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Talk to an Expert| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | University of Huddersfield | Module Title | BMS0076 The Context of International Business |
| Module Code | BMS007 |
| Module Title: | The Context of International Business |
| Module Leader: | Dr Nan Zheng |
| Module Tutors: | Dr Nan Zheng |
| Assessment Type (Should match MSD) | Written Assignment |
| Term Assessment Applies to: | Term 1 |
| Main or Resit: | Main |
| Assessment weighting: | 100% |
| Group/Individual: | Individual |
| Word Count/Duration: | 4000 |
| Module Learning Outcomes: | 1, 2, 3 and 4 |
| Arrangements For the Return of Work and Feedback | |
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Submission Time (if applicable) If you have any technical issues submitting your work, please contact the Module Leader as soon as possible. |
3pm |
| Submission Method: | Electronically via module site in Brightspace |
| Assignment Specific Resources | |
| Software | N/A |
| Equipment | N/A |
| Guidance on AI Usage. | |
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Level 1- Not Permitted The use of AI tools is not permitted in any part of this assessment. |
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| ☐ |
Level 2 – Some use Permitted Some use of AI tools is permitted in the research/early stages of this assignment, but you must ensure that the work you submit is your own. If you use AI tools, you should acknowledge or reference this in your work. Use the Text reference builder to learn how to reference AI generated ideas. The sorts of questions to consider when using AI are:
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| ☐ |
Level 3 – Integrated The use of AI tools is integrated in this assessment. Further guidance is included in this assessment brief. Ensure any AI generated material is clearly identified and referenced both within the assignment and in the reference list, using: |
| Assessment Task |
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Please answer all four questions Q1: As of 1 January 2021, EU trade agreements no longer apply to the UK. UK has signed and/or is negotiating new trade agreements with other countries. What are the possible benefits for the UK to establish new trade agreements with other countries, and what might be the possible drawbacks? Q2: Choose a MNE (i.e. headquartered in a non-UK country), critically discuss why the chosen MNE should undertake investment in the UK in the context of the OLI framework. Q3: You are the CEO of a tech company that has to choose between making a $100 million investment in the UK or China. Both investments promise the same long-run return, so your choice is driven by risk considerations. Assess the various formal institutional risks of doing business in each of these nations. which investment would you favour and why? Q4: While Hofstede's theory of cultural dimensions is useful to understand the differences in national cultures across the globe, considerations are needed when international managers apply this theory to their daily management and operations. Critically discuss the advantages and disadvantages of Hofstede's theory of cultural dimensions. Word Count: For each question, you are expected to write up to 1,000 words. 4,000 words in total for the whole assessment (excluding tables, figures, references and appendices) |
| Task Specific Guidance |
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By answering these questions, you are required to
Assessment reading: Reading list will be provided in your regular lectures on a weekly basis. Essay development: You are advised to follow these steps to develop answers to your essays. Stage 1 – broad reading To answer the essay question, you will need to read widely around the topic. A few references are given above to give you a direction, but this is not an exhaustive list. You need to do your own literature search and review. Stage 2 – selecting relevant material Having undertaken wide reading, you need to bring your ideas together. Try to make a list of the theories/concept/arguments you have identified and ensure that you understand them (this might mean doing some further work). What issues are interesting here – do all of the authors agree with one another? Stage 3 – organising the material you have identified into an argument This is a creative part which demonstrates that you can undertake ‘critical’ and ‘evaluative’ work. Your task is to convey that you have understood the available literature, bring in your own arguments and put them together in a meaningful and original manner (not copying other people). You need to think about the logical way of grouping different ideas and how you can best convey that. Stage 4 – drafting your work It is likely that you will have to draft it and edit it a number of times. The first attempt may look very rough. Stage 5 – polishing your work Edit, edit, edit. Check that your arguments are linked fluently. Make sure your references are presented in the right format. What makes your work original and interesting? WORD COUNTS – For each question, you are expected to write up to 1,000 words. 4,000 words in total for the whole assessment (excluding tables, figures, references and appendices) |
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Unacceptable A superficial answer with only peripheral knowledge of core material and very little critical ability |
Unsatisfactory Some knowledge of core material but limited. |
Pass |
Merit A coherent answer that demonstrates critical evaluation |
Distinction An exceptional answer that reflects outstanding knowledge of material and critical ability |
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| 0 – 9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | |
| Apply subject knowledge and concepts of subject area or area of professional practice | Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge demonstrating awareness of current problems and/or new insights | Approaching excellence in subject knowledge. Arguments are relevant and well developed, good degree of accuracy and technical competence | Excellent. Displays excellent subject knowledge | Outstanding demonstration of subject knowledge; timely and relevant insights within the field | Mastery in subject knowledge at the forefront of the field |
| Critically evaluate problems/insights within area of study or area of professional practice | Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge; critical awareness of current problems and/or new insights; can evaluate critically current research | Approaching excellence in some areas with evidence of informed critical awareness/insights. | Excellence Displays very high levels of accuracy and critical awareness of current problems/insights the ability to analyse primary sources critically. | Excellence in critical awareness of current problems/insights; originality and ability to make informed judgments. | Striking and insightful. Displays advanced mastery and understanding and critical awareness of current problems/insights at the forefront of academic discipline; originality and independent thought; ability to make informed judgements. |
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Presentation 10 marks (out of 100 marks) |
Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirement met and academic conventions mostly followed. Minor errors in language | Length requirement met and academic conventions mostly followed. Possibly very minor errors in language | Good standard of presentation; length requirement met, and academic conventions followed | Very good standards of presentation | Professional standards of presentation | Highest professional standards of presentation |
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Understanding 30 marks (out of 100 marks) |
Limited insight into the problem or topic | Limited insight into the problem or topic | Limited insight into the problem or topic | Some insight into the problem or topic | Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline |
Independent, critical evaluation of full range of theories with some evidence of originality |
Authoritative, full understanding of all the issues with originality in analysis |
Authoritative, full understanding of all the issues with originality in analysis | Authoritative, full understanding of all the issues with originality in analysis |
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Use of evidence and sources to support task 30 marks (out of 100 marks) |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Limited sources |
Comprehensive understanding of techniques applicable to own research or advanced scholarship |
Complex work and concepts presented key texts use effectively |
Full range of sources used selectively to support argument |
Full range of sources used selectively to support argument
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Full range of sources used selectively to support argument |
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Development of ideas30 marks (out of 100 marks) |
Argument not developed and may be confused and incoherent |
Argument not developed and may be confused and incoherent |
Argument not developed and may be confused and incoherent |
Argument not fully developed and may lack structure |
The argument is developed but may lack fluency |
Argument concise andexplicit |
Coherent and compelling argument well presented |
Coherent and compelling argument well presented |
Coherent and compelling argument well presented |
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