Faculty of Business and Law
PGBM04 International Business Environment Assignment
Issue Date: Friday 19th March 2010
Hand in date: Friday 21st May 2010
This is an individual assignment. It will constitute 100% of your overall mark for the module. Please choose ONE question from the following eight. You are asked to write an essay-style answer of about 代写留学生作业3000 words on the topic you have chosen. All questions are equally weighted. You are expected to develop your own arguments for each, based on your own critical reflection, as well as reading and discussion in the workshops. This is not a closed-book assessment. You are free to use research-based academic work, such as journal articles, books, and other sources. Remember to provide full references, using Harvard referencing, at the end of each answer for any material that you refer to.
This assessment covers all learning outcomes for the module.
Assessment Criteria:
For each question, the competent answer will be concise, accurate and clearly written in your own words. It will put forward your individual analysis of the issues raised, rather than merely offer a descriptive account. It will be logically organised and contain a conclusion. Where you draw on the views, words and research of others, these will be acknowledged as references and cited clearly in your answers. The Generic PG assessment criteria are attached as well as a module interpretation in the form of a marksheet.
The University’s Policy on Cheating, Collusion and Plagiarism will apply.
1. Critically assess the extent to which some companies would benefit and some face challenges from the ageing population. Find examples of companies in your own country which are affected by this trend. Suggest suitable strategies with which the companies may respond.
2. Outsourcing production and off-shoring service work offers cost advantages to a multinational company, but can lead to criticism in its home country. Discuss the arguments for and against this strategy, paying particular attention to its economic and social impact.
3. What were the major causes of the global financial crisis (“credit crunch”) of 2008 onwards? For one country of your choice, distinguish between the different types of macro-economic policy measures taken by its government, and assess the likely consequences of its actions.
4. Assume that a company is considering moving production to a location in a developing country, but is concerned about political instability? What particular aspects of the country’s political structure and processes should it take into account when assessing political risk?
5. What are the cultural difficulties likely to be encountered by a global company from a Western economy embarking on a joint venture with a foreign partner in China? What are your recommendations to enable the joint venture to have the best chance to succeed?
6. Assess the contrasting perspectives and interests of developed and de g countries with respect to global trade liberalisation.velopin
7. Compare and contrast the activities of two companies (of your choice) in the same industrial sector, in developing new technology to try to maintain their competitive advantage.
8. Does international business need international financial institutions, such as the IMF, the World Bank and the EBRD? Give reasons to support your views.
Assessment Criteria Details Marks
Criteria Allocated Actual
Relevance The Relevance of the work examined to its selected question. 20%
Knowledge The work should have a substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein. 20%
Analysis The analysis should be comprehensive, clear and orderly. 20%
Argument and
Structure The argument should be well supported, focussed, clear and logically structured. 10%
Critical
Evaluation The work should contain distinctive or
independent thinking; and formulate an independent position in relation to theory and/or practice. 20%
Presentation The work is well written, with standard spelling and grammar, in a readable style with acceptable format. 5%
Reference to
Literature Critical appraisal of up-to-date and/or
appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. 5%
Total Marks 100%
Commen Module Leader: R. Woodfield Moderator: J. Dixon-Dawson
Generic Assessment Criteria – Postgraduate - {to be interpreted according to the level at which you are working & related to the assessment criteria of the module}
Grade Relevance Knowledge Analysis Argument &Structure Critical Evaluation Presentation Ref. to Literature
Pass 86 – 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 – 75% The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Comprehensive analysis - clear and orderly presentation Well supported, focussed argument which is clear and logically structured. Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated material.
50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Significant analytical treatment which has a clear purpose Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. Competently written, with only minor lapses from standard grammar, with acceptable format Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts. Competent use of material.
40 – 49% Some correlation with the requirements of the assessment but there is a significant degree of irrelevance Basic understanding of the subject but addressing a limited range of material Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. Weak use of quotation
Fail 35 – 39% Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms A limited understanding of a narrow range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. Lots of deficiencies in expression and presentation; writer achieves clarity (if at all) only by using a simplistic/ repetitious style Barely adequate use of literature. Over reliance on
代写留学生作业material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
http://www.1daixie.com/liuxueshengzuoye/15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.