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| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | University of Bedfordshire | Module Title | MAR041-2 Cross-Cultural Management in Business |
| Academic Year | 2025/26 |
|---|
| Assessment deadline | Marks and feedback |
| To be submitted Before 10 a.m. on: | 20 working days after deadline (L3,4, 5,6 and 7) |
| 15 working days after deadline (block delivery) | |
| 05/12/2025 | Click or tap to enter a date. |
|
Please note, for Exams the date is arranged centrally aligned to the academic calendar. Exams timetables will be released 6 weeks before the exam period. |
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| Key assignment details | |
| Unit title & code | Cross-Cultural Management in Business MAR041-2 |
| Assignment number & title | Assignment 2: Case study |
| Assignment type (including exams)Clearly indicate if an exam | Case study |
| Weighting of assignment | 60% |
| Size or length of assessment or exam durationClearly indicate if an exam | The word-limit for the assignment is 1,800 words (+/- 10%). This does not include the title page, executive summary, table of contents, reference list and appendices. |
| Use of generative AI | Not permitted |
| Use of self-plagiarism | Not permitted |
There will be two examples of intercultural incidents (small case studies); these are examples of different behavioural and communication problems. You are asked to apply your understanding of relevant theories, frameworks and ideas and propose solutions to demonstrate the extent of your intercultural awareness in different business interactions. All theories and frameworks should be referenced correctly using the Harvard system.
CHOOSE ONLY ONE CASE (OUT OF 2,) TO DISCUSS. Apply your understanding of relevant theories, frameworks and ideas and propose solutions to demonstrate the extent of your intercultural awareness in different business interactions.
George McDougal had been chosen to set up a branch office of his engineering consulting firm in Seoul, Korea. Although the six engineering consultants who would eventually be transferred to Seoul were Americans, George was interested in hiring local support staff. He was practically interested in hiring a local person with excellent accounting skills to handle the company’s books. He was confident that he would be able to find the right person for the job because his company was prepared to offer an excellent salary and benefits package. After receiving what he considered to be several excellent leads from a friend at the Rotary Club, he was surprised to be turned down by all four prospective candidates. They were very appreciative of being considered for the position, but all preferred to stay with their current employer. George just couldn’t understand why all four of these Koreans chose to pass up an increase in salary and fringe benefits.
Several months after beginning sales efforts in China, Anna, a German manager, was discussing her new job challenges with a friend. At first, she had been charmed by the Chinese, especially by the fact that they were so nice. But now she is wondering if they are perhaps too nice. “For example,” Anna said to her friend, “I can never get clear feedback from the Chinese people I supervise. If I ask for their help in solving a problem, they always start by saying, ‘This is just a suggestion, but….’ And if I ask for input during a meeting, they will very rarely make negative statements. Isn’t the idea to get all the pros and cons out on the table so that we can discuss things objectively? I think this politeness is going a little too far! What’s going on?”
Are You Looking The Solution of MAR041-2 Assignment 2: Case Study?
Order Non Plagiarized AssignmentThe Unit Information Form states the Threshold Expectations that inform both you and markers what is the minimum needed to be demonstrated to pass the assessment. They should, therefore, answer the question "What do I need to do pass?”. During the assessment introductory session, you should be given the opportunity to check your understanding of the threshold statements and what you need to do to surpass them.
The assessment marking criteria listed below show how your work is assessed. The assessment criteria are informed by the unit’s learning outcomes and the assessment task. Carefully reading the assessment criteria should help you understand the aspects that will be used to judge your progress and achievement of the learning outcomes and offer guidance on “how do I achieve a good grade”.
In order to pass Assessment 2, you will need to:
Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.
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70%+ (1st Class) |
60-69% (2:1) |
50-59% (2:2) |
40-49% (3rd Class) Threshold Standard |
30-39% (Fail) |
0-29% (Fail) |
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1 Knowledge |
Broad and critically evaluative knowledge of relevant theories and concepts. In-depth and accurate understanding Very clear and appropriate focus. Very insightful discussion and original, inspirational thinking. |
Broad knowledge of relevant theories and concepts. Thoughtful and accurate understanding Clear and appropriate focus. Thoughtful discussion that shows independent thinking. |
Fairly broad knowledge of relevant theories and concepts. Mostly accurate understanding. Quite clear focus but sometimes strays from the topic. Logical and coherent discussion of concepts and issues, but limited originality. |
Piecemeal knowledge of relevant theories and concepts. Some noticeable misunderstandings and/or inaccuracies. Rather confused focus that quite often strays from the topic. Limited discussion of concepts and issues.
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Partially relevant attempts to address the task. Some evidence of irrelevance or omissions. Inconsistent application of theory, with weaknesses in accuracy. |
Partially relevant attempts to address the task. Some evidence of irrelevance or omissions. Inconsistent application of theory, with weaknesses in accuracy. |
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2 Analysis |
Comprehensive analysis of a range of related concepts and ideas. Evidence based argument demonstrating an excellent understanding of theory and/or practice. Statements of ‘fact’ and personal belief supported by citations from an extensive range of appropriate up to date third party sources, research and relevant literature. |
Good analysis of related concepts and ideas. Appropriate evidence-based argument demonstrating good understanding of theory and/or practice. Statements of ‘fact’ and personal belief reinforced by citations from an appropriate and broad range of third-party sources, research and relevant literature. |
Satisfactory analysis of some appropriate concepts. Some evidence-based argument demonstrated which draws on theory and/or practice. Statements of ‘fact’ and personal belief reinforced by citations from an appropriate, but limited, range of third-party sources, research and relevant literature. |
Limited analysis. Lacks enough evidence-based argument. Limited reference to theory and/or practice or used inappropriately. Statements of ‘fact’ and personal belief insufficiently reinforced by citations from appropriate third-party sources, research and relevant literature.
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Partially relevant attempts to address the task. Some evidence of irrelevance or omissions. Inconsistent application of theory, with weaknesses in accuracy. |
Fails to present theory relevant to the assignment, or demonstrates an application of theory without accuracy |
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3 Presentation |
The discussion presented is produced in strict conformity with the guidelines contained in the assignment brief. The text is wide-ranging, the style mature, the approach measured, the presentation reader friendly. |
The overall presentation of the discussion is articulate, lucid, structurally sensible and mature in expression. The references are organised conscientiously and comprehensively. |
Though the discussion presented is generally systematic, there are improvements that the student should have implemented, for example, over-long and discursive paragraphs or too short and fragmented paragraphs which render some pages not reader friendly. |
Though the discussion presented is reasonably systematic, there are improvements that the student should have implemented, for example, over-long and discursive sections/paragraphs or too short and fragmented sections/paragraphs which render some pages not reader friendly. There is scope for the work to be better organised. |
Largely unstructured and does not have a clear logical flow. Presentation of paper is ineffective. Fragmented & incoherent organisation; inaccurate or incomplete referencing. |
A lack of structure beyond a loosely connected list of points. Presentation of paper is inappropriate. |
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4 Persuasion |
Very advanced and persuasive arguments based on a firm foundation from the question through to the conclusions constructed. |
Advanced and persuasive arguments based on a firm foundation from the question through to the conclusions constructed. |
Precise and persuasive arguments based on a firm foundation from the question through to the conclusions constructed. |
Reasonable and academically sound language and formatting.
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Inaccurate or inarticulate English; meaning is of sometimes unclear. Communication is hindered. |
Communication is obstructed. Poor standard of English; meaning is unclear. |
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5 |
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