| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University of Bolton | Module Title | BMP6003 International HRM |
| Word Count | 2500 Words |
|---|---|
| Assessment Type | Individual Report |
| Assessment Title | Assignment 1 |
Today, with more than 32,000 stores in 80 countries, Starbucks is the premier roaster and retailer of speciality coffee in the world. There are many countries where Starbucks does not operate its business. Cuba is one of them. As an IHRM Consultant, you have been asked to critically evaluate what HRM and cultural issues Starbucks will need to take into consideration when opening a store in Cuba. In answering this question, you need to show an awareness of both the advantages and any potential issues that could be encountered.
You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students' work.
You will be able to upload drafts of your written work into Turnitin as many times as you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
Excellent (70%+): There is excellent conceptual understanding supported by a comprehensive discussion of the literature relating to the study of International HRM. The presentation is fluent, concise and extremely well written, with accurate citing and referencing displayed, revealing an acceptable standard of the research and study skills required. There is a very effective integration and analysis of the theoretical and conceptual frameworks and models relating to International HRM. This is supported by thoughtful and incisive reflection and comprehensive evaluation of the key issues and themes introduced.
Very Good (60 – 69%): The work demonstrates a very good understanding supported by a wide discussion of the literature relating to the study of International HRM. The presentation is fluent and well written, with accurate citing and referencing displayed, revealing an acceptable standard of the research and study skills required. There is clear integration and analysis of the theoretical and conceptual frameworks and models relating to International HRM. This is supported by thoughtful reflection and evaluation of the key issues and themes introduced.
Good (50 – 59%): There is a broad understanding supported by good discussion of the literature relating to the study of International HRM. The presentation is fairly fluent, with appropriate citing and referencing displayed, revealing an acceptable standard of the research and study skills required. There is integration and analysis of the theoretical and conceptual frameworks and models relating to International HRM. This is supported by elementary reflection and evaluation of the key issues and themes introduced.
Satisfactory (40-49%): The work demonstrates a basic understanding supported by only a limited discussion of the literature relating to the study of International HRM. The presentation is coherent, although there are some omissions in the text in terms of the citing and referencing used, revealing a rudimentary grasp of the research and study skills required. There is limited if any, integration and analysis of the theoretical and conceptual frameworks and models relating to International HRM. There is poor reflection and evaluation of the key issues and themes introduced.
Unsatisfactory (1-39%): Students who do not meet the requirements of a pass grade (40% or above) will not complete the assessment activity. There are deficiencies or omissions in the level of discussion and scope of the literature relating to the study of International HRM. There is an incomplete presentation, inaccurate citing and referencing, and showing limited research and study skills. The written style lacks fluency and comprehension. There is a poor grasp of the theoretical and conceptual frameworks and models. The work shows little or no analysis of the key issues, concepts and frameworks relating to International HRM. There is poor integration of these areas in relation to the question set.
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Relevance |
Knowledge |
Argument/Analysis |
Structure |
Presentation |
Written English |
Research/Referencing |
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Class I Quality) |
80%+ |
As for Class 1(70-79%) but exceptional work that makes a contribution to the development of knowledge and understanding in the subject area |
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70-79% |
Directly relevant to title. Addresses most or all of the implications and assumptions of the title. |
Demonstrates a comprehensive knowledge of theory and practice for this level. Demonstrates ability in the manipulation and transfer of subject material to demonstrate a solid understanding of the issues. |
Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking. A comprehensive 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).
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A very well written Style is clear, resourceful and academic.
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All sources accurately cited in the text. A comprehensive reference list in Harvard Style is provided. |
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Class II/i |
60-69% |
Directly relevant to title. Addresses some of the implications of the issues addressed by the title. |
Demonstrates a sound knowledge of theory and practice for this level. Manipulates and transfers some material to demonstrate a clear grasp of the themes, questions and issues. |
Uses appropriate arguments or theoretical models. Clear and valid discussion of the material. Clear, logical conclusions. |
For the most part coherently articulated and logically constructed. An appropriate format is used. |
The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP. |
Well written with
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All sources accurately cited in the text and an appropriate reference list in Harvard Style is provided. |
|
Class II/ii |
50-59% |
Generally, addresses the title and its implications, but sometimes addresses irrelevant issues. |
Demonstrates an adequate knowledge of theory and practice for this level, with evidence of an appreciation of its significance. |
Provides a partly coherent argument, but lacking clear focus and consistency in places. Some issues lack clarity, or theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical. |
Adequate attempt at articulation and logical structure. 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 mainly academic.
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Most sources accurately cited in the text and an appropriate reference list in Harvard Style is provided. |
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Class III |
40-49% |
Some degree of irrelevance to the title. Superficial consideration of the issues. |
Demonstrates limited knowledge of theory and practice for this level, with intermittent evidence of an appreciation of its significance. |
A basic argument is evident but lacks clarity and coherence. Conclusions are not always clear or logical. |
Some 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 competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and tends not to be academic. |
Some relevant sources cited. Some weaknesses in referencing technique. |
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Borderline Fail |
35-39% |
Some significant degree of irrelevance to the title is common. 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 little evidence of an appreciation of its significance.
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Limited argument, which lacks 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 make reading difficult. Simplistic or repetitious style impairs clarity.
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Limited sources and weak referencing. |
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Fail |
<34% |
Relevance to the title 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.
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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, expression and style. |
An absence of academic sources and poor referencing technique. |
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