Tag: business

Unit Title Trends in the Global Business Environment
Assessment Type Group Assignment
(Group Report)
Note: Groups of 4 students only. Once a group is formed and entered into Blackboard, no changes are allowed.
This is strictly required to be your own original work. Plagiarism will be penalised. Students must use correct in-text citation conventions in accordance with the Harvard method.
Assessment Title Group Report
Purpose of the assessment and linkage to Unit Learning
Outcomes (ULO) To identify contemporary trends in today’s global business environment This assessment will address the following unit learning outcomes:

1. Students will demonstrate familiarity with the academic literature.
2. Students will demonstrate the capacity to write persuasive reports containing sound recommendations, in preparation for a career in business or government.
   Assessment
   Weight Group Report = 30%
   Total = 30%
   Total Marks 30 Marks
   Word limit Report not more than 3,000 words
   Due Date Week 10 (Sept 24, 2021) at 5pm
   [Late submission penalties accrue at the rate of – 5% per day]
   Submission Guidelines • All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.
   • The assignment must be in MS Word format, 1.5 spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers.
   • Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list, all using Harvard referencing style.
   Consult your lecturer if you are unsure or you require clarification on plagiarism.
   Note: You may not get the assignment submission links unless you are registered/enrolled in a group on Blackboard.
   Note: All students must contribute equally to the assessment. You must acknowledge your group members’ names in the cover sheet. If your name is not included in the cover sheet, you might not receive marks. If you choose to complete the assessment individually, you should self-enrol in a solo group and submit your group assessment individually.
   Assignment Specifications Required Structure/Format of the report
   • The report must include a cover page
   • Table of Contents
   • Executive Summary
   • An Introduction: Briefly introduce the purpose of the report. Within the introductory paragraph, you need to address the key topics you will address in the body paragraphs.
   • Body Paragraphs: With headings/subheadings: Please remember to support your claims/arguments with in-text scholarly references.
   • A Conclusion: The conclusion must briefly summarise the key points in the body paragraphs.
   • Reference List: Please include all in-text references in the list of references formatted in Harvard style. A minimum of 12 references is required.
   Each group of 4 students will select and analyse One of the following questions and submit a collaborative written report.
   Students’ reports will vary widely. Their writing should reflect an understanding of the chapter’s basic concept(s), thorough research, and logic and critical thinking skills
   Please choose One question only from the following:
3. Using the Internet, research the prices of several products in one or more foreign countries and compare them to their prices in the home country where the goods are produced. What factors do you think determine the foreign prices? Do you think any of the prices are artificially high or low in one country or another?
4. Managers and leaders are continually required to make decisions – to make ‘right’ decisions. However, decision-making is affected by biases. Discuss some of the common biases in decision-making and how they might be overcome.
5. Some researchers predict major impacts of information technology still to come in the workplace. Discuss.
6. Assessing an individual’s performance and productivity are major challenges for managers. Automating various processes has been identified as a way of improving performance. What are the implications of automation in contemporary organisations particularly professional jobs?
7. Discuss and identify how ‘globalisation’ impacts business today. What are some competencies that are necessary for international managers?
8. Discuss why an understanding of national culture is crucial for multinational enterprises seeking to operate in a global business environment. Outline the dimensions commonly used in describing national culture.
9. Discuss the role of ‘Corporate Social Responsibility’ (CSR) in today’s world. Give practical examples for your arguments.
   Your final submission is due Week 10 (Sept 24, 2021) at 5pm
   Late submissions will attract penalties at the rate of 5 % per day.
   Assignment Structure Required:
   • Holmes Institute Cover Page [This is essential and must be completed accurately]
   • Executive Summary – This should be a concise synopsis of the whole report.
   • Table of Contents – This should be well formatted with numerical sub headings • Main Body of the report contains Section Headings for each paragraph listed
   • Sub-sections are numbered.
   • Appropriate paragraphing must be used.
   • Introduction – Briefly introduce the purpose of the report. Within the introductory paragraph, you need to address the key topics you will address in the body paragraphs.
   • Body Paragraphs – With headings/sub-headings: Please remember to support your claims/arguments with in-text scholarly references.
   • Conclusion – The conclusion must briefly summarise the key points in the body paragraphs.
   • Reference List – Please include all in-text references in the list of references formatted in Harvard style. A minimum of 12 references is required.
   • The report must be within the 3,000-word limit.
   Marking Rubric for the Written Report
   Criteria Ratings
   Comprehension Max 10 marks Excellent
   6.5 – 7 Very Good 5 – 6.5 Good
   4 -5 Satisfactory 3 – 3.5 Unsatisfactory 0 – 2.5
   Has understood and responded to each of the
   task requirements appropriately. Has understood and responded to most task
   requirements appropriately. Has understood some task requirement and attempted to
   respond appropriately. Limited understandin g of the task was evident, but some
   requirements are missing. No evidence that the student has understood what is required in this task.
   Structure,
   Synthesis of
   Research
   Max 10 marks Excellent
   6.5 – 7 Very Good 5 – 6.5 Good
   4 -5 Satisfactory 3 – 3.5 Unsatisfactory 0 – 2.5
   Cohesive paragraph structure consistently encourages
   engagement
   with the content. New information from research is synthesised and presented thematically
   (topic by topic) to address the assessment question in an analytical way. Cohesive paragraph structure supports engagement with the contents. Uses discrete paragraphs to
   present information. New material from research is structured into themes to address the
   assessment question in an analytical way. Some effort to achieve cohesive paragraph structure. Ideas are not always presented in
   discrete paragraphs.
   Some effort to include new material from research into themes to address the
   assessment question in an analytical way. Has used a
   report structure to organise information logically. But has presented response composed of a series of
   discrete paragraphs
   based on the summary of main ideas from each article. This report reads more like a book report than a piece of analysis. Limited or no attempt at a
   report structure. Information presented randomly or as a series of
   questions/answ ers only. No sense of
   cohesion between ideas. No evidence for synthesis of new ideas from research. No
   analysis attempted.
   Research and
   Referencing Skills
   Max 7 marks Excellent 4 Very Good
   3 Good
   2.5 Satisfactory 2 Unsatisfactory 0-1.5
   Uses academic research skills to select 12 or more current, credible and authoritative academic references.
   The student has considered
   how the articles relate directly to assessment requirements. Uses Harvard
   style Uses academic research skills to select 10 or more current, credible and authoritative academic references. Some evidence that the student understands the relevance of the articles to the assessment requirements.
   Uses Harvard referencing style and in-text citations with few errors. Uses academic research skills to select 8 or more current, credible, and authoritative academic references.
   Attempt to understand relevance of the articles to the assessment requirements.
   Uses Harvard referencing style and in-text citations, but with errors. Uses academic
   research skills to source 6 academic references.
   No real evidence that the student understands the relevance of the articles to assessment requirements. Limited
   attempt at using Harvard referencing style. In-text Has not located
   4 academic references or selected references do not meet the task requirements. Uses general web searches to locate online webpages or articles rather than library databases. Little or no attempt to use a
   referencing
   referencing style and intext citations with no errors. citations are either missing or show
   errors throughout. style or include in-text citations.
   Written
   Expression
   Max 3 marks Excellent 2 Very Good
   1.5 Good
   1.25 Satisfactory 1 Unsatisfactory 0-0.5
   Uses discipline language appropriate
   for an academic or
   professional audience.
   Writing is fluent and
   uses appropriate paragraph/se ntence structures. No critical
   language or grammatical errors. Includes discipline-specific language sufficient for an academic or
   professional audience. Writing is generally fluent and uses mostly appropriate paragraph/sente nce structures. Minor language or grammatical errors usually do not interfere with meaning, but some editing and proofreading is required. Some disciplinespecific language included to meet general expectations of an academic or professional audience. Writing is generally clear and mostly uses appropriate paragraph/sente nce structures.
   Editing and
   proofreading
   would reduce errors and improve clarity. Limited use of disciplinespecific
   language
   which may not always meet expectations
   of an academic or professional audience. Inconsistent paragraph and sentence structures.
   Language and grammatical errors are frequent.
   Little
   evidence of proofreading or editing. Limited vocabulary. Inappropriate or incorrect use of discipline specific language. Consistent and numerous
   errors in writing (grammar, paragraph and sentence structure) make reading difficult. No evidence for editing or proofreading.
   Note: Please note that the lecture slides may contain the basic key concepts only and students are expected to have read a wide range of scholarly literature to complete all assessments. In addition, for many subjects, students are expected to have undertaken additional research using ProQuest research database and/or Google Scholar.
   Recommended Reading List
   Adekola, A & Sergi, BS 2007, Global Business Management: A Cross-Cultural Perspective. Taylor & Francis, Routledge.
   Charles, WL, Hill, G, Tomas, MH 2019, Global Business Today, 11th ed. McGraw-Hill Education.
   Charles, WL, Hill, G, Tomas, MH 2018, International Business: Competing in the Global Marketplace, 11th ed. McGraw-Hill Education.
   Geringer, M, Minor, M & McNett, J 2012, International Business, 1st ed. McGraw- Hill Education.
   Maidment, FH 2013, Annual Editions: International Business, 17th ed. McGraw-Hill Education.
   Morrison, J 2020, The Global Business Environment: Towards Sustainability? 5th ed. Macmillan Education, UK.
   Peng, MW 2014, Global Business, 3rd ed. South-Western: Cengage Learning.
   STUDENT ASSESSMENT SUBMISSION AND LATE PENALTIES
   To be eligible to pass this unit, you should complete all forms of assessment and demonstrate achievement of the learning outcomes. All assignments must be submitted electronically ONLY, uploaded to Blackboard via the Final Check and Submission of SafeAssign.
   Submission deadlines are strictly enforced and a late submission incurs penalties. For full details, please refer to your Student Handbook. Students can access the Assessment and Marking Policy online (h ttps://www.holmes.edu.au/pages/about/policies).
   VIEWING STUDENT GRADES AND ASSESSMENTS
   Students can view their results for assessments and overall results. For further details, including the fee applicable, please refer to your Student Handbook. Students can access the Assessment Feedback and Review Policy and Procedures online
   (https://www.holmes.edu.au/pages/about/policies).
   Supplementary Assessments
   A Supplementary Assessment will be granted to a student who has met each of the following conditions:
   1.1 The student has achieved a grade of less than 50% in a previous attempt at the unit;
   1.2 The student has submitted all required assessment items for the unit;
   1.3 The student’s name has not been recorded in the Academic Misconduct Register in relation to the unit of the supplementary assessment occurs;
   1.4 The student will be informed by Faculty of a supplementary examination within ten (10) working days of results being released.
   1.5 A Supplementary examination cannot be deferred unless there are compelling and compassionate circumstances.
   1.6 A student who attempts a supplementary assessment will not be able receive a total mark higher than 50% for that unit.
   Academic Integrity
   Holmes Institute is committed to ensuring and upholding Academic Integrity, as Academic Integrity is integral to maintaining academic quality and the reputation of Holmes’ graduates. Accordingly, all assessment tasks need to comply with academic integrity guidelines. Table 1 identifies the six categories of Academic Integrity breaches. If you have any questions about Academic Integrity issues related to your assessment tasks, please consult your lecturer or tutor for relevant referencing guidelines and support resources. Many of these resources can also be found through the Study Sills link on Blackboard.
   Academic Integrity breaches are a serious offence punishable by penalties that may range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment.
   Table 1: Six categories of Academic Integrity breaches
   Plagiarism Reproducing the work of someone else without attribution. When a student submits their own work on multiple occasions this is known as self-plagiarism.
   Collusion Working with one or more other individuals to complete an assignment, in a way that is not authorised.
   Copying Reproducing and submitting the work of another student, with or without their knowledge. If a student fails to take reasonable precautions to prevent their own original work from being copied, this may also be considered an offence.
   Impersonation Falsely presenting oneself, or engaging someone else to present as oneself, in an in-person examination.
   Contract cheating Contracting a third party to complete an assessment task, generally in exchange for money or other manner of payment.
   Data fabrication and falsification Manipulating or inventing data with the intent of supporting false conclusions, including manipulating images.

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