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| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | York St John University (YSJU) | Module Title | BMB4010M: Responsible Business |
| Assessment Type | Essay |
|---|---|
| Academic Year | 2025/26 |
|
Module code: |
BMB4010M |
Level of Study: |
4 |
|
Assessment format: |
Essay |
Method of submission: |
Turnitin |
|
Deadline or Assessment Period: |
17 November 2025 |
Feedback date and place: |
9 December 2025 |
|
Assessment limits: length, load, word count, etc. |
2000 words (+10%) |
Component number: |
1 |
|
Is this exempt from anonymous marking under the policy?: |
No |
Component weighting: |
60% |
This module introduces issues related to responsibility and irresponsibility within different businesses. Key theories are introduced throughout the module that can be used to understand the challenges and opportunities that businesses face, as well as considering how they may respond in the future.
Completing this essay will help you to apply module concepts, demonstrate research, knowledge, communication, and application in your chosen area of study. These skills are directly transferrable to workplace scenarios, from entry-level to senior strategist positions. Recognising responsible, or irresponsible, behaviours is a core skill needed for the success of all organisations.
Assessment: Essay
An original essay on responsible, or irresponsible, behaviour within a chosen business.
Use the title:
“An essay on responsible/irresponsible (delete as appropriate) behaviour within (insert business)”
Write the essay as if it will be read by an academic in the same field.
Support all content using citations and references. These must be accurately referenced using the Harvard Referencing system at YSJ. The Cite Them Right pages are good sources to ensuring accurate citing and referencing.
Use the “Advice and Guidance” section below for more detailed support.
You must successfully achieve the following Learning Outcomes to pass this assessment:
Struggling with your BMB4010M Assignment 1
Request to Buy AnswerIdentify a current business and a recent or on-going issue that links to either “responsibility” or “irresponsibility”. This must relate be from 2022 to the present day.
You must identify and explain at least one major theory from the module. This theory will be applied to the specifics of your chosen business.
You must use and reference the core module text and wider module readings, alongside your independent research.
You must write in the third person – do not use the first person (“I”) in this essay.
In the introduction:
Note: You are not claiming that a business is completely “responsible” or “irresponsible”. You are using evidence to identify a key instance and analysing the context using theory.
The total introduction should be approximately10% of the word count (200 words)
Main body. This has been divided into sections, but this is only a suggestion. You should use your skills and knowledge (academic judgement) to consider where you place emphasis in this work.
Section 1: Explain the key issue in more depth.
Describe why it is important and any relevant information about the key issue that the reader needs to know. Develop the major theme of responsibility (or irresponsibility) by using examples – these may be taken from the company’s official sources (e.g. website), or from quality publications (e.g. BBC, The Economist, Financial Times etc.)
Ensure that the reader has a clear understanding of the issue and why it is important.
Then ‘signpost’ the theories used.
This section is likely to be around 300 – 450 words (two or three paragraphs)
At this stage, revisit the work to check for clarity and ensure the content has a clear purpose. Ensure that citations and references are included and are accurate.
Section 2: “Theoretical framework”
Introduce, explain, and develop the key theoretical content you are using.
For example:
Section 3: Application
The following section (approx. 700 words) should be based on applying the specifics of the theory to the example you have chosen. Use this as the basis for a deeper level of analysis and discussion. You can aim to identify:
Recap the main issues in the work and summarise the key argument being made. Aim to demonstrate a relationship between the essay title and how it has been captured by the essay content. Do not include any new content/ideas at this stage.
Note: AI Use Prohibited: Tier 1.
The use of Generative AI tools is not permitted in this assessment.
You must complete all parts of the work independently.
This includes:
This assessment assesses your individual understanding, critical thinking, and ability to express your knowledge in your own words. AI use would compromise these learning outcomes.
Use of AI tools for any part of this assessment may constitute academic misconduct. This includes using AI to paraphrase or generate content. Any unauthorised use may be subject to investigation under the University’s Code of Practice for Assessment Policy, Section 23 Academic Misconduct Policy
If you need further clarification, please speak to your module tutors (details on Moodle).
Your work will be marked according to the assessment instructions provided within this document and the selected Learning Outcomes’ (LOs) (see above).
Furthermore, this assessment is marked using the assessment marking criteria or a similar rubric that aligns with the University’s Generic Assessment Descriptors (see below).[ A rubric is a type of scoring guide that markers use to set out specific components and expectations for an assignment for their students. It is then used to guide the marking they undertake. ] This is to ensure all assessment decisions are comparable regardless of the discipline or mode of assessment.
Please note, that you must meet the required baseline standards (40 – 49%) which will include the LOs and minimum expectations of the assessment. Further still, you must ensure you meet the requirements of each grade boundary to progress to the next i.e. you should demonstrate your learning through the standards of a 3rd, 2:2, and 2:1 to achieve a 2:1 (60 – 69%). These standards are designed to scaffold and build your learning to achieve your fullest potential in each criterion being assessed.
Pass Grade Bands (100 – 40) (Learning Outcomes must be met)
Fail Grade Bands (39 – 0) (Learning Outcomes are not met)
|
General Characteristics |
3rd (40, 42, 45, 48) |
2:2 (52, 55, 58) |
2:1 (62, 65, 68) |
First (72, 75, 78, 82) |
High First (85, 88, 92, 95, 98, 100) |
Borderline Fail (32,35, 38) (Credits may be compensated)
|
Fail (0, 2, 5, 8, 12, 15, 18, 22, 25, 28) (Credits may not be compensated) |
|
Adjectives |
Satisfactory |
Good |
Very Good |
Excellent |
Exemplary |
Not Successful |
Unsuccessful |
|
Thinking skills |
The work appropriately applies thinking skills to demonstrate an understanding of responsible business features in the chosen context. |
The work uses a range of thinking skills to demonstrate an understanding of responsible business issues using taught content and applied to case examples from core and additional taught content. |
The work successfully uses thinking skills to demonstrate an applied understanding of responsible business aspects, drawing on both taught content and wider materials. |
The work explores knowledge beyond the taught content by critically analysing responsible business challenges and applying thinking skills to independently sourced materials. |
The work uses thinking skills to process and combine source materials from taught content and independent study. It effectively asks questions surrounding issues on ethical and sustainable practice within businesses. |
The work applies some relevant thinking skills but is likely to be limited by some misunderstandings, misapplications, or gaps in required areas of knowledge. |
The work applies few or none of the required thinking skills to the taught content and demonstrates little understanding of it. |
|
Research skills |
The work incorporates the taught research skills and / or methods and it uses the majority of these appropriately to respond to problems regarding responsible business activities. |
The work applies appropriate research skills and / or methods from the core and additional taught content. There are clear attempts to research the impact of business activity on wider society. |
The work successfully applies research methods from the taught content and from independent study. There is clear and purposeful research into the impact of business activity on wider society. |
The work appropriately selects and successfully uses research skills / methods e.g. credible and contemporary business material alongside quality academic literature to generate meaningful insights into the impact of business activity on wider society. |
The work processes insights generated by its author to respond to contemporary business questions leading to effective and balanced arguments regarding the impact of business activity on wider society. |
The work attempts some application or understanding of the taught research skills and / or methods, but not enough to answer questions or solve problems. |
The work shows little or no engagement with / application of the taught research skills and / or methods. |
|
Practical skills |
Practical elements are inconsistently applied. Structure is present. |
The essay is largely clear and coherent, with an attempt to communicate with an intended audience. There is a reasonable attempt to apply core theory (e.g. related to CSR) to the business, but links may be underdeveloped leading to inconsistent communication. |
The essay is technically proficient, mostly clear, and demonstrates clear engagement with the business case and assessment brief. Theoretical concepts are effectively used and supported with examples. There may be some minor issues in clarity or precision. |
The essay communicates effectively and persuasively using appropriate academic writing. Core module concepts and data/examples are clearly applied to the specifics of the case. There is consistent use of appropriate terminology and ideas are accessible to a broad audience, with relevant content clearly linked to the analysis |
The report communicates clear structure and logical flow, engaging persuasively with key module concepts. Academic language is used effectively to support an analysis tailored specifically to the chosen business and consistent with the assessment brief. Concepts are explained with clarity and high-quality sources are consistently integrated. |
The work demonstrates some competent application of taught skills / techniques but there are significant limitations and gaps which means the practice is not safe / competent / effective overall. |
The work applies few or none of the required taught techniques / skills and does not demonstrate safe, competent, or effective practice. |
|
Communication |
The essay is mostly comprehensible and demonstrates a solid awareness of academic style. There is an attempt to apply theory, but discussion is generic and not fully tailored to the specifics of the chosen business. Content is largely relevant but inconsistently integrated. |
The essay is clear and coherent, with an attempt to communicate in an academic style. There are sound attempts to apply taught theory to the chosen business, but links may be underdeveloped. Use of key information is present but communication may be inconsistent. |
The report is technically proficient, mostly clear, and demonstrates engagement with the business case. Core module concepts are effectively used and supported with examples. There may be some minor issues in clarity or precision. |
The report communicates effectively and persuasively using appropriate academic writing. Module concepts are well selected, understood, and clearly applied to the specific case of the business. There is a consistent and effective academic style throughout, supported by accessibly developed, relevant and referenced analysis. |
The report communicates with clear structure and logical flow, engaging persuasively with well-selected module concepts. There is consistent evidence of an authoritative academic voice, notably through analysis tailored to the specifics of the essay focus. Concepts are explained with clarity and high-quality sources are consistently integrated. |
The work communicates some of its ideas / findings to an audience, but not all of the media and technical conventions it uses are appropriate to the taught content. |
The work attempts little or no communication with an intended audience. Its media and use of conventions are not appropriate or technically proficient. |
|
Creativity |
The work applies a creative approach. Shows limited originality when applying responsible business concepts |
The work applies creative approaches to produce ideas that clearly respond to questions of responsibility within business. |
The work is original and adapts and combines ideas creatively to provide insight into distinctive responsible business approaches. |
The creative approach of this work is new, and surprising or valuable. The work demonstrates an awareness of the audience’s current knowledge and expectations. Produces innovative and valuable ideas in responsible business that inform conventional thinking |
The creative idea / approach of this work is new, surprising, and valuable to the intended audience. Demonstrates exceptional creativity in developing responsible business approaches with clear practical and ethical value. |
The work may evidence some creative thinking, but its application shows limited originality (it may be surprising but predictable by the intended audience.) The work’s purpose or function may not be clear. |
This work shows little or no creative thinking. It relies on replicating an extremely specific or |
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