Individual Assessment Details and Submission Guidelines
Trimester: T2 2021
Unit Code: HC3031
Unit Title: Trends in the Global Business Environment
Assessment Type: Individual Assessment
Assessment Title: Individual Report (1500 words excluding references)
Purpose of the Assessment: Students are required to conduct a literature review of their selected topic from Chapter 1-11 and submit a 1500 words report, excluding references.
Weight: 20% of the total assessments
Total Marks: 20
Word limit: 1500 words
Due date: Week 8 (Friday, 10 September, 2021) 5:00 pm
• All work must be submitted on Blackboard in Microsoft Word Doc by the required due date along with a completed Assignment Cover Page.
• The assignment must be typed in MS Word format, 1.5 spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate headings/sub-headings and page numbers.
• A minimum of 10 references must be cited in the text of the report and listed appropriately at the end of the report in a reference list in Adapted Harvard referencing style.
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/sub-headings: Please remember to support your claims/arguments with in-text scholarly references/peer-reviewed academic articles.
• 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 10 references is required.
Marking Criteria Weighting
Structure, Synthesis of Research 7
Research and Referencing Skills 4
Written Expression 2
Total Weight 20%
Please choose One of the following questions, using ‘ProQuest/Google
Scholar’ to conduct your literature search:
Explain the characteristics of globalisation and how it functions. Support your assertions with some examples.
Evaluate trade policy, the main instruments of trade policy, and their impact on business, consumers and governments.
Identify the primary and secondary sources that can be used to learn about foreign countries ‘cultures. Provide examples.
Explain the differences among communism, capitalism, and socialism and how these different economic ideologies affect the conduct of international business. Provide examples.
Explain how internal controls can facilitate ethical behaviour and help prevent financial impropriety. Provide examples to support your claims/arguments.
Explain the evolution of multinational enterprises (MNEs) and the pros and cons of foreign direct investment (FDI) from a host country perspective. Provide examples to support your claims/arguments.
Discuss the role that export departments and international divisions play in the organisation of global businesses. Provide examples.
Describe the challenges involved in staffing foreign operations, assessing needs for training and development, and designing appropriate strategies to meet those needs.
Describe how new products are developed and how existing products are managed for international markets.
Discuss some tactics used for becoming an empowering leader and factors contributing to organisational politics.
Describe organisational and individual approaches that enhance creative problem solving and explain how leaders and organisations can establish a climate that fosters creativity.
Excellent Very Good Good Satisfactory Unsatisfactory
Comprehension (7 marks) 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 understanding of the task was
some requirements are missing. No evidence
that the student has understood what is required in this task.
(7 marks) Cohesive paragraph structure consistently encourages engagement
with the content. New information from research is synthesised and presented thematically (topic by topic) to
assessment question in an analytical way. Cohesive paragraph structure supports engagement with the contents. Uses
paragraphs to present information. New
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
organise information logically. But has presented
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
ers only. No sense of cohesion between ideas. No evidence
for synthesis of new ideas from research.
No analysis attempted.
(4 marks) Uses
academic research skills to select 10 or more current,
authoritative academic references.
The student has considered how the articles relate directly to assessment requirements. Uses Harvard style referencing
style and intext citations with no errors. Uses academic
research skills to select 8 or more current, credible and authoritative academic references. Some evidence that the student
relevance of the
articles to the
assessment requirements. Uses Harvard
referencing style and in-text citations with few errors.
research skills to select 6 or more current, credible, and authoritative academic references.
relevance of the
articles to the
assessment requirements. Uses Harvard
citations, but with errors. Uses academic research skills to source 4 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 citations are either missing or show errors throughout. Has not located
3 academic references or selected references do not meet the task requirements.
Uses general web searches to
webpages or articles
than library databases. Little or no
attempt to use a referencing style or include in-text citations.
Expression (2 marks) Uses discipline language appropriate Includes discipline specific language sufficient for an Some discipline specific language included to meet general Limited use of discipline specific language Limited vocabulary. Inappropriate or incorrect use
academic or professional audience. Writing is fluent
and uses appropriate paragraph/sent ence structures. No critical language
grammatical errors. academic or
professional audience. Writing is generally fluent and uses mostly appropriate paragraph/senten ce structures. Minor language or grammatical errors usually do not interfere with meaning, but some editing and proofreading is required. expectations of an academic or professional audience. Writing is generally clear and mostly uses appropriate
Editing and proofreading would reduce errors and improve clarity. which may not always meet expectations of an
academic or professional audience. Inconsistent paragraph and
Language and grammatical
errors are frequent. Little
proofreading or editing. of discipline
specific language. Consistent and numerous
writing (grammar, paragraph and sentence structure) make reading difficult.
for editing or proofreading.
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).
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.
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.
Source: INQAAHE, 2020