OFFERS!
Get Expert-crafted assignments
Get Expert-crafted assignments
Save 51%
Get Expert-crafted assignments
| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | Leeds Beckett University | Module Title | BUSI-607 19827 International Business Strategy |
There is one assignment for this module. The assignment is an individual ‘process essay’ which is worth 100% of the total marks for this module. You will see a full explanation of the assignment below. You must submit your assignment via Turnitin using the link provided on MyBeckett before the assessment deadline (see below).
The University is currently operating a flexible submission policy for all student assessment. This allows you to submit your assignment up-to 5 workings days late without receiving a late submission penalty.
Should you have extenuating circumstances that mean you need extra time, you must contact your course team as soon as possible, informing them of the reasons for this and providing supporting evidence by following the instructions and completing the form provided her.
|
Assessment Method: |
|
Re-assessment Method: |
|
|
Word Count |
3,500 words |
Word Count |
3,500 words |
|
Assessment Release Date: |
15th September 2025 |
Assessment Release Date: |
(First sit feedback date) |
|
Assessment Deadline Date & Time: |
2pm. 6th January 2026 |
Reassessment Deadline Date & Time: |
2pm, 31st March 2026 |
|
Feedback Method: |
Oral feedback (on request), written comment, provisional marks indicated on scripts/submission and< the final ratified mark. |
Feedback Method: |
Oral feedback (on request), written comment, provisional marks indicated on scripts/submission and< the final ratified mark. |
|
Feedback Date: |
Within four weeks |
Feedback Date: |
Within four weeks |
|
Type / Component Weighting: |
Coursework - 100% |
||
|
Learning Outcomes Assessed: |
All |
||
This module will be assessed by the submission of an individual piece of coursework. The aim of the module assessment is to allow you to demonstrate the specific technical skills that allowed you to creatively illustrate the ‘process’ by which you arrived at either an evaluation of a multinational enterprise’s strategic environment, strategic capability, or its international-level strategic choice applying knowledge and understanding of the essential and recommended readings in order to do so.
Students must first choose a multinational enterprise from the list provided. Students must then choose and answer
one of the following assessment questions:
The above questions require you to undertake two activities:
A) First you must undertake an ‘evaluation’ of either your company’s strategic environment, or strategic
capability or international-level strategy.
B) Having done that you must then explain an illustrate in detail the step-by-step process that you undertook to complete your evaluation.
It is activity B, a process essay, that you must submit. You are not required to submit activity A, your analysis. Your process essay must:
a) Critically explain and illustrate how you applied the theories and concepts1 within the essential and recommended readings to arrive at your evaluation,
b) Critically explain and illustrate the ‘process’ or sequence of actions you followed to achieve this,
c) Critically illustrate how you used one (or several) system methodologies or logic models,
d) Critically explain and illustrate how you adapted or revised your ‘process’, and what alternatives were not taken and why.
This module requires you to submit your work online.
You MUST submit your work through MyBeckett using the link provided. Receipt of your work will be recorded. In accordance with our assessment regulations, it is your responsibility to check your assignment yourself as you submit it. This checking also allows you to access the ‘Similarity Report’. If this report shows that there are some problems with your work, such as un-cited quotations, you must make corrections and re-submit the work again before the due date. Turnitin allows you to do this up-to three times before the deadline. After the deadline your last submission will be final and cannot be amended. More information about Turnitin is available online here.
Please note: Tutors will follow up any suspected breach of academic honesty found after the submission date as per university policy. Late penalties will apply as per University Regulations
Feedback is a vital part of your learning experience and contributes significantly to your personal and professional development. Whatever your academic level, building on your feedback is vital. Noting and acting on feedback is key to independent learning, continued progress and long-term success.
Throughout the module you will be provided with formative feedback opportunities on the extent to which you have demonstrated achievement of the learning outcomes for this module; the appropriate ‘levelness’ of your skills, knowledge and understanding. Having spent time reflecting on formative feedback and adjusting your learning accordingly you will receive summative feedback on overall achievement of the learning outcomes for this module in the form of a final grade and indicative guidance that will explain what could be done in future to improve learning and assessment outcomes. You will find the making descriptors and bandings (the assessment domains) for this Level 6 undergraduate module below, along with the summative feedback proforma associated with these assessment domains.
|
FEEDBACK ON STUDENT ASSESSMENT 2025/26 (S1) |
|||
|
MODULE TITLE: H6 19827 International Business Strategy |
Student ID Number: |
||
|
FORM AND TITLE ASSESSMENT: Process Essay (Coursework - 100%) |
SUBMISSION: First-sit/Re-sit |
||
|
DOMAINS |
How to Improve on Mark |
How to Achieve Pass Mark |
|
|
Technical Capabilities [From L6 taxonomy: Select and effectively apply a range of tools and techniques to existing and novel situations to achieve reasoned solutions/appropriate outcomes.] MARK (40%) |
|
|
|
|
Creativity [From L6 taxonomy: Express informed personal views and identify new perspectives on existing knowledge for the solution of issues/problems and/or the transfer of knowledge into new contexts.] MARK (40%) |
|
|
|
|
LEVEL 6 MARKING DESCRIPTORS |
||||||||
|
DOMAINS |
High 1st 100 - 86 |
1st 85 - 70 |
2.1 69 - 60 |
2.2 59 - 50 |
Pass 49 - 40 |
Fail 39 – 30 |
Fail 29 – 15 |
Fail 14 – 0 |
|
Technical capabilities [From L6 taxonomy: Select and effectively apply a range of tools and techniques to existing and novel situations to achieve reasoned solutions/ appropriate outcomes.] |
Exceptional demonstration of originality in knowledge generation using appropriate tools and technique to achieve innovative solutions. Original, highly analytical and creative approach to meeting learning outcomes. |
Excellent selection and consistent effective application of a range of appropriate tools and techniques applied to novel situations to achieve innovative solutions. Meets learning outcomes to an excellent, analytical, and highly critical level. |
Very good evidence of the selection and effective application of a range of complex tools and techniques to novel situations to achieve solutions. Meets learning outcomes to a very good, critical level. |
Demonstrates an appropriate selection and application of tools and techniques. Meets learning outcomes to a good standard. Tool use and application may need some development at times to achieve solutions. |
Demonstrates adequate selection and application from a limited range of tools and techniques. Addresses the learning outcomes to an adequate level. Uses the tools and techniques somewhat inconsistently in the finding of solutions. |
Demonstrates a limited awareness, understanding or selection of the tools or techniques which can be used to generate develop solutions. Limited attempt to demonstrate learning outcomes. Makes only a limited attempt to use the tools and techniques to find solutions. |
Demonstrates an extremely limited selection and/or application of tools/techniques to existing and novel situations to achieve reasoned solutions. Very limited demonstration of learning outcomes. Very limited demonstration of any awareness and understanding of the tools or techniques which can be used to achieve solutions. |
Fails to select and effectively apply a range of tools and techniques to existing and novel situations to achieve reasoned solutions. No demonstration of learning outcomes. No demonstration of awareness and understanding of the tools or techniques which can be used to achieve solutions. |
|
Creativity [From L6 taxonomy: Express informed personal views and identify new perspectives on existing knowledge for the solution of issues/problems and/or the transfer of knowledge into new contexts.] |
Outstanding evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Exceptional evidence of creativity or innovation. Outstanding knowledge transfer into other contexts. |
Excellent evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Excellent evidence of creativity or innovation. Excellent knowledge transfer into other contexts. |
Very good evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Very good evidence of creativity or innovation. Very good transfer of knowledge to other contexts. |
Good evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Good evidence of creativity or innovation. Good transfer of knowledge to other contexts. |
Basic evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Adequate evidence of creativity or innovation. Some transfer of knowledge to other contexts. |
Limited evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Limited evidence of creativity or innovation. Limited knowledge transfer to other contexts. |
Very limited evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. Very little evidence of creativity or innovation. Very limited knowledge transfer to other contexts. |
No evidence of informed personal views, identification of new perspectives on existing knowledge for the solution of issues/problems. No evidence of creativity or innovation. No knowledge transfer to other contexts. |
|
Application [From L6 taxonomy: Apply knowledge, techniques and theoretical principles in the identification and judgement of a range of valid solutions to new, problems/issues and reflect on the appropriateness of the outcomes.] |
Outstanding understanding/ evaluation/ application of theory to task requirements. The student makes consistently salient judgements. Exceptional evaluation of evidence and reflection. Original assessment of problem/ issues. |
Excellent understanding/ evaluation/ application of theory to task requirements. The student makes highly appropriate, developed and articulated judgements. Excellent evaluation of evidence and reflection. Excellent assessment of problem/ issues. |
Very good understanding/ evaluation/ application of theory to task requirements, with the student making clearly articulated and reasoned judgements. Very good evaluation of evidence and reflection. Very good assessment of problem/ issues. |
Mainly consistent, accurate and logical application of theory to task requirements, with the student making appropriate judgements. Good evidence of evaluation and reflection. Good assessment of problem/issues. |
Relevant theoretical knowledge and understanding applied in practice. Judgements are not always logical. Basic evidence of evaluation, and reflection. Some assessment of problem/issues. |
Limited understanding of the application of theory to the task requirements. Lacks appropriate judgements. Limited evidence of evaluation and/or reflection. Limited assessment of problem/issues. |
Poor understanding of the application of theory to the task requirements, with occasional evidence of the student making appropriate judgements. Very limited evidence of evaluation and/or reflection. Very limited assessment of problem/issues. |
Very poor theoretical knowledge and understanding, with no evidence of appropriate application or judgements. No evidence of evaluation and/or reflection. Problem/issues not acknowledged/ discussed. |
|
Communication [From L6 taxonomy: Communicate in a clear and concise way, in formal styles, in relation to major pieces of academic work appropriate to the context, taking into account the |
Exceptionally effective communication skills appropriate to the level of study, task, audience and discipline. Mode(s) of communication |
Highly effective communication skills appropriate to the level of study, task, audience and discipline.
Mode(s) of communication |
Very effective communication skills appropriate to the level of study, task, audience and discipline.
Mode(s) of communication |
Effective communication skills appropriate to the level of study, task, audience and discipline.
Mode(s) of communication |
Adequate communication skills appropriate to the level of study, task, audience and discipline but with evident weaknesses. Mode(s) of communication |
Unsatisfactory communication skills appropriate to this level of study and/or discipline.
Mode(s) of communication |
Very limited evidence of the communication skills appropriate to this level of study and/or discipline.
Mode(s) of communication |
No evidence of the communication skills appropriate to this level of study and/or discipline.
Mode(s) of communication |
|
audience/any fellow participants.]
Communication (continued) |
Outstanding selection and use of different styles and appropriate modes of communication to suit audience. Original and creative communication. Content fully, succinctly & clearly explained. Tightly and consistently focused on assessment’s outcomes throughout. Presentation: is polished and applied creatively to the topic/task. Excellent use of visual aids (if applicable), that could not be improved upon at this level. Outstanding and original delivery. Academic style: Formal language |
Excellent selection and use of different styles and appropriate modes of communication to suit audience. Excellent communication, with content fully, succinctly & clearly explained. Consistently focused on the assessment’s outcomes. Presentation: is excellent, well structured, engaging and appropriate to the audience. Imaginative approach to the topic. Excellent use of visual aids (if applicable) that complement the presentation, are attractive and engaging. Excellent delivery. Academic style: Formal language used consistently |
Very good, appropriate selection and use of different styles and modes of communication to suit the audience. Effective communication, relevant to the learning outcomes of the assessment. Presentation: is very good. Logically structured, and makes sense. Very few errors. Appropriate style and format. Very good use of visual aids (if applicable). Delivery is very good, but minor corrections are still required.
Academic style: Formal language |
Appropriate selection for the chosen audience. Good communication of material which is mainly focused on the assessment learning outcomes but occasionally wanders from the point. Presentation: is good and conveys meaning. May be fluency issues, or imbalances. Some adequate use of visual aids (if applicable) but could be improved. Minor errors are evident. Delivery is good but needs improvement. Academic style: Formal language |
Suitable for the audience. Focus on the assessment outcomes demonstrated to an adequate level. Basic communication is provided. Learning outcomes superficially addressed Presentation: is logical but contains minor errors. Basic use of visual aids (if applicable) that require improvement in clarity. Delivery is adequate. Some limitations in delivery are evident. Academic style: Formal language |
Not suitable for the audience. Limited attempt to address the task, with unclear/ misdirected communication. Inconsistent/ minimal focus on the assessment outcomes. Presentation: is disorganised in some areas. Very basic use of visual aids (if applicable) that require significant improvement. Poor delivery, with errors, omissions and a lack of clarity. Academic style: Limited ability to |
Not appropriate for the task and/ or audience. Communication is confused. Intermittent connection to the assessment outcomes, with the assessment topic/focus only superficially addressed. Presentation: is disorganised. Poor use of visual aids (if applicable) that require comprehensive development. Very limited organisation/ delivery, and limited evidence of meeting learning outcomes. Academic style: Very limited ability |
Not appropriate to the task or audience. Failure to communicate in a clear, concise and/or appropriate style. The nature of the audience is not considered. Poor connection to assessment outcomes. Presentation: is very disorganised. Does not use of visual aids (if applicable). Presentation is not understandable. Delivery fails to meet specified learning outcomes. Academic style: Extremely limited |
|
|
used effectively throughout. Evidence of use of spellchecking and proofreading (e.g., no typos, no incomplete sections/ sentences). Consistently accurate application of specified referencing style. |
throughout. Evidence of use of spellchecking and proofreading (e.g., no typos, no incomplete sections/ sentences). Consistently accurate application of specified referencing style. |
used mostly consistently throughout. Evidence of use of spellchecking and proofreading (e.g., very few typos and/or incomplete sections/ sentences). Good application of specified referencing style. with no inaccuracies or inconsistencies. |
used mostly consistently throughout. Evidence of use of spellchecking and proofreading (e.g. very few typos and/or incomplete sections/ sentences). specified referencing style may show minor inaccuracies or inconsistencies. |
used reasonably consistently throughout. Evidence of use of spellchecking and proofreading (e.g., very few typos, and/or incomplete sections/ sentences). Specified referencing style may show inaccuracies and/or inconsistencies. |
understand formal language. Limited evidence of effective use of spellchecking and proofreading (e.g. many typos, incomplete sentences, sections). Inconsistent and weak use of specified referencing style. |
to understand formal language. Very limited evidence of effective use of spellchecking and proofreading (e.g., many typos, incomplete sentences, formatting errors). Very poor use of specified referencing style. |
ability to understand formal language. Extremely limited evidence of effective use of spellchecking and proofreading (e.g., extensive typos, incomplete sentences, formatting errors). Absent or incoherent use of specified referencing style. |
Buy Custom Answer Of This BUSI-607 Assignment & Raise Your Grades
Get A Free QuoteBUSI-607 19827 International Business Strategy Assessment can be challenging, but with the right academic support, you can approach it with confidence. Our assignment help in UK is designed to support students with well-structured guidance, clear explanations, and high-quality assignment samples for reference. We provide AI free work, plag free content, and academically sound assistance created by professional writers with expertise in international business and strategic management. Whether you need help with business assignments, research support, or help understanding complex concepts, our service focuses on originality, accuracy, and clarity—helping you learn effectively while meeting university standards.
Hire Assignment Helper Today!
Let's Book Your Work with Our Expert and Get High-Quality Content
vnbn
