The Global Business Environment

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APPENDIX GA36a

LEVEL 4 ASSESSMENT SPECIFICATION

 

Programme: BA Business Management
Module: The Global Business Environment
Module code: LCCB4005 Contribution to
Overall Module
Assessment (%):
50%
Module
Coordinator/
Lecturer:
Alfred Mensah
Nadeem Mirza
Internal Verifier: Dr Molly Jack
Assignment Title: Assessment 2
Environmental Analysis of
an industry
Word count (or
equivalent):
2000 words (+) 10%
Submission
deadline:
To be announced by the
Assessment team
Please refer to the assessments
schedule published on
Students’ Hall in Moodle
Return date of
marks & written
feedback:
20 Working days
after submission
deadline
Submission
method:
All written assessments, where practical and possible, must be submitted via
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.
Academic
honesty /
referencing:
Academic honesty is required. In the main body of your submission, you must
credit authors on whose research and ideas your work is based. Append to
your submission a reference list that indicates the books, articles, that you
have used, cited or quoted to complete this assessment.

 

Module Learning Outcomes
(from module syllabus)
Recognise the major forces shaping the global business environment and gain an
understanding of the changing global business environment;
Apply relevant business models (Porter’s Diamond, Value Network, and Five Forces)
within the context of an international environmental analysis (PESTEL);
Identify and critically evaluate the reasons why organisations engage in international
trade;
Assess markets in action, understanding their micro-economic and macroeconomic
foundations, different market structures and their influence on firm strategy, long-run and
short-run changes, and major features of the current international economy.

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TASK DESCRIPTION

Based on Assessment 1, analyse the impact of the pandemic on the industry and develop
survival and success factors for the industry with consideration to megatrends. Your analysis
should be critical and relevant; you should exlore timely information and relevant newsletters from
the selected brand.

GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS

NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.
1. Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set. You should provide evidence that you have accessed an appropriate
range of sources, which
may be academic, governmental and industrial; these sources may include academic journal articles,
textbooks, current news articles, organisational documents, and websites. You should consider the
credibility of your sources; academic journals are normally highly credible sources while websites require
careful consideration/selection and should be used sparingly. Any sources you use should be current and
up-to-date, mostly published within the last five years or so, though seminal/important works in the field
may be older. You must provide
evidence of your research/own reading throughout your work, using a
suitable referencing system, includingin-text citations in the main body of your work and a reference list at
the end of your work.
Guidance specific to this assessment: students are expected to use at least 15 academic references to
support their work and they should be selected from a variety of credible sources. Peer reviewed articles
from top rank journals and books are particularly recommended and they can be used in conjunction with
some credible online sources. The reference list should follow Harvard referencing technique and student
should try to pay attention to detail when organising their references in text and in the reference list.
2. Knowledge and Understanding Skills
At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles
associated with your area(s) of study.
Knowledge relates to the facts, information and skills you have
acquired through your learning. You demonstrate your
understanding by interpreting the meaning of the
facts and information (knowledge). This means that you need to select and include in your work the
concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain
the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the
extent
to which you demonstrate your knowledge and understanding.
Guidance specific to this assessment: The student will need to select and apply the relevant global
business environment concepts, techniques, models, theories,
etc that are linked to the task. They
can introduce and discuss the issues identified and its impact on the fashion industry in light of the impact
of the fashion industry to the wider environment and the criticisms that this has brought to key players in
this industry.
3. Cognitive and Intellectual Skills
You should be able to present, evaluate and interpret qualitative and quantitative data, in orderto develop
lines of argument and make sound judgements in accordance with basictheories and concepts of your
subject(s) of study.You should be able to evaluate the appropriateness of different approaches to solving
problems related to your area(s) of study and/or work. Your work must contain evidence of logical,
analytical thinking. For example, to examine and break information down into parts, make inferences,
compile, compare and contrast information. This means not just describing what! But also justifying: Why?
How? When? Who? Where? At what cost? Youshould provide justification for your arguments and
judgements using evidence that you have reflected upon the ideas of others within the subject area and

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that you are able to make sound judgements and arguments using data and concepts. Where relevant,
alternative solutions and recommendations may be proposed.
Guidance specific to this assessment: the student should be able to demonstrate some element of
critical analysis in the report. They should demonstrate how the different business environment models
can be applied in practice using practical examples, data, graphs, etc in the report and should also engage
the literature, introduce comparative and contrasting analysis, etc. More broadly, the student should apply
some form of critical thinking to demonstrate knowledge and understanding of the relevant business
management theories, concepts and models.
4. Practical Skills
At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and
interpret these within the context of your area of study. You should be able to demonstrate how the subjectrelated concepts and ideas relate to real world situations and/or a particular context. How do they work in
practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current
situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to
involve, for instance, the use of real-world artefacts, examples and cases, the application of a model within
an organisation and/or benchmarking one theory or organisation against others based on stated criteria.
Guidance specific to this assessment: critically analyse and introduce the practical solutions and
problems that have been solved by the organisation linked to the environmental concerns that have been
raised by the different stakeholders. Compare that to some stated criteria for example competitor’s
performance and industry average performance
.
5. Transferable Skills for Life and Professional Practice
Your work must provide evidence of the qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility. This includes demonstrating that you can
communicate the results of your study/work accurately and reliably, and with structured and coherent
arguments; that you can initiate and complete tasks and procedures, whether individually and/or
collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work
should be coherent and well-structured in presentation and organisation.
Guidance specific to this assessment: If you were to advise the organisation, provide recommendations
of what could the organisation have done better and what can they learn from other players in the industry?

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STUDENT FEEDBACK FORM

This section details the extent to which the assessment criteria are demonstrated by you, whichin turn determines
your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to
comment on the achievement of the task(s), including those areas in which you have performed well and areas that
would benefit from development/improvement.

Generic Assessment Criteria Marks
available
Marks
awarded
1. Engagement with Literature Skills
.
15
2. Knowledge and Understanding Skills 25
3. Cognitive and Intellectual Skills 25
4. Practical Application Skills 25
5. Transferable Skills for Life and Professional Practice 10

 

Assessment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work
and are for guidance only until they are confirmed. )
Late Submission Penalties (tick if
appropriate)
100%
Up to 1 week late (40% Max)
Over 1 week late (0%)

 

GENERIC ASSESSMENT CRITERIA

 

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of
the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should
be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance
with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be
able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.
They will be able to undertake further
training and develop new skills within a structured and managed environment and will havethe qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility.

 

Level 4 FAIL MARGINAL FAIL SATISFACTORY
(3
rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1
st / Distinction)
EXCEPTIONAL
(1
st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement
with literature
(including
reading,
referencing,
academic
conventions and
academic
honesty)
Little or no
evidence of
reading
and/or
reliance on
inappropriate
sources.
Views and
findings mostly
unsupported and
non
authoritative.
Referencing
conventions
used
incoherently or
largely absent.
Poor
engagement
with essential
reading.No
evidence of
wider
reading.Reliance
on inappropriate
sources, and/or
indiscriminate
use of sources.
Heavily reliant
on information
gained through
class contact.
Inconsistent and
weak use of
referencing.
Engagement
with a limited
range of mostly
relevant and
credible sources
but with some
reliance on
information
gained through
class contact.
Some omissions
and minor
errors.
Referencing
conventions
evident though
not always
applied
accurately or
consistently.
Engagement
withan
appropriate
range of
literature,
including
sources
retrieved
independently.
Some over
reliance on texts
rather than other
sources.
Referencing may
show
minorinaccuracie
s or
inconsistencies.
Engagement
with a wide
range of
literature,
including
sources
retrieved
independently.
Selection of
relevant and
credible sources.
Generally sound
referencing, with
no/very few
inaccuracies or
inconsistencies.
Engagement
with an
extensive range
of relevant and
credible
literature.
Consistently
accurate
application of
referencing.
Exceptional
engagement
with an
extensive range
of relevant and
credible
literature.High
level referencing
skills
consistently
applied.
Knowledge
and
understanding
(Knowledge of the
basic underlying
concepts and
Major gaps in
knowledge and
understanding of
the basic
underlying
concepts and
Gaps in
knowledge
of the
basic underlying
concepts and
principles, with
flawed or
Limited
knowledge and
understanding of
the basic
underlying
concepts and
Knowledge of
the basic
underlying
concepts and
principles is
accurate with a
Competentknowl
edgeof the basic
underlying
concepts and
principles.
Exhibits very
Excellentknowle
dge and
understanding of
the basic
underlying
concepts and
Exceptional,
detailed
knowledge and
understanding of
the basic
underlying

 

Level 4 FAIL MARGINAL FAIL SATISFACTORY
(3
rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1
st / Distinction)
EXCEPTIONAL
(1
st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
principles of a
subject.)
principles of
thesubject
matter. Inclusion
of irrelevant
material.
Substantial
inaccuracies.
superficial
understanding.
Some significant
inaccuracies
and/or irrelevant
material.
principles within
the subject area.
Some elements
may be missing.
good
understanding of
the field of study
but lacks depth
and/or breadth.
good
understanding.
principles of the
subject.
concepts and
principles
Cognitiveand
intellectual
skills
(Evaluate
underlying
concepts and
principles of a
subject and
interpret
qualitative and
quantitative data
in order to
develop lines of
argument and
make sound
judgements.)
Wholly or almost
wholly
descriptive work.
Little or no
evaluation of
the
underlying
concepts and
principles.
Failure to
develop
arguments,
leading to
illogical or
invalidjudgement
s. Minimal or no
use of
evidence to back
up views.
Largely
descriptive work,
with superficial
evaluation of the
underlying
concepts and
principles. Weak
interpretation of
data, flawed
development of
arguments and
judgements.
Information
accepted
uncritically, uses
generalised
statements
made with scant
evidenceand
unsubstantiated
opinions. Ideas
sometimes
illogical and
contradictory.
Limitedattempt
atevaluationof
the underlying
concepts and
principles,
tending towards
description.
Can interpret
qualitative and
quantitative data
but with some
errors. Some
evidence to
support
emergingargume
nts and
judgements but
these may be
underdeveloped
or with a little
inconsistency /
mis
interpretation.
Goodevaluationo
f the underlying
concepts and
principles. Can
interpret
qualitative and
quantitative
data, with minor
errors.
An emerging
ability to use
evidence to
support the
argument.
Mostly valid
arguments and
logical
judgements.
Sound
evaluationof the
underlying
concepts and
principles. Can
interpret
qualitative and
quantitative data
accurately.
Ability to devise
argumentsusing
evidence to
make mostly
appropriate and
valid
judgements.
Excellent
evaluationof the
underlying
concepts and
principles. Can
interpret
qualitative and
quantitative data
accurately and
with some
insight. Excellent
ability to devise
arguments using
evidence and
make
appropriate and
valid
judgements.
Exceptional
evaluation of the
underlying
concepts and
principles based
evidence.
Outstanding
interpretation of
qualitative and
quantitative
data.
Exceptional
ability to devise
arguments using
evidence and
make wholly
appropriate and
valid
judgements.
Practical skills
(Different
approaches to
solving problems
in particular
contexts.)
Limited or no
use of taught,
basic methods,
materials, tools
and/or
techniques.
Little or no
appreciation of
the context of
the application.
Rudimentary
application of
taught,
basicmethods,
materials, tools
and/or
techniques but
without
consideration
and
An adequate
awareness and
mostly
appropriate
application of
basic methods,
materials, tools
and/or
techniques.
Basic
A good and
appropriate
application of
basic methods,
materials, tools
and/or
techniques.
Clear
appreciation of
the context of
A very good
application of a
range of basic
methods,
materials, tools
and/or
techniques.
Very good
consideration of
the context of
An advanced
application of a
range of taught,
basicmethods,
materials, tools
and/or
techniques.
The context of
the application is
well considered,
Exceptional
levels of
application and
deployment
skills in
particular
practical
contexts.Outstan
ding
identification of

 

Level 4 FAIL MARGINAL FAIL SATISFACTORY
(3
rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1
st / Distinction)
EXCEPTIONAL
(1
st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Very
weakevidence of
different
approaches to
problem-solving
in particular
contexts.
competence.
Flawed
appreciation of
the context of
the application.
Weak evidence
of different
approaches to
problem-solving
in particular
contexts.
appreciation of
the context of
the application.
Can identify
problems in
particular
contexts and
propose basic
alternative
approaches or
solutions though
there may be
errors.
the application.
Good evidence
of different
approaches to
problem-solving
in particular
contextsand
proposesmostly
appropriate
solutions.
the application.
Very good
evidence of
different
approaches to
problem-solving
in particular
contexts and
proposes
appropriate
solutions.
and insightful.
Excellent
evidence of
different
approaches to
problem-solving
in particular
contexts and
proposes
appropriate
solutions.
problems in
particular
contexts and
formulation of
wholly
appropriate,
thoughtful
solutions /
different
approaches.
Transferable
skills for life
and
professional
practice
(Communicate
the results of their
study/work
accurately and
reliably, and with
structured and
coherent
arguments; the
qualities needed
for employment
requiring the
exercise of some
personal
responsibility
within a structured
and managed
environment.)
Work is poorly
structured,
disorganised,
inaccurate
and/or
confusingly
expressed. Very
weakuse of
language and/or
very
inappropriate
style.Failure to
work effectively
individual or as
part of a group.
Little or no
evidence of the
skills
foremploymentre
quiring the
exercise of some
personal
responsibility.
Work is poorly
presented in a
disjointed
manner. It is
loosely, and at
times
incoherently,
structured, with
information and
ideas often
poorly
expressed.
Weak use of
language and/or
inappropriate
style.Flawed
approach to
individual or
group work,
meeting only
partial
obligations to
others. Limited
evidence of the
skills for
employment
requiring the
exercise of some
Mostly ordered
presentation and
structure in
which relevant
ideas / concepts
are reasonably
expressed.Work
may lack
coherence
and/or accuracy
in places.Can
work as part of a
group, meeting
most obligations
to others but
perhaps with
limited
involvement in
group activities.
Demonstrates
the basic skills
for employment
requiring the
exercise of some
personal
responsibility,
with some areas
of minor
Mostly coherent,
organised and
accurate work,in
a suitable
structure and is
for the most part
clearly
expressed.Can
work effectively
independently
and/or as part of
a team, with
clear
contribution to
group activities.
Demonstrates
the skills for
employment
requiring the
exercise of some
personal
responsibility,
with some areas
of strength and
some of minor
weakness.
Work is
accurate,
coherent, fluent,
well-structured
and organised.
Can work
effectively
independently
and/or as part of
a team, with very
good
contribution to
group activities.
Demonstrates
very goodskills
for employment
requiring the
exercise of some
personal
responsibility,
with just
occasional minor
weakness.
Work is
coherent, very
fluent and is
presented
professionally.C
an work
effectively
independently
and/or as part of
a team, with an
excellent
contribution to
group activities.
Demonstrates
excellentskills for
employment
requiring the
exercise of some
personal
responsibility
with an appetite
for further
development.
Work is
accurate,
exceptionally
coherent, very
fluent and
presented well.
Can work
effectively
independently
and/or as part of
a team, with an
exceptional
contribution to
group activities.
Demonstrates
exceptional skills
for employment
requiring the
exercise of some
personal
responsibility
with an appetite
for further
development.

 

Level 4 FAIL MARGINAL FAIL SATISFACTORY
(3
rd / Pass)
GOOD
(2.2 / Pass)
VERY GOOD
(2.1 / Merit)
EXCELLENT
(1
st / Distinction)
EXCEPTIONAL
(1
st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal
responsibility.
weakness.

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