| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | University of Bedfordshire | Module Title | MAR041-2 Cross-Cultural Management in Business |
| Word Count | 1,200 words (+/- 10%) |
|---|---|
| Assessment Type | Literature Review |
| Assessment Title | Assignment 1 |
| Academic Year | 2025-26 |
A literature review:
You are asked to demonstrate your knowledge of concepts, theories, and ideas relevant to this unit by identifying cultural regularity and variability and applying these to frameworks in international business.
You will be provided with 3 papers that will form the starting point of the Literature Review. To provide an in-depth and objective discussion, you'll need to identify and use further research papers.
The topic choices are:
SEM 1
1. Demonstrate your understanding of different cultural dimensions of regularity and variability, and present a framework to investigate the impact of culture on international business.
Three papers that will form the starting point:
Shenkar, O., Tallman, S.B., Wang, H., and Wu, J., 2020. National culture and international business: A path forward. Journal of International Business Studies, pp.1-18.
Paiuc, D., 2021. The impact of cultural intelligence on multinational leadership: a semantic review. Management Dynamics in the Knowledge Economy, 9(1), pp.81-93.
Szkudlarek, B., Osland, J.S., Nardon, L. and Zander, L., 2020. Communication and culture in international business–Moving the field forward. Journal of World Business, 55(6), p.101126.
2. Evaluate different strategies used in the international business context in managing cross-cultural situations in the workplace.
Three papers that will form the starting point:
Sharma, P., Leung, T.Y., Kingshott, R.P., Davcik, N.S. and Cardinali, S., 2020. Managing uncertainty during a global pandemic: An international business perspective. Journal of Business Research, 116, pp.188-192.
Caputo, A., Ayoko, O.B., Amoo, N., and Menke, C., 2019. The relationship between cultural values, cultural intelligence, and negotiation styles. Journal of Business Research, 99, pp.23-36.
Gonçalves, G., Reis, M., Sousa, C., Santos, J., Orgambídez-Ramos, A. and Scott, P., 2016. Cultural intelligence and conflict management styles. International Journal of Organizational Analysis, 24(4), pp.725-742.
You need to ensure that your work is paraphrased and referenced.
The 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 to pass?”. During the assessment introductory session, you should be allowed 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 1, 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.
|
|
70%+ (1st Class) |
60-69% (2:1) |
50-59% (2:2) |
40-49% (3rd Class) Threshold Standard |
|
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.
|
|
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 are 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 arguments are demonstrated, which draw 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 are insufficiently reinforced by citations from appropriate third-party sources, research, and relevant literature.
|
|
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. |
|
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.
|
|
5 |
|
|
|
|
“How does this assignment relate to what we are doing in the scheduled sessions?” - To be completed by the unit coordinator.
Within the University of Bedfordshire, graduate competencies refer to the skills, knowledge, attributes, and abilities that individuals are expected to possess upon completing their education at the graduate level. Our graduate competencies are the fundamental building blocks in preparing you for the future world of work. They form the foundation for learning outcomes within and beyond your course. They are relevant for every subject, and you can work towards them in different ways, so that you can attain and benefit from them even if you have lots going on outside university. These competencies will be integrated across your course and units.
The table below indicates graduate competencies relevant to this assessment.
| Graduate competencies; Tick (✔) ones relevant to this assessment (further guidance for staff Graduate competencies | University of Bedfordshire (beds.ac.uk) | |
| Digital Literacy | |
| Collaboration and Communication | |
| Problem-solving and critical thinking | ✔ |
| Creativity and Entrepreneurship | ✔ |
| Adaptability and Resilience | |
| Global Citizenship | |
| Course-specific competencies. Please outline: cultural competencies in international management. | ✔ |
Do You Need MAR041-2 Assignment for This Question
Order Non-Plagiarized AssignmentStruggling with your MAR041-2 Cross-Cultural Management in Business 1 assignment? Let us help! Our Management Assignment Help service is the best for you. We offer professional, affordable assignment writing services that are AI-free, plagiarism-free, and delivered on time. Our team of PhD experts understands what universities expect and creates high-quality content tailored to your needs. We also offer free assignment samples so you can check our quality before booking. We’re available 24/7 to support you with Business Management or any subject. Don’t wait until the last minute—contact us now and make your academic life easier with trusted expert help! We also provide University of Bedfordshire Assignment Samples that have been written by the phd expert writers. Contact us now!
Let's Book Your Work with Our Expert and Get High-Quality Content
