CHB4004 Exploring International Business and Management

CHB4004 Exploring International Business and Management Module Handbook Semester 1&2, 2021-22 30 credits

OXFORD BROOKES BUSINESS SCHOOL

Module Leader: Eva Shi [email protected]

Contents

Contents 2

Module introduction 1

Module leader 1

Module tutor 1

Module / Student Study Plan 2

Welcome to the module 2

Module syllabus 7

Recommended Reading 8

Core text 8

Supplementary reading 8

Assessment information 9

Coursework 9

1. Participation and Engagement Assessment 10

Semester 1 (10% Weight) 10

Semester 2 (10% Weight) 11

2. Blogs (30% Weight) 11

3. Coursework (50% Weight) 15

Presenting coursework for assessment 18

Assignment length 18

Submission date and instructions 19

Marking and moderation of your work 19

Feedback 19

Resit coursework requirements 19

Regulations and Policies 20

Useful Resources and Links 20

Oxford Brookes University

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Module introduction

Module leader

Name: Eva Shi

Room: Building 8, 8202

Email: [email protected]

Office hours: Tuesday 10 AM to 11 AM and Thursday 1 PM to 2 PM. Please book your appointments via email.

Module tutor

Name: Raylene Li

Room: Building 8, 8307

Email: [email protected]

Office hours: Tuesday 1 PM to 2 PM and Wednesday 1 PM to 2 PM. Please book your appointments via email.

mailto:[email protected]

mailto:[email protected]


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Module / Student Study Plan

Welcome to the module

This is a broad-ranging module which is intended to provide a foundation in the most significant issues in leading and managing business in an international context to prepare you for business and management modules in subsequent years of your degree course. Because theoretical explanations, i.e. academic interpretations of what managers do and even of what they say they do and what managers ACTUALLY do in real organisations on a day to day basis may differ, we will also draw out some of the connections and contradictions between management theory and management practice. This module will be taught across both semesters through weekly lectures and seminars. Please note that in Semester 2 the timetable may change and you will be scheduled on a different day. Because the lectures can only provide a skeleton introduction to each topic area, it is essential that you realise that lecture notes alone are not sufficient to pass this module. Your success in your module work and examinations depends on your attendance at lectures and classes AND additional reading, private study and reflection so that you can achieve a thorough understanding of management ideas, theories and concepts. At the beginning of each week, you are required to read the text listed in the module programme. This will underpin the lecture and any class discussion relating to that topic. This Module Handbook provides an overview of the module and a synopsis of the weekly sessions. You can also find details of all the assignments and resources to help you with learning and assessment on this module.

SEMESTER 1

In the first part of the module you will explore the international business environment and explore issues associated with the decisions required for managing contemporary organisations. This semester will also focus on developing the undergraduate academic skills necessary for your successful study of Business and Management.

SEMESTER 2

In the second part of the module you will explore the management of business and organisations in an international context and use the skills and tools gained in semester 1 to explore in more depth issues associated with international business.

Learning and Teaching Information

Plenary sessions (lectures) will provide an opportunity to explore relevant ideas, theories and concepts or they may address issues relevant to your academic and personal development. Seminar sessions (smaller groups with a module tutor) will involve you in activities that are intended to supplement and illuminate understanding of the issues covered in the lecture and offer guidance on how to study more effectively and reflect on your personal development. You will engage in 'blogging' and evaluate your own personal development during your course of study.

Lectures: You will need to take notes and you can record the session for your own personal use i.e. you do not have permission to publish.


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Tutor group sessions: Following the lecture, you will have tutor sessions (also called seminars or workshops) for one and a half hour. Refer to your timetable on Student Website for room details. You will need to prepare for these sessions.

Teaching materials: are published on Student Website at least one week in advance and in the week section of this site. This includes lecture slides for those who wish to use them as part of their preparation or for those who wish to print them out for supporting note taking.

Tutor group sessions are activity based and depend on the responses of participants therefore we can only post copies of appropriate handouts after the sessions. Information for preparation appears in the preceding week.

'Deadlines for this week': Deadlines are described each week and refer to independent learning activities (reading, videos, quiz etc.) and preparation activities you must complete BEFORE you attend the next session.

Semester 1 Synopsis

Week Start Date Lecture Topic Seminar Activities Required Reading

1 27th Sept. 21 Introduction to the module

Ice breaker challenge; Module Handbook and assignment brief; Grouping

Module materials

Independent learning activity checklist: Read through module materials Practice navigating Student Website (SW) Formative feedback on introduction Complete required readings for next lecture

2 11th Oct. 21

An overview of international business and management

Blog - writing requirement & guidance; How to use SW to create a blog.

Griffin, R. W. & Pustay, M. W. (2015), Chapter 1; Boddy, D.(2014), Chapter 1

Independent learning activity checklist: Review lecture clips Complete formative assessment on the topic (Quiz on SW) Complete required readings for next lecture

3 18th Oct. 21 Business forms Applying theory, case study Griffiths, A. & Wall, S. (2005), Chapter 4


4 25th Oct. 21 Strategic analysis 1 – SWOT analysis

Applying theory, case study Work in groups, undertake and interpret a SWOT analysis

Griffin, R. W. & Pustay, M. W. (2015), Chapter 11; Boddy, D.(2014), Chapter 6.4

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Participation and Engagement Assessment (Individual) – Quiz 1 (Deadline: 4 PM, 31st Oct. 21)

5 1st Nov. 21 Strategic analysis 2 – PESTLE analysis

Applying theory, case study PESTLE research activity

Boddy, D. (2014), Chapter 3.5 & 4.3;


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Wall, S., Minocha, S. and Rees, B. (2010), Chapter 7

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete Blog 1 (Deadline: 4 PM, 5th Nov. 21)

6 8th Nov. 21 External economic influences on business behaviour

Applying theory, case study Sloman, J. et al. (2016), Chapter 26


7 15th Nov. 21

Legal, social-cultural factors affecting international business

Group research & presentation on example from the following: Cultural differences Language Unintended meanings Inappropriate/inaccurate

translations Differing tastes Inappropriate branding

and promotion

Wall, S., Minocha, S. and Rees, B. (2010), Chapter 4 & 5

Independent learning activity checklist: Review lecture clips Prepare group presentation on selected topic (Deadline: before the seminar of week 7) Complete required readings for next lecture Participation and Engagement Assessment (Individual) – Quiz 2 (Deadline: 4 PM, 21st Nov.

21)

8 22nd Nov. 21 Globalisation and international trade

Applying theory, case study

Wall, S., Minocha, S. and Rees, B. (2010), Chapter 1; Boddy, D. (2014), Chapter 4.8

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete Blog 2 (Deadline: 4 PM, 26th Nov. 21)

9 29th Nov. 21 Impacts of MNCs and controlling MNCs


Ajami, R. A. et al. (2006), Chapter 1; Sitkin, A. & Bowen, N. (2013), Chapter 5

Independent learning activity checklist: Review lecture clips Participation and Engagement Assessment (Individual) – Quiz 3 (Deadline: 4 PM, 5th Dec. 21)

10 6th Dec. 21 Guest lecture Enterprise Resilience (CV-19)

Trading game • To illustrate how trade can benefit or hinder the economic development of different countries or trading blocs. • To explain how trading relationships work.

Trading game instruction


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• To enable players to experience the unfairness of unequal trading relationships. • To generate interest and discussion about the world trading system in an enjoyable and non-academic way.

11 13th Dec. 21 Review of the module (semester 1)

Drop-in session for Assignment 2 consultation (no seminars)

N/A

Independent learning activity checklist: Complete Blog 3 (Deadline: 4 PM, 24th Dec. 21)

Semester 2 Synopsis

Week Start Date

Lecture Topic Seminar Activities Required Reading

1 21st Feb.

22

Introduction to the semester; assignment briefing

Welcome back activity and Quiz on assignment brief

Module materials

Independent learning activity checklist: Read through module materials Formative feedback on introduction Complete required readings for next lecture

2 28th Feb.

22 Management & leadership


Boddy, D. (2014), Chapter 14; Fatehi, K. & Choi, J. (2019), Chapter 5


3 7th Mar.

22 Organisation culture and structure


Boddy, D. (2014), Chapter 3.2, 3.3, 10; Sitkin, A. & Bowen, N. (2013), Chapter 10

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Participation and Engagement Assessment (Individual) – Quiz 4 (Deadline: 4 PM, 13th Mar.

22)

4 14th Mar.

22 Business communication

Applying theory, case study Boddy, D. (2014), Chapter 16

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete Blog 4 (Deadline: 4 PM, 18th Mar. 22)

5 21st Mar.

22 Change management

Applying theory, case study Boddy, D. (2014), Chapter 13.6

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete 500 words draft coursework for formative feedback (Deadline: 4 PM, 25th Mar. 22)


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6 28th Mar.

22

Decision making in international business

Outline a creative approach to making decisions and understand how this may help you develop the skill of defining problems

Griffin, R. W. & Pustay, M. W. (2015), Chapter 15; Boddy, D. (2014), Chapter 7

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Participation and Engagement Assessment (Individual) – Quiz 5 (Deadline: 4 PM, 3rd Apr. 22)

7 TBD The competitive environment


Wall, S., Minocha, S. & Rees, B. (2010), Chapter 7; Boddy, D. (2014), Chapter 3.4

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete Blog 5 (Deadline: TBD)

8 TBD Future issues in international business

Group research & presentation on examples from the following: Protectionism and trade

agreements Depreciation of the U.S

dollar Global resource depletion Environmental

degradation International terrorism Technology explosion

Ajami, R. A. et al. (2006), Chapter 18

Independent learning activity checklist: Review lecture clips Prepare group presentation on selected topic (Deadline: before the seminar of week 8) Complete required readings for next lecture Participation and Engagement Assessment (Individual) – Quiz 6 (Deadline: TBD)

9 TBD Guest lecture Illustrative case company N/A

10 TBD Review of the module (semester 2)

1:1 formative feedback on coursework drafts

N/A

Independent learning activity checklist: Review lecture clips Complete required readings for next lecture Complete Blog 6 (Deadline: TBD)

11 TBD One-to-one drop in session for Assignment 3 consultation (no lectures/seminars)

N/A

Independent learning activity checklist: Complete Assignment 3 – 1,500 words report (Deadline: TBD)


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Module syllabus

MODULE AIMS

This module aims to actively engage students with the study of Business and Management by exposing them to the essential characteristics of organisations operating in a global context and the role of management within this. Students explore the functions of business, their interrelatedness and the impact of the external environment on business choices.

Using a variety of media including simulation and published accounts of decisions being enacted by businesses and managers today, students are equipped with the core competencies and concepts required to analyse and research business and management problems with the intention to influence decision-making.

This module will develop students’ academic and employability skills, in particular critical thinking, evidenced based decision-making and collaboration.

OUTLINE SYLLABUS

Exploring the international business environment

Comparing and contrasting business forms and functions

Environmental scanning tools

Economic analysis

Exploring the management of business and organisations in an international context

Evaluation of efficiency and effectiveness in management and organisation

Management decision-making and communication preferences

Leading and managing in a virtual environment

Future management trends and emerging forms of business

Taking control of your learning

Making evidence-based decisions

Introduction to Business and Management Databases

Collection and evaluation of qualitative, quantitative and expert opinion

Critical thinking, argumentation and communication

Peer learning and collaboration

MODULE LEARNING OUTCOMES

On successful completion of this module, students will be able to:

Brookes Attribute developed

Other BAs developed, if applicable

LO1. Explore the integrative nature of international business and management

Academic Literacy


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LO2. Discuss and evaluate the impact of macro-environmental factors in decision-making in organisations in local and global contexts

Academic Literacy Active Citizenship

LO3. Demonstrate critical thinking skills to analyse and resolve organizational problems, evaluating a limited range of established decision-making techniques

Research Literacy Digital and Information Literacy

LO4. Use communication skills for a range of purposes (e.g. learning, persuasion, motivation) in face-to-face and on-line environments

Critical Self-Awareness and Personal Literacy

Digital and Information Literacy

Recommended Reading

Core text

Boddy, D. (2016) Management: an introduction. 7th edn. London: Pearson.

Griffin, R. W. and Pustay, M. W. (2015) International business: a managerial perspective. 8th edn.

Essex: Pearson.

Wall, S. Minocha, S. & Rees, B. (2010) International business. 3rd edn. New York: Financial Times

Press.

Supplementary reading

Ajami, R.A. et al. (2006) International business: theory and practice. 2nd edn. New York: M.E.

Sharpe.

Fatehi, K. and Choi, J. (2019) International business management: succeeding in a culturally

diverse world. 2nd edn. Switzerland: Springer.

Griffiths, A. and Wall, S. (eds.) (2005) Economics for business and management: a student text.

Essex: Pearson.

Mullins, L. J. (2010) Management and organisational behaviour. 9th edn. Essex: Pearson.

Sloman, J. et al. (2016) Economics for business. 7th edn. UK: Pearson.

Sitkin, A. and Bowen, N. (2013) International business: challenges and choices. 2nd edn. Oxford:

Oxford University Express.


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Assessment information

This module follows the principles of the University’s Assessment and feedback policy developed in conjunction with the Student Union, to ensure good practice and transparency in assessment and feedback processes. The Assessment and feedback policy can be found in your Programme Handbook or on your Programme’s Brookes Virtual site and is also held on the Regulations page in the A-z of Policies section: https://www.brookes.ac.uk/regulations/.

Coursework

There are two components of feedback to students on this module: formative and summative.

Given that this is a first year, compulsory module that spans across two semesters, formative feedback and student support to ease students into their degree programme will be our priority. While formative feedback will be given for every activity during the seminar sessions (as detailed in the student study plan above), we will also be giving formal formative feedback during both the semesters. Formative feedback involves friendly and constructive advice and it can be either written or oral and also can be individual or to the group. Summative assessments are those whose marks will be counted towards the final marks.

The table below provides the details of the assessments and feedback on this module:

SEMESTER 1 Weight Individual /Group Work

Word count

Marks per individual or group

LO assessed

Submission Deadline

1. Participation and Engagement Assessment (3 Quizzes)

10% Individual N/A Individual 1, 2, 3 4 PM, 31st Oct. 21 4 PM, 21st Nov. 21 4 PM, 5th Dec. 21

2. Blog (3 Blogs)

15% Individual 900 Individual 1, 2, 3, 4 4 PM, 5th Nov. 21 4 PM, 26th Nov. 21 4 PM, 24th Dec. 21 PDF submission due by 4 PM, 27th Dec. 21

SEMESTER 2 Weight Individual/ Group Work

Marks per individual or group

LO assessed

Submission Deadline

1. Participation and Engagement Assessment (3 Quizzes)

10% Individual N/A Individual 1, 2, 3 TBD

2. Blog (3 Blogs)

15% Individual 900 Individual 1, 2, 3, 4 TBD

3. Draft coursework for formative feedback

Formative Individual 500 Individual 1, 2, 3 TBD

4. Coursework 50% Individual 1500 Individual 1, 2, 3 TBD

https://www.brookes.ac.uk/regulations/


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1. Participation and Engagement Assessment

LO assessed: 1, 2 and 3

Semester 1: 10% weight

Semester 2: 10% weight

Semester 1 (10% Weight)

In semester 1, engagement and participation will be assessed on the topics that are discussed in the seminars. You’ll take away ‘homework’ or participate in online quiz after specific seminar sessions (as detailed below). You’ll answer the questions provided and upload your submission to the Student Website.

Semester 1 Submission week

1. P&E Quiz 1 Week 4



The Dropbox will close after each submission deadline. If you have extensions as part of your ISP, it may not be possible to use them for this assignment as we are using this to measure your engagement throughout the semester. We will accommodate individual circumstances and you need to contact module leader if you need help and support.

If you are using external references, they must be formatted in Harvard format. This assignment is measuring your engagement with the course content and not your skills.

Quiz one will be marked out of 40;

Quiz two will be marked out of 30;

Quiz three will be marked out of 30.

The marks will be added up (for an overall mark of 100).

Point Value Outstanding

70-100 Good 50-69

Developing 40-49

Improvement needed 0-39

Participation

It is evident that you have reviewed all the module materials.

You have contributed your own ideas and suggestions.

You have provided highly relevant and

It is evident that you have reviewed most of the module materials.

You have made an effort to contribute your own ideas and suggestions.

You have provided

It is evident that you have reviewed some of the module materials.

You have made limited efforts to contribute your own ideas and suggestions.

You have not provided well

It is evident that you have not reviewed the module materials.

You failed to contribute your own ideas and suggestions.

You have failed to provide relevant and


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well researched content.

relevant and well researched content.

researched content.

well researched content.

Semester 2 (10% Weight)

Students will be provided with online SW Quiz as stated in the table below. Students will be offered TWO attempts to complete the quiz or improvise their marks. These quizzes will be based on the lecture / seminar content covered in the module. Full details will be provided for each quiz about the topics that are assessed.

Semester 2 Submission Weeks




Students have to attend lecture and seminars and do the reading required before attempting the quiz. Aim of these quizzes is to ensure that the learning content is fully appreciated and understood by the students.

Quiz one will be marked out of 30;

Quiz two will be marked out of 40;

Quiz three will be marked out of 30.

The marks will be added up (for an overall mark of 100).

Each quiz will have a maximum of 20 questions and must be completed in 30 minutes.

Students cannot start the next quiz without completing the previous quiz.

Completion indicator will be set for each quiz so that students can measure their learning progress.

Quizzes close on TBD.

Inclusive Support Plan (ISP) extensions and grace period extensions cannot be given for P&E quizzes. These assignments are designed to enable distribution of tasks within the semester to mitigate the need for an extension. These assignments are also online, time-controlled assessments for which we cannot give ISP specific extensions. Contact the Module Leader ([email protected]) if you have any queries.

2. Blogs (30% Weight)

Blogs are tools to express personal opinion. Students are required to write at least SIX research informed blogs, three in Semester 1 and the remaining three in Semester 2 on topics of business and management. Students should choose their own topics.

Module study plan details when the blogs are due in each semester. Below table provides an overview of this blog timetable.


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SEMESTER 1

Submission weeks Week 5 Week 8 Week 12

Task Blog creation and Blog 1 Blog 2 Blog 3

SEMESTER 2

Submission weeks Week 4 Week 7 Week 10

Task Blog 4 Blog 5 Blog 6

Blogging Guidelines:

a) The first seminar session for Semester 1 Week 2 will provide details about everything that the students need to know on Blogging. During the second seminar session, students will create their own blog (online) using Student Website.

b) Students will have to write their own personal opinion on their chosen topics – a maximum of 300 words per blog. These topics can be on business news events of their choice relating to their in-class learning experience or their independent study. Each post should be no more than 300 words. (See below tips on effective blogging). In order to get the most out of blogging and responding to comments we recommend a minimum of three blogs during the semester and six blogs in total.

c) Students must recruit at least one of their peers from the module to follow and provide comments on their blog.

d) Students must also follow and comment on blog posts from one of their peers (it does not have to be the same person who is commenting on theirs). Their comments should directly engage with the content of the posts they are commenting on. These can be short and informal but shouldn’t be flippant. What points do you find compelling? What further questions does the post raise for you? Can you add more to their post e.g. a relevant link to additional reading?

e) Students should submit their blog (with comments) screenshots collected in an Adobe Portable Document Format (.pdf) file (a PDF that contains all three blogs from Semester 1) and no larger than 20Mb for summative feedback to Student Website by Monday December 27, 2021 4 PM. Tutors will provide collective feedback for all three blogs within 20 working days. All submissions by students and the feedback by the tutors will be through Student Website.

f) Students are encouraged to review the feedback and make suitable amendments to their blogs.

g) In semester 2, students submit another PDF file of their remaining THREE blogs as part of their summative assessment. Deadline to be determined.


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Blog assessment criteria:

Blogs will be marked for an overall mark of 100.

At least SIX blogs are mandatory. See criteria (a) in the below table.

Exceptional Satisfactor

y Underdeveloped

Limited Urgent attention required

No submission

a. Blog count (20%)

All six blogs are completed, comments from readers are adequate (at least one comment per blog)

All six blogs are completed, but comments from readers are inadequate

At least five blogs are completed

At least four blogs are completed or late submission of the six blogs

At least three blogs are completed

There are either less than three blogs or no blogs at all

b. Blog content (80%)

The blogs are evidence-based, well researched, well-structured, of optimal length (around 300 words), and highly engaging the reader. The blogs are focused and coherently integrates examples with explanations or analysis. The blogs consider multiple perspectives when appropriate. The blogs reflect in-depth engagement with the topic, and professionally presented.

The blogs are reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The blogs reflect contemporary engagement with the topic.

The blogs are mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The posts reflect passing engagement with the topic.

The blogs are unfocused, or simply rehashes existing sources and previous comments, and display no evidence of student engagement with the topic.

Blogs have been set up, but posts consist of just one or two disconnected sentences.

Unable to access the blogs link or the blogs are non-existent


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Markers will look for the following in specific:

Evidence based writing: Use of references and good quality research

Has the student engaged in evidence-based writing that showcases extensive and good-quality research? Are there hyperlinks (that work) to support the evidence or has the student engaged in Harvard-style Academic referencing? If not, are there any other forms of referencing to showcase the evidence?

Content and organisation: topic, flow of arguments, engaging the reader and optimal length of the blog

Is the topic relevant for IB&M? Is the blog written coherently, easy to read and engaging?

Presentation: Layout, use of visual features - images, videos, fonts, colours, maximum of 3-minute reading, grammar, spelling and professional presentation

Does the blog meet the presentation requirements of online content - visually pleasing, well laid out, professional editing and presentation?

Tips for effective blogging

A blog involves much more than just the content posted. There are two keys elements to be an effective blogger:

Writing engaging, thought-provoking, and intelligent posts that encourage others to respond. Each post should have an argument, express a point of view, and indicate openness to conversation (often by asking a question that invites reader comment).

Responding to those who comment, to foster dialogue

How do you persuade people to interact with your blog? This is one of the hardest parts of any social media effort, but there are things you can do to improve the chances of fostering discussion and successfully entering the blogging community.

Make sure your own posts encourage comments by:

Linking meaningfully. Use link text that tells readers where you are sending them, and/or gives an indication of the content. “This post” is not a meaningful link.

Expressing an opinion, or at least a strong angle. Give people something to talk about.

Asking a question. Make it clear that you are open to interaction.

Writing clearly and correctly

Similarly, your approach to comments should also focus on encouraging interaction:

Elaborate on the person’s post or remarks

Answer a question, offer suggestions, link to resources

Respect boundaries and etiquette

Inclusive Support Plan (ISP) and Grace Period extensions are applicable to this assessment. If students have an Inclusive Support Plan, they can check the full details of the adjustments, including whether they have coursework extensions in Student Self Service. Students who have an extension because of an ISP or a successful exceptional circumstances application (or both) can also use the grace period if the need arises.


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3. Coursework (50% Weight)

At the end of the semester, you must develop one of your blog posts into an extended critical evaluation on the topic adhering to a maximum word count of 1,500 words. The submission deadline is to be confirmed.

This critical evaluation should respond to the following questions. (Word count for each element below is advisory only)

1) What does the blog tell you about the challenges of leadership and decision-making in the context of the macro environment of international business? (1000 words)

2) What does your blogging activity tell you about your own personal development as a student of business and management studies? (300 words)

3) Use the template below to detail your action plan to achieve the goals identified in your personal development above. (200 words)

Your evaluation should provide the hyperlink to your blog, apply related academic literature and provide an action plan for your future personal development.

Action plan template:

Goal: What do I want/ need to be able to do/ learn?

Provide a specific description of the desired changes.

How will I achieve this?

E.g. Course, Workshop, Conference, Self-development (research, reading, etc.), Work Experience, Job Shadowing, Project work, Extracurricular activities e.g. Committee Membership, etc.

What resources or support will I need?

E.g. UPGRADE, Careers Services etc.

What will my success criteria be?

Provide a description of what achievement will look/feel like.

Evaluation report assessment criteria:

Grade descriptors

Criterion A and A+

(70% and above)

B and B+

(60-69%)

C and C+

(50-59%)

D and D+

(40-40%)

R-Resit

(0-39%)

Evaluation of the nature of international business (50%)

Excellent understanding and application of the macro environment analysis.

Very good awareness and application of macro environment analysis.

Reasonable critical evaluation of challenges of

Generally clear knowledge of macro environment analysis though there may be some limits of application.

Limited knowledge and understanding of macro environment analysis.

Unsatisfactory level of knowledge and understanding of subject; limited or no understanding of relevant


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Sophisticated critical evaluation of challenges of leadership and decision-making.

Blog’s hyperlink is included and is accessible.

leadership and decision-making.


Attempt is made towards critical evaluation of challenges of leadership and decision-making.


Some evidence of critical evaluation of challenges of leadership and decision-making but only with partial understanding and/or success.


theories: little and/or inaccurate usage.

Blog’s hyperlink is either not included or is not accessible.

Evaluation of personal development

(25%)

Sophisticated evaluation of experience of tasks undertaken in module.

Actions clearly follow from evaluation.

Good evaluation of experience of tasks undertaken in module.

Begins to develop action plans based on evaluation.

Limited reflection on tasks undertaken in module.

Is able to identify plans for action, but links between evaluation and plans not sufficiently clear.

A descriptive and superficial account of experience of tasks undertaken in module.

Links between evaluation and plans not clear.

Limited evidence of familiarity with tasks undertaken in module.

Fails to meaningfully undertake the process of self-criticism.

Unclear or no action planning.

Presentation

(15%)

Extremely well-presented: Written in a fluent and engaging style; exemplary referencing and bibliographic formatting.

Very well-presented: Written clearly and concisely; fairly consistent referencing and bibliographic formatting.

Adequately presented: writing style conveys meaning but is sometimes awkward; inconsistent referencing but generally accurate bibliography.

Poorly presented: not always easy to follow; limited attempt at providing references and containing bibliographic omissions.

Unsatisfactory presentation: difficult to follow; very limited attempt at providing references and containing bibliographic omissions.

Referencing

(5%)

All cited works, both text and visual, are done in the correct format (Harvard) with no errors.

Some cited works, both text and visual, are done in the correct format.

Inconsistencies evident in place.

Completed in the correct format with some errors.

Professionally legitimate references are mostly used; clear

Few cited works, both text and visual, are done in the correct format.

There is some uncertainty in

Absent or the only sites are internet site.

Majority of the cited works are incorrect.


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Presents compelling evidence from professionally legitimate sources; attribution is clear and accurate; references are primarily peer-reviewed professional journals or other approved sources.

Professionally legitimate references are generally used; clear and fair citations are presented in most cases; most of the information/content/evidence comes from sources that are reliable.

and fair citations are presented in some cases; most of the information/content/evidence comes from sources that are reliable but there is some over reliance one non-academic sources.

the reliability; few if any appropriate citations are provided; reader doubts the validity of much of the material.

Has used websites such as Wikipedia, Coursehero, UKessays or other known plagiarism websites as an academic source (Automatic fail or minimum pass depending on how much they have been used)

Sources which have been used are largely irrelevant and do not add anything to the report.

There are no citations or research

The majority of cited sources (>50%) are non-academic.

Formatting and Organisation

(5%)

There are no formatting errors with appropriate headings, font, citations, text size and paragraphing

There are one or two formatting errors with appropriate headings, font, citations, text size and paragraphing.

There frequent formatting errors with appropriate headings, font, citations, text size and paragraphing. These do not take away from the overall clarity of the report.

There are multiple formatting errors with appropriate headings, font, citations, text size and paragraphing. This cause some strain to the reader.

Only a weak attempt at creating an appropriate standard document and following formatting instructions.

There are no clear paragraphs

It does not follow an academic essay structure (Automatic fail).


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Presenting coursework for assessment

Your assignment must be presented in the following format:

❑ It must be word-processed in 11-point Arial font and double-spaced

❑ It must be black text on a white or ivory background

❑ All pages must be numbered

❑ Headings and titles should be bold

❑ Margins must be as follows: Top: 1 inch, Bottom: 1 inch (2.5 cm), Left: 1.25 inches, Right: 1.25 inches (3.2 cm)

❑ It should not contain your name(s)

Assignment length

The length of an assignment is limited by 1,500 words to contribute towards the development of writing skills and to ensure all work is assessed equitably. We therefore require you to complete your assignments within the 1,500 words specified in the assignment brief.

The specified 1,500-word count refers to the main body of the report including all headings, figures, tables and in-text citations. The 1,500-word count does not include the reference list at the end of the document. There is no need to provide contents page, executive summary, or any appendices.

There is no +/- flexibility on the word count. Words that exceed the maximum allowed will not be marked.

Think of the word count as a TARGET; in failing to meet that target you may penalise yourself by excluding an important argument or additional evidence of your research and analysis.

Inclusive Support Plan (ISP) and Grace Period extensions are applicable to this final coursework. If students have an Inclusive Support Plan, they can check the full details of the adjustments, including whether they have coursework extensions in Student Self Service. Students who have an extension because of an ISP or a successful exceptional circumstances application (or both) can also use the grace period if the need arises.

Formative Feedback

You are required to upload a draft essay plan (500 words maximum) to the drobox on Student Website by TBD and make an appointment with your tutor to discuss the feedback. Doing the draft essay will help you to:

1) Evaluate your originality 2) Gather feedback from your tutor in order to improve your coursework

You are required to make an appointment with your tutor TBD. Appointments will be of 15-minute duration and will be made available on Student Website. These appointments will be made available either online or f2f depending on the prevailing conditions during that time. As the appointments are fixed over a period of 3-weeks, we cannot provide appointments beyond the window to those who miss turning up for their slots. Students must book the most convenient slot and mark their calendar and make sure they turn up for their appointments.


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If the student fails to submit the draft feedback by the deadline, the appointments will be cancelled by the ML / tutor. Inclusive Support Plan (ISP) coursework extensions cannot be given for the draft submissions as these are supposed to be part of formative feedback. Contact the Module Leader ([email protected]) if you have any queries.

Submission date and instructions

Your work must be uploaded to the Dropbox in Student Website by TBD.

Give the file which you intend to upload a name which begins with your student number. For example, ‘201607090XXX_finalessay_CHB4004’.

Please ensure you submit your assignment no later than the deadline set above (these are fixed deadlines, but students may exceptionally secure a 24-hour grace period if last minute untoward circumstances affect your ability to submit on time). Please see your Programme Handbook for more details. Please note the use of this grace period is monitored and restrictions in place for overuse.

Marking and moderation of your work

Following internal moderation, a sample of work is reviewed by the External Examiner for the programme to ensure that the standards applied are comparable to those at other institutions. To read how your work is moderated please go to your programme handbook for details.

Feedback

Feedback on your work will be provided in a range of ways at various times throughout this module, and different feedback will serve slightly different purposes. Feedback is designed to support your learning and help you to improve subsequent work, so you need to engage and get the most out of the feedback provided.

Please note that feedback is provided throughout the module not just on formal tasks It will be provided on your work and contribution in class, on the formal assessment tasks and, in some circumstances, during staff office hours.

If you would like further information about feedback, or how to use it, please talk to your tutor on this module or your Academic Adviser or Programme Lead.

Assessment feedback will normally be provided within 20 working days of submission.

Please note that all marks are provisional until they are ratified by an Examination Committee.

Resit coursework requirements

Do refer to the University Resit and Retake Policy

https://www.brookes.ac.uk/students/your-studies/resits-and-retakes/

Those who score below 40% overall in the module will be provided with a resit opportunity to resubmit their work. Such students will be informed about the resit task following the Semester 2 results in the summer of 2022.



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Regulations and Policies

The following regulations are important policies which you need to be aware of in relation to your studies and in relation to this Module. They are also detailed in your Programme Handbook

Exceptional Circumstances: Do ensure you are familiar with the Exceptional Circumstances policy and how it operates if you need to access it for this module.

https://www.brookes.ac.uk/students/your-studies/exceptional-circumstances/

Resit and Retake Policy: Do ensure you are familiar with the policy and how it operates if you have a resit for this module.


Student Conduct including Academic Conduct: The University takes this issue very seriously. You are expected to have familiarised yourself with these regulations.

https://www.brookes.ac.uk/students/sirt/student-conduct/academic-misconduct/

Useful Resources and Links

Library: The library at Chengdu University of Technology is of primary importance as an information resource whilst you are a student here. The library home page is at http://www.lib.cdut.edu.cn and from here you can navigate to the resources you need.

You will also find a range of books available in the programme’s reading room, located in 8404.

Academic Integrity:

Academic integrity means doing your own work and giving credit to others for their work. It involves following good practice in all of your assignments and avoiding academic conduct problems such as plagiarism and other forms of cheating.

Academic integrity course https://moodle.brookes.ac.uk/course/view.php?id=40559

Before doing any assignments, you should complete the Brookes academic integrity course, designed for you to understand academic integrity and what it means in your approach to assessment.

Guidance from Centre for Academic Development on Academic Skills development including online resources about academic integrity and 1-1 support for students with understanding academic integrity issues in their work, such as when problems with plagiarism have been identified. The link below takes you to the A-Z of online study resources and you could find this really useful during your studies:

https://www.brookes.ac.uk/students/upgrade/online-resources/academic-integrity

Library guidance on citing references and plagiarism

https://www.brookes.ac.uk/library/library-services/information-skills/citing-references-in-your-work-and-plagiarism/




https://www.brookes.ac.uk/students/sirt/student-conduct/academic-misconduct/

http://www.lib.cdut.edu.cn/

https://moodle.brookes.ac.uk/course/view.php?id=40559

https://moodle.brookes.ac.uk/course/view.php?id=40559

https://www.brookes.ac.uk/students/upgrade/online-resources/academic-integrity/






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CiteThemRight Oxford Brookes uses CiteThemRight for automatic guidance on how to reference sources


Referencing and understanding plagiarism (library e-book). https://www-dawsonera-com.oxfordbrookes.idm.oclc.org/abstract/9781137530721

Williams, K., & Davis, M. (2017). Referencing and understanding plagiarism (2nd ed). London: Palgrave Macmillan.

This book provides guidance about referencing any source in any system, and guidance about understanding good practice and avoiding plagiarism.

Student Investigation and Resolution Team (SIRT) student academic conduct

The SIRT team are responsible for academic conduct investigations at Oxford Brookes. The link provides information about the regulations and procedure for investigations.

https://www.brookes.ac.uk/students/sirt/student-conduct/

Academic conduct regulations

https://www.brookes.ac.uk/regulations/current/appeals-complaints-and-conduct/c1-1/

It is important to be aware of the academic conduct regulations to follow, in order to avoid problems with academic integrity.

Proofreading: The University Policy here and access to useful resources https://www.brookes.ac.uk/students/upgrade/online-resources/editing-and-proofreading/

Equality, Diversity & Inclusion: https://www.brookes.ac.uk/staff/academic/inclusion/



https://www-dawsonera-com.oxfordbrookes.idm.oclc.org/abstract/9781137530721



https://www.brookes.ac.uk/students/sirt/student-conduct/

https://www.brookes.ac.uk/regulations/current/appeals-complaints-and-conduct/c1-1/

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https://www.brookes.ac.uk/students/upgrade/online-resources/editing-and-proofreading/

https://www.brookes.ac.uk/staff/academic/inclusion/

CHB4004 Exploring International Business and Management

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