| Category | Assignment | Subject | Management |
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| University | Cardiff Metropolition University | Module Title | MSM7047 Global Corporate Sustainability |
| Word Count | 15 Minute Presentation (1000 Words Equivalent) |
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Assessment title |
Abr. |
Weighting |
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Individual Presentation |
PRES1 |
25% |
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Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise. |
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You are required to produce a 15-minute pre-recorded video presentation using PowerPoint or Canva. Choosing one organisation from the list of 5 approved companies provided, students should focus their presentation on at least 2 of the following topics based on weeks 1-5 module content:
Students will have 15 minutes in total for their presentation.
Students are required to provide critical academic discussion of their selected topics and apply them to their chosen organisation. The presentation should contain links between the academic theories related to the module content and chosen organisations practice, with examples. The presentation should act as a critique of the organisation’s sustainability activities within a global environment. The choice of companies for the two assessments in the module are:
Sun Pharma
Vedanta Limited
JingDong
SK Hynix
Quorn
NOTE: To achieve a pass grade in this assessment, students will need to choose a company from the list of 5 approved companies above. Students who base their presentation on a company not within the approved list will fail the assessment.
Word count (or equivalent): 15 Minute Presentation (1000 Words Equivalent)
This a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade.
Academic literature: academic textbooks and journal articles. These can be sourced from MetSearch and Google Scholar for example.
Industry literature: Sometimes referred to as grey literature, i.e. non-academic sources e.g. credible sources such as websites, government/company reports, policy/strategy documents, marketing data, financial accounts etc.
Critical Literature Review: A review of the existing literature (see above) related to the topic in discussion. The critical review will present supporting and contrasting views to provide a balanced analysis of the topic.
Bloom’s Taxonomy (adapted from Petty, 2009 and Fry et al., 2015).
Knowledge (recall) is just the ability to recall something
Comprehension (understand) means you understand knowledge. In practice this means you can explain the knowledge in terms of your existing learning and experience.
Application (use) means doing after being shown how or ability to apply abstract principles to particular known or novel situations
Analysis (breaking down) is breaking complex whole into parts, and then looking at the parts in some detail and identifying relationship or patterns
Synthesis (combine) is to combine facts or ideas to create new patterns or structures derived from the original data
Evaluation (judge) is to give the value of something, to state its strengths and weaknesses
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Submission Deadline: |
10th November 2025 |
Estimated Feedback Return Date |
This will normally be 20 working days after initial submission. |
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Submission Time: |
By 4.00pm on the deadline day. |
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Moodle/Turnitin: |
Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the School Moodle pages for more information on extensions and mitigating circumstances. |
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File Format: |
The assessment must be submitted as a PowerPoint document and submit through the Turnitin submission point in Moodle. Your assessment should be titled with your: student ID number, module code and assessment ID, e.g. st12345678 BHL5007 WRIT1 |
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Late Submission Window Eligibility |
Where submissions are eligible for the late-submission window this will be communicated in the relevant assessment submission point within Moodle. |
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Feedback |
Feedback for the assessment will be provided electronically via Moodle. Feedback will be provided with comments on your strengths and the areas which you can improve. View the guidance on how to access your feedback. All marks are provisional and are subject to quality assurance processes and confirmation at the programme Examination Board. |
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This includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process which provides additional learning and development through the preparation for and completion of the assessment.
Ethical - Module content - this module aims to develop students' knowledge and understanding of global corporate sustainability in the context of international business. The focus of the whole module challenges students to think more ethically and sustainably in their consideration of various aspects of organisations and their development. Students will also consider the impact of themes, theories and cases developed through the module on their own, future management practice.
Digital - VLE, Preparation of assessment – besides engaging with the VLE, students are required to produce a recorded presentation which focuses on the enhancement of their digital skill. Students will engage in online simulations which will encourage the application of knowledge to an organisational context. Online literature searching skills will be utilised, including assessing the validity and credibility of online sources of information.
Global - Module content – Students will be able to critically analyse the environmental, social and governance challenges and opportunities faced by organizations operating internationally. Consideration of different attitudes to sustainability within different cultures will be explored, to provide understanding of the concept from differing global viewpoints. Using the UN Sustainable Development Goals, students will be challenged to consider themselves as global citizens.
Entrepreneurial - Module content - the module aims to equip students with the strategic thinking and capabilities needed to become responsible global business professionals and leaders through scholarly study of corporate sustainability within an international context. Through application of theories and themes to real life case studies, students will use critical thinking skills to identify solutions for organisations. The development of these analytical and problem-solving skills will facilitate the development of future management skills within the students.
Marking/Assessment Criteria – PLEASE NOTE – Presentations based on companies that are not in the list of approved companies provided can not obtain a pass mark in this assessment
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Level 7 |
80%-100% (Distinction+) |
70%-79% (Distinction) |
60%-69% (Merit) |
50%-59% (Pass) |
40%-49% (Narrow Fail) |
20-39% (Clear Fail) |
1-19% |
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Overall summary |
Excellent (80-89%) or outstanding and exceptional (90-100%) |
Very good
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Good
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Threshold
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Not met some learning outcomes /assessment criteria
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Not met many learning outcomes /assessment criteria
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No learning outcomes are met in full
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Knowledge & Understanding (20%) |
Exceptional mastery of subject/research. The student shows excellent or exceptional understanding of the subject knowledge.
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Subject knowledge and understanding full and detailed. Mastery demonstrated Can extend, transform and apply knowledge Awareness of limitations of knowledge Sophisticated discussion Independent thinking and action. Original insights |
Full subject knowledge and understanding. Mastery demonstrated Can extend, transform and apply knowledge Discussion of complex concepts is often tackled successfully Some independent thinking and action |
Basic but secure subject knowledge and understanding. Mastery demonstrated Frequently descriptive and based on given sources Limited independent thinking and action |
Limited subject knowledge and understanding Factual inaccuracies, errors and misconceptions in important areas Irrelevant content
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Little subject knowledge and understanding Factual inaccuracies, errors and misconceptions outweigh knowledge and understanding Substantially irrelevant |
Work may be: short irrelevant contain serious/numerous errors and misunderstandings no evidence of analysis, synthesis, critical evaluation and reflection no reference/minimal reference to external sources very poor presentation and inappropriate format very poor communication of information and ideas 0% – Absent/ work not submitted, penalty in some misconduct cases |
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Presentation and communication (20%) |
Eloquent and professional style. The presentation is confidently delivered, with no use of notes or script. Student shows full understanding of the subject content and knowledge. |
Coherent and succinct Presentation standard high Logically organised Arguments are well-defined and clearly articulated. Student delivered a very confident presentation with little reliance on notes. |
Clear and succinct Well presented Appropriately organised Well-articulated Although there was some reliance on notes, the students showed they had good communication skills throughout. |
Satisfactory communication, although there was a reliance on notes throughout the presentation. There was a lack of confidence in the delivery. Lacks academic rigour Describing and reporting factual information Appropriately structured |
Confused and clumsily expressed. Unclear . Content was largely read from a script, meaning it was difficult to ascertain subject knowledge.
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Limited ability to communicate. Unclear, clumsy and inappropriate. Read from a script with little evidence of subject knowledge. |
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Synthesis of Theory and Practice (30%) |
Extensive and independent enquiry to solve problems. Exceptional critical analysis of the subjects chosen, with excellent links and examples related to the chosen case organisation. |
Detailed analysis and critical enquiry Highly successful in presenting, synthesising and commenting on Insight on the relationship between theory and practice with links between academic theory and application to case organisation |
Some detailed analysis and critical enquiry Considerable success in presenting on the chosen topics Some linkage between theory and practice. There could be more examples from the case organisation to show more links. |
Some limited analysis and critical enquiry Some success in presenting and linking theory and practice but parts of the presentation were more descriptive.
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Some enquiry/analysis but lacks criticality. Some elements are critical but the content is largely descriptive. Few links between theory and practice with limited reference to the case organisation. |
Little evidence of being able to undertake critical. enquiry/ analysis Limited links between topics and case organisation examples. |
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Research / scholarship (30%) |
Insight and critical awareness of research/ scholarship Substantial range of reference citations, beyond expectations. Student is fully engaged during in class and enhancement week activities at the highest level in all aspects of the module. |
Detailed, thorough knowledge and systematic understanding of current research/advanced scholarship Referencing accurate and reading/investigation beyond sources provided. Student is fully engaged during in class and enhancement week activities at the highest level. |
Thorough knowledge and understanding of current research/scholarship The referencing almost always accurate and reading/investigation beyond sources provided. Student is fully engaged during in class and enhancement week activities related to the module and assessment.
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Some knowledge of research/scholarship/application their implications Some errors in referencing Over-reliance on given sources. Student is mostly engaged during in class and enhancement week activities in relation to the module, although not fully. |
Limited or sporadic knowledge of research/scholarship Application largely unsuccessful Frequent errors in the referencing Over-reliance on programme materials and general online sources. Limited engagement during in class and enhancement week activities in relation to the module.
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Little knowledge and understanding research/scholarship. Failure to apply this knowledge Frequent errors in the referencing Reading and investigation negligible. Little or no engagement during in class and enhancement week activities in relation to the module. |
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