| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | Amity University (IN) London | Module Title | BCM6320 Cross Cultural Management |
| Word Count | 2000 words |
|---|---|
| Assessment Title | Assignment 2 |
| Academic Year | 2026 |
Choose a multinational organisation/or a business operating in at least two culturally different countries. Provide a report to critically evaluate how cultural influences shape business practices and assess the complexities of managing across cultures in that context.
Details:
Your report should address the following:
Critically evaluate how national and regional cultural values influence the organisation’s operations across borders. Focus may include:
Support your evaluation with relevant cultural frameworks (e.g. ,While Lewis, CAGE, Hofstede, Hall, Trompenaars, Schwartz).
Word Limit: The assessment should be limited to 2,000 words (+/- 10%). If the word count is more than 2,200 words or less than 1,800 words you must revise the text judiciously to deliver work within the stated limits.
Style requirements: except for the titles and subtitles, you should not highlight text, which must be in Arial size 11, without indentations. The main title should be highlighted in font size 16, and the subtitles highlighted in size 14. The margins should be justified, not aligned to the left. Additionally, the space between lines should be single and the space between paragraphs should be double. The work must be submitted in report form and not essay form requiring an Introduction, the main body with subtitles and a conclusion.
Guidance on how to complete the task:
The report is expected to cover the following main areas:
-Table of Content
-An Executive Summary: this includes the main key issues and main findings you need to shed a light on and the most important outcomes of your analysis/evaluation.
-An introduction to the report, including background information of your study organisation, purpose and scope of the report (including structure).
-Analysis and findings (Objective wise Findings/ Derived themes from the review
-Conclusion and Recommendations.
-References list (bibliography).
| % | Relevance | Knowledge | Argument/Analysis | Structure | Presentation | Written English | Research/Referencing | |
| Class I (Exceptional Quality) |
85-100% | Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief. | Demonstrates an exceptional knowledge/ understanding of theory and practice for this level through the identification and analysis of the most important issues. | Makes exceptional use of appropriate arguments and/or theoretical models.Presents an analysis of the material resulting in clear, logical and original conclusions. | Coherently articulated and logically structured.An appropriate format is used. | The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP). | An exceptionally well written answer with standard spelling and grammar.Style is clear, resourceful and academic. | Sources accurately cited in the text. A wide range of contemporary and relevant references cited in the reference list in the correct style. |
| Class I (Excellent Quality) |
70-84% | Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief. | Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and summary of the most important issues. | Makes creative use of appropriate arguments and/or theoretical models. Presents an excellent discussion of the material resulting in clear, logical conclusions. | Coherently articulated and logically structured.An appropriate format is used. | The presentational style & layout is correct for the type of assignment.Effective inclusion of figures, tables, plates (FTP). | An excellently written answer with standard spelling and grammar.Style is clear, resourceful and academic. |
Sources accurately cited in the text. A range of contemporary and relevant references cited in the reference list in the correct style. |
| Class II/i (Very Good Quality) |
60-69% | Directly relevant to title.Addresses most of the assumptions of the title and/or the requirements of the brief. | Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and summary of key issues. | Uses sound arguments or theoretical models.Presents a clear and valid discussion of the material.Clear, logical conclusions. | Logically constructed in the main.An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP. | A very well written answer with standard spelling and grammar. Style is clear and academic. | Sources are accurately cited in the text and an appropriate reference list in the correct style is provided. |
| Class II/ii (Good Quality) |
50-59% | Generally, addresses the title/brief, but sometimes considers irrelevant issues. | Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and summary of some key issues. | Presents largely coherent arguments. Some issues and theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical. | For the most part coherently articulated and logically structured. An acceptable format is used. | The presentational style & layout is correct for the type of assignment.Inclusion of FTP but lacks selectivity. | Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main. | Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style. |
| Class III (Satisfactory Quality) |
40-49% | Some degree of irrelevance to the title/brief. Superficial consideration of the issues. | Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to identify key issues. | Presents basic arguments but focus and consistency lacking in places. Some issues may lack clarity, and/or theoretical models expressed in simplistic terms. Conclusions are not always clear or logical. | Adequate attempt at articulation and logical structure.An acceptable format is used. | The presentational style & layout is largely correct for the type of assignment.Inappropriate use of FTP or not used where clearly needed to aid understanding. | Generally, competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places. | Some relevant sources cited.Some weaknesses in referencing technique. |
| Borderline Fail | 35-39% | Significant degree of irrelevance to the title/brief. Only the most obvious issues are addressed at a superficial level and in unchallenging terms. | Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues. | Limited arguments, which lack clarity in places.Conclusions are neither clear nor logical. | Poorly structured.Lack of articulation.Format deficient. | For the type of assignment, the presentational style &/or layout is lacking.FTP ignored in text or not used where clearly needed. | Deficiencies in spelling and grammar makes reading difficult.Simplistic or repetitious style impairs clarity.Style is non-academic. | Limited sources and weak referencing. |
| Fail | <34% | Relevance to the title/brief is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. | Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. | Severely limited arguments.Lacks clarity.Conclusions are sparse. | Unstructured.Lack of articulation. Format deficient | For the type of assignment the presentational style &/or layout is lacking.FTP as above. | Poorly written with numerous deficiencies in grammar, spelling and expression.Style is non-academic. | An absence of academic sources and poor referencing technique. |
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