced Level) is a subject-based qualification conferred as part of the General Certificate of Education, as well as a school leaving qualification offered by the educational bodies in the United Kingdom and the educational authorities of British Crown dependencies to students completing secondary or pre-university education, is generally required for university entrance, with universities granting offers based on grades achieved (Adopted from Wikipedia).

Based on the case above and the knowledge you have learned from the course in relation to the consequences of big data and algorithmic decision making, answer the following questions: Required: With reference to the above scenario, answer the following THREE (3) questions:

Explain, with specific examples, why the initial A-level algorithms in this UK case failed the test of fairness. [Your answer should be less than 300 words. Only the first 300 words will be marked]

B. Discuss, if mitigating action was not urgently undertaken following Thursday’s publication of pupil’s results, TWO (2) significant and harmful long-term consequences to pupils involved in this year’s A-level assessment. Specific examples are required to support your arguments. [Your answer should be less than 300 words. Only the first 300 words will be marked]

C. Discuss, if mitigating action was not urgently undertaken following Thursday’s publication of pupil’s results, THREE (3) significant and harmful long-term consequences to the government (UK, in this case) and society at large. Specific examples are required to support your arguments. [Your answer should be less than 300 words. Only the first 300 words will be marked]

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