You are to choose an energy company that currently only operating in the UK or in Europe and looking to expand abroad

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Assessment Brief

*This document is for CU Group students for their own use in completing their assessed work for this module and should not be passed to third parties or posted on any website. Any infringements of this rule should be reported to [email protected]

Module Title: International Business and Globalisation

Module Code: 601 MAN

Assessment Type:

Coursework

Assessment Number:

2

Study Mode:

FT

Weighting:

20 credits

Submission Date:

25/02/2022

Submission Time:

18:00

Campus:

CUG

3,000 word report

Task:

Title: Going Global

You are required to individually write a 3000 word report on the opportunities that a global operation could provide an organisation with. You are to choose an energy company that currently only operating in the UK or in Europe and looking to expand abroad. You will be submitting the report to the global operations director of your chosen energy company who is keen to explore international expansion opportunities and understand the implications of such action. You need to show awareness of Internationalisation drivers, demonstrate ability to do a critical analysis of international market entry strategies as well as comparing and contrasting two international markets and make a case for expansion in one of the 2 countries. Appraise the importance and impact of global trade and globalisation. You are to agree your chosen organisation with your tutor during Tutorial.  You must not use the same organisations from the previous assignment. In this report, you should address learning outcomes 1, 4, 5 and 6. 

Global challenges are one of the major issues faced by modern organizations to start or grow their business. Some of the international business and globalisation issues you may wish to consider are free movement, brand development, technological transition, population and political change, climate change, traditions, culture and labour costs in maintaining and increasing market share.

 

Completion of this assessment will address the following learning outcomes:

1

Appraise the importance and impact of global trade and globalisation.

4

Demonstrate an in-depth awareness of contrasting international markets in the context of international business decision making.

5

Analyse and critically evaluate the pattern of internationalisation undertaken by international businesses.

6.

Critically apply appropriate knowledge, theories and tools to help formulate a range of alternative solutions to practical problems in planning for different international markets.

Guidance Notes and Considerations

Referencing

Access, Foundation, Year 1 and Year 2:

You should use APA 7th edition style of referencing.

Referencing guidance can be accessed on the Library’s LibGuides pages.

Year 3:

From September 2020, Coventry University Group started the move from the Coventry University Guide to Referencing in Harvard Style to the APA 7th edition style of referencing.

You can choose whether you want to continue to use the Coventry University Guide to Referencing in Harvard Style, or switch to APA 7th edition.

Although you can choose to make the switch to APA at any time, you must use a single consistent style of referencing within each assessment.

Referencing guidance can be accessed on the Library’s LibGuides pages.

Law:

You should use OSCOLA referencing.

Referencing guidance can be accessed on the Library’s LibGuides pages.

Use of Sources and Information:

You can access high quality, authoritative information via the library. Use LibGuides to access Locate, BibliU and research guidance.

Academic Writing Resources

There are a variety of academic writing resources available which can be accessed via LibGuides. These writing guides can help with different types of assessment as well as important writing skills needed for university.

Glossary of Assessment Terms for Assessment Writing – this is an a-z that covers the majority of terms used in assessment briefs, learning outcomes and feedback throughout the CU Group. If you would like any further support with your assessment, you can contact your Academic Writing Developer or visit the Academic Writing LibGuides page.

If you would like to book an Academic Writing appointment for support with your assessment, you can contact your Writing Developers:

CUC: [email protected]

CUS: [email protected]

CUL Dagenham: [email protected]

CUL Greenwich: [email protected]

Academic Integrity Guidance

The best way to avoid academic misconduct is to follow appropriate academic and referencing conventions. Further guidance on academic integrity and conduct can be found using LibGuides.

Collusion between students (where sections of your work are similar to the work submitted by other students in this or previous module cohorts) is taken extremely seriously and will be reported to the Academic Conduct Panel. This applies to all coursework and exam answers. If you would like more guidance on understanding collusion, you can find it on LibGuides.

If an assessment suspected of involving a breach of academic integrity is found to display a marked difference in writing style, knowledge and skill level from that demonstrated elsewhere on the course, you may be required to undertake a Viva Voce in order to prove the coursework assessment is entirely your own work.

Proofreading of assessments by CU approved proofreaders is permitted. There is a list of approved proof readers along with guidelines for use. However, please remember that proofreading is a lengthy and detailed process for which there is a cost. If you decide to use a proofreader, please take this into account and contact them at least 10 days in advance of your assessment deadline. Appraise the importance and impact of global trade and globalisation

You must not submit work for an assessment that you have already submitted (partially or in full), either for your current course or for another qualification of this university, unless this is specifically provided for in your assessment brief or specific course or module information.

It is important to realise that as a student you should not submit all or part of an assessment for which you have already received academic credit, to be used for an assessment in a different module. Reusing your own work in this way is called self-plagiarism. Where you wish to refer to some of your own work you must reference it in the same way that you reference work by other people.

Submission Guidelines

Late Submission

There should be a title page which clearly identifies the following:

  • Name and code of the module
  • Title of the Assessment
  • Assessment number
  • Word count

The word count identified includes quotations and citations. However, it does exclude the list of references and/or the bibliography and, unless specifically stated, encompasses a discrepancy of + or – 10%.

If you are not able to complete your coursework on time due to extenuating circumstances*, the ONLY way to receive an extension (up to 5 working days) or a deferral (anything longer than 5 working days) is to contact [email protected].

Extenuating circumstances are defined by CU as ‘genuine circumstances beyond your control or ability to foresee, and which seriously impair your assessed work’. Please note that you will need to provide third party evidence to support your reasoning for requiring an extension or deferral. Your course tutor is NOT able to approve an extension or a deferral. If you have not completed the official forms and had your request approved, your work will count as not submitted and receive a zero mark

Coventry University Generic Assessment Criteria: Undergraduate

Mark band

Outcome

Guidelines

90-100%

 

1st

Meets learning outcomes

1st - Exceptional work with very high degree of understanding, creativity and critical/analytic skills.  Evidence of exceptional research well beyond minimum recommended using a range of methodologies.  .  Exceptional understanding of knowledge and subject-specific theories.   Demonstrates creative flair, a high degree of originality and autonomy.

Exceptional ability to apply learning resources.  Demonstrates well-developed problem-solving skills.  Work completed with very high degree of accuracy and proficiency and autonomy.  Exceptional communication and expression, significant evidence of professional skill set.  Student evidences deployment of a full range of exceptional technical and/or artistic skills.

80-89%

 

1st

1st - Outstanding work with high degree of understanding, creativity and critical/analytical skills.  Outstanding understanding of knowledge and subject-specific theories.  Evidence of outstanding research well beyond minimum recommended using a range of methodologies.  Demonstrates creative flair, originality and autonomy.

Outstanding ability to apply learning resources.  Demonstrates clear problem-solving skills.  Assessment completed with high degree of accuracy and proficiency and high-level of autonomy.  Outstanding communication and expression, evidence of professional skill set.  Student evidences deployment of a full range of technical and/or artistic skills.

70-79%

 

1st

1st - Excellent work with clear evidence of understanding, creativity and critical/analytical skills.  Thorough research well beyond the minimum recommended using methodologies beyond the usual range. Excellent understanding of knowledge and subject-specific theories with evidence of considerable originality and autonomy.

Excellent ability to apply learning resources.  Demonstrates consistent, coherent substantiated argument and interpretation. Demonstrates considerable creativity and clear problem-solving skills.  Assessment completed with accuracy, proficiency, and considerable autonomy.  Excellent communication and expression, some evidence of professional skill set.  Student evidences deployment of a highly developed range of technical and/or artistic skills.

60-69%

 

2:1

2:1 - Very good work demonstrating strong understanding of theories, concepts and issues with clear critical analysis.  Thorough research, using established methodologies accurately, beyond the recommended minimum with little, if any, irrelevant material present.  Very good understanding, evidencing breadth and depth, of knowledge and subject-specific theories with some originality and autonomy. Appraise the importance and impact of global trade and globalisation

Very good ability to apply learning resources.  Demonstrates coherent substantiated argument and interpretation.  Demonstrates some originality, creativity and problem-solving skills.  Work completed with accuracy, proficiency, and autonomy.  Very good communication and expression with evidence of professional skill set.  Student has a thorough command of a good range of technical and/or artistic skills.

50-59%

 

2:2

2:2 - Good understanding of relevant theories, concepts and issues with some critical analysis.  Research undertaken accurately using established methodologies, enquiry beyond that recommended may be present.  Some errors may be present and some inclusion of irrelevant material.  Good understanding, with evidence of breadth and depth, of knowledge and subject-specific theories with indications of originality and autonomy.

Good ability to apply learning resources.  Demonstrates logical argument and interpretation with supporting evidence. Demonstrates some originality, creativity and problem-solving skills but with inconsistencies.  Expression and presentation mostly accurate, proficient, and conducted with some autonomy.  Good communication and expression with appropriate professional skill set.  Student consistently demonstrates a well-developed range of technical and/or artistic skills.

40-49%

 

3rd Class

3rd - Meet the learning outcomes with a basic understanding of relevant theories, concepts and issues..  Demonstrates an understanding of knowledge and subject-specific theories sufficient to deal with concepts.  Assessment may be incomplete and with some errors.  Research scope sufficient to evidence use of some established methodologies. Some irrelevant material likely to be present.

Basic ability to apply learning resources.  Demonstrates ability to devise and sustain an argument.  Demonstrates some originality, creativity and problem-solving skills but with inconsistencies.  Expression and presentation sufficient for accuracy and proficiency.  Sufficient communication and expression with basic professional skill set.  Student demonstrates technical and/or artistic skills.

30-39%

 

Fail

Fails to achieve learning outcomes

Fail – Very limited understanding of relevant theories, concepts and.  Little evidence of research and use of established methodologies.  Some relevant material will be present.  Deficiencies evident in analysis. Fundamental errors and some misunderstanding likely to be present. 

Limited ability to apply learning resources.  Student’s arguments are weak and poorly constructed. Very limited originality, creativity, and struggles with problem-solving skills.  Expression and presentation insufficient for accuracy and proficiency.  Insufficient communication and expression and with deficiencies in professional skill set.  Student demonstrates some deficiencies in technical and/or artistic skills.

20-29%

 

Fail

Fail - Clear failure demonstrating little understanding of relevant theories, concepts and issues.  Minimal evidence of research and use of established methodologies and incomplete knowledge of the area.  Serious and fundamental errors and aspects missing

Little evidence of ability to apply learning resources.  Students arguments are very weak and with no evidence of alternative views. Little evidence of originality, creativity, and problem-solving skills.  Expression and presentation deficient for accuracy and proficiency.  Insufficient communication and expression and with deficiencies in professional skill set.  Student demonstrates a lack of technical and/or artistic skills. Appraise the importance and impact of global trade and globalisation

0-19%

 

Fail

Fail - Inadequate understanding of relevant theories, concepts and issues.  Complete failure, virtually no understanding of requirements of the assignment.  Material may be entirely irrelevant.  Assessment may be fundamentally wrong, or with major elements missing.  Not a serious attempt. No evidence of research.

Inadequate evidence of ability to apply learning resources.  Very weak or no evidence of originality, creativity, and problem-solving skills.  Students presents no evidence of logical argument and no evidence of alternative views.  Expression and presentation extremely weak for accuracy and proficiency.  Communication and expression very weak and with significant deficiencies in professional skill set.  Student evidences few or no technical and/or artistic skills


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