| Category | Assignment | Subject | Economics |
|---|---|---|---|
| University | University of Suffolk | Module Title | Global Aspects |
| Word Count | 2500 Words |
|---|---|
| Assessment Type | Annotated Poster Presentation |
This assignment requires an annotated poster presentation with an extended script assessment that demonstrates an introductory background knowledge of Global business and aims to provide a perspective on globalisation and how it affects business decisions and the challenges of internationalising your business. You will explore and understand the impact of culture in a changing global workplace in international business and develop a range of effective management strategies in response to the global environment.
This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
You have been hired as an International Business Consultant by a XYZ company with a head office in the UK that would like to expand its business internationally but. Your role involves analysing the functions and culture of the business within a globalised economy, focusing on how business functions and culture contribute to business strategies in an international context and how they can enter international markets and be successful in these markets. The management team would also like to understand the role of the World Trade Organisation (WTO) and regulation across international markets, putting in context the impact of globalisation on business.
1. Prepare an annotated poster presentation extended script that demonstrates an understanding of trading across national boundaries and the impact on head office culture and global strategy (LO1, LO2, LO3) 2500 words.
The poster and extended script should focus on the following:
(i) an introduction of the company and its current market.
(ii) protecting Intellectual Property Rights in a globalised economy.
(iii) managing business functions in an international context.
(iv) the impact of national cultures in international markets.
(v) an assessment of entry strategies in international markets.
(vi) an assessment of an appropriate global strategy for the local company.
*Poster is the summary of the extended script.
The report should be written in the standard academic report format, consisting of a table of contents, an introduction, and appropriate headings covering the above six points. You can use subheadings as deemed appropriate. You must demonstrate evidence of wider research and reading of core textbooks and academic scholarly work through referencing.
Your assignment should be submitted as a single MS Word file with the poster presentation attached as an appendix to the report. Please Do Not upload additional appendices.
Please note that exceeding the word count will result in a reduction in grade by the same percentage that the word count is exceeded. The word count excludes the cover page, table of contents, and reference list.
This assignment should be submitted electronically via Moodle (module tutors will discuss this process with you during class time).
In accordance with the FHEQ, at the end of Level 4 students will be expected to have a sound knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to take different approaches to solving problems and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.
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Assessment category |
Pass mark, demonstrating achievement of all associated learning outcomes |
Marginal fail |
Fail |
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1st: 70% – 100% |
2:1: 60% – 69% |
2:2: 50% – 59% |
3rd: 40% – 49% |
35% – 39% |
20% – 34% |
< 20% |
|
|
Knowledge and understanding of the basic underlying concepts and principles of the subject(s) |
High quality work showing detailed understanding of the basic underlying concepts and principles of the subject(s). |
Work of solid quality showing competent and consistent understanding of the basic underlying concepts and principles of the subject(s) |
Adequate work showing understanding of the basic underlying concepts and principles of the subject(s), but lacking depth and breadth. |
Simple factual approach showing limited understanding of the basic underlying concepts and principles of the subject(s). Narrow or misguided selection of material, with elements missing or inaccurate. |
Weak work showing limited, fragmentary understanding of the basic underlying concepts and principles of the subject(s). Work characterised by inaccuracies, irrelevant material and/or absence of appropriate information. |
Unsatisfactory work showing weak and flawed understanding of the basic underlying concepts and principles of the subject(s), for example through serious inaccuracies, inclusion of a significant amount of irrelevant material and/or absence of appropriate information.
|
Highly unsatisfactory work showing major gaps in understanding of the basic underlying concepts and principles of the subject(s). Inclusion of largely irrelevant material, absence of appropriate information and significant inaccuracies. |
|
Cognitive and intellectual skills
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Excellent presentation, interpretation and evaluation of concepts or evidence, facilitating a highly logical, coherent and balanced development of judgements or arguments. Strong awareness of other stances. |
Good presentation, interpretation and evaluation of concepts or evidence, facilitating a logical and coherent development of judgements or arguments that shows awareness of other stances.
|
Adequate presentation, interpretation and evaluation of concepts or evidence, facilitating a largely logical and coherent development of judgements or arguments. An emerging awareness of other stances. |
A limited use of concepts or evidence to support emerging judgements or arguments, although not always logical or coherent and with inaccuracies. |
Largely descriptive work, with limited effort made to use concepts or evidence to develop judgements or arguments. Information accepted uncritically, with unsubstantiated opinions evident.
|
Descriptive work with no effort made to use concepts or evidence to develop judgements or arguments. Views expressed are often illogical, invalid or irrelevant. Minimal or no use of evidence to back up views. |
Work is largely irrelevant or inaccurate, characterised by descriptive text and unsubstantiated generalisations. Complete lack of evidence to back up views. |
|
Application of theory to practice (for courses with a professional practice element) |
Excellent application of theory to practice, with the student making highly appropriate, developed and articulated links between the two. |
Sound application of theory to practice, with the student making appropriate, well-developed and articulated links between the two. |
Consistent and accurate application of theory to practice, with the student making appropriate links between the two. |
Relevant theoretical knowledge and understanding applied in practice, but with students not always making logical links between the two. |
Limited understanding of the application of theory to practice, with the student often not making appropriate links between the two.
|
Weak understanding of the application of theory to practice, with only occasional evidence of the student making appropriate links between the two. |
Very weak theoretical knowledge and understanding, with no evidence of appropriate application in practice. |
|
Reading and referencing |
Critical engagement with a wide range of relevant reading, including research-informed literature where relevant. Consistently accurate application of referencing. |
Engagement with a wide range of relevant reading. Sound application of referencing, with no inaccuracies or inconsistencies. |
Engagement with an appropriate range of reading beyond essential texts. Referencing may show minor inaccuracies or inconsistencies. |
Evidence of reading, largely confined to essential texts, but mainly reliant on taught elements. Referencing may show inaccuracies and/or inconsistencies. |
Poor engagement with essential texts and no evidence of wider reading. Heavily reliant on taught elements. Inconsistent and weak use of referencing. |
Limited evidence of reading and/or reliance on inappropriate sources. Limited engagement with taught elements. Very poor use of referencing. |
No evidence of reading or engagement with taught elements. Absent or incoherent referencing. |
|
Presentation, style and structure * |
Highly effective presentation of work that is coherently structured and clearly expressed throughout. |
Competent presentation of work in terms of structure and clarity of expression. |
Work is structured in a largely coherent manner and is for the most part clearly expressed. |
Ordered presentation in which relevant ideas / concepts are reasonably expressed. |
Work is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.
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Work is poorly presented in a disjointed and incoherent manner. Information and ideas are very poorly expressed, with weak English and/or inappropriate style. |
Work is extremely disorganised, with much of the content confusingly expressed. Very poor English and/or very inappropriate style. |
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