Business Question

Work on the individual part analytics only. The work should be based on what I have done and not recommending to stakeholders, you are not writing it as question and answer. These are countries we decided on: Netherland, Belgium, China, United State of America, United Kingdom, Germany, Canada. Our organization structure Functional Structure, Financial Target is return on equity, Target Price, quality and customer intimacy are our focus. I will explain better through typing what i actually want. The initial solution to be corrected is also attached.

Assessment Brief – Postgraduate
Module Code:
LD7191
Module Title:
International Business Simulation
Distributed on:
Week 1
Hand in Date:
Advised Locally on Blackboard
Further information about general assessment criteria, ARTA regulations, referencing and plagiarism
can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow
this information.
This assessment includes group work therefore it is important that students familiarise themselves with
protocols for these activities and follow these during the course of the assessment. The document can
be found on the module’s site on the e-Learning Portal.
Introduction
You will participate in an international business simulation based on the Global Telecommunications
industry. The purpose of the simulation is to give you the opportunity to apply the knowledge you have
gained from the modules completed in semester one of your study by setting up and running a business.
You must demonstrate your understanding of the following core concepts in both Assessment A and
Assessment B:•
How the four core functional areas (marketing, finance, human resources and operations
management) interact with each other.
In teaching week 5 of semester two, you will attend skills sessions which will explain the objectives of
the simulation and the process for making decisions. You will continue to work in the teams you were
assigned at the Residential in semester one. Each team has to set up a smartphone company which
includes agreeing company strategy, values and targets and enter new markets with the agreed
smartphone.
Teams will compete against each other by earning points. Points are assigned based on a company’s
performance against the targets that they set for themselves; further points are awarded for core
performance metrics such as profit and market share. There are five rounds and points are awarded
each week; the decision deadlines are set for 5pm on the day before you are timetabled to be in a studio
session e.g. if you are timetabled to be in a studio on Wednesday at 1230pm you MUST submit your
decisions in the online business platform by 5pm each Tuesday by 5pm. The objective for each team
is to maximise the points that they have by the end of the five decision rounds. It is important to
remember that the simulation is not the assessment i.e. the winning team does not necessarily gain a
higher grade than the team who comes second. Rather, the simulation is designed to give you the
opportunities, experiences, data and materials on which you will decide, reflect and analyse.
In order to complete the assessment detailed below, it is essential that each student keeps a
detailed record of the team meetings, the decisions made, the rationale for these decisions and
their own role as a member of the team.
Page 1 of 14
Assessment Brief – Postgraduate
Assessment A – Business Model Group Poster (30%)
The poster will assess the following Module Outcomes: Intellectual / Professional Skills & Abilities:
MLO3. Be able to critically apply simulation-based software in a given problem scenario.
Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
MLO4. Demonstrate ability to work in cross-cultural teams.
Each team will submit a Group poster/infographic on the Round 1 decisions with the following sections:
1. Create an infographic/poster highlighting the key details of your business plan that could
encourage entry of your global telecommunications business into new markets. This should
include key elements of the items marked (a – f) below and the targets to be met in round 5.
2. Produce a 10-minute pitch presentation in which your group presents your infographic/poster
discussing the items marked a-f in each round and how these strategies feed into your overall
market strategy. Your presentation should include recommendations on how these feed into
your overall strategy and its impact on SDG’s, (you will be marked individually on the quality of
your presentation). Peer assessment form with the names and signatures of all team
members (see final page of this brief). [20%]
3. See the attached marking rubric for the marking criteria breakdown for each section. Group
members who fail to present will receive a mark of 0 for their presentation. Group members will
be expected to conduct a peer assessment as part of their final mark.
4. The team’s business plan for Round 1 (word limit 1,500 words) as follows: [60%]
a. Mission statement – what is the purpose of your company?
b. Business Objectives – measurable targets for the end of Round 5 (e.g., Market Share,
SDG’s)
c. Chosen market segments: (Price, Customer Intimacy and Quality) with brief
descriptions of your growth strategy.
d. Competitive strategy – What is the rationale/unique features that differentiate your
product from your competitors? How is this linked to your overall strategy?
e. Target Ranking: What is the rationale underlying the choices of markets, delivery, and
expansion targets.
f. Pricing Strategy: What is the rationale for the prices charged for each mobile phone?
5. It is the responsibility of the team to provide an appendix of minutes of the meetings leading to
decision making in each Round. These meetings likely require a full A4 page should
include attendance, agenda, topics discussed and decision making. [20%]
Instructions on crafting your Assignment:
Infographic:
•
•
•
•
You may use any software to create your poster/infographic. Your tutor suggests that you
employ Panopto or PowerPoint to present your poster because of its easy user interface for
collaboration among team members.
Your poster/infographic should be clear and contain key information and visualize data where
possible.
Your poster/infographic should be concise and accompanied by a bibliography (in APA format)
It should be saved as a PDF, combined with the bibliography, and submitted via Turnitin on your
presentation date (to be confirmed by module leader).
Presentation:
Page 2 of 14
Assessment Brief – Postgraduate
•
•
Pitch presentations should be MAXIMUM 10 minutes long, to be accompanied by the
infographic/poster.
Each group member is required to present, and an individual mark will be awarded for the
effectiveness of the presentation. Members that fail to present will receive a mark of 0 for this
criterion (see rubric below).
Assessment B –
Individual Analytical and Reflective Report (70%)
The individual report will assess the following Module Outcomes: Knowledge & Understanding:
MLO1. Demonstrate critical understanding of how different business functions interact and contribute
to meeting strategic objectives.
Intellectual / Professional Skills & Abilities:
MLO 2. Systematically identify and be able to critically analyse and evaluate responsible and integrated
strategic decision-making through a cross-functional approach.
MLO 3. Be able to critically apply simulation-based software in a given problem scenario.
Each team will submit Individual Analytical and Reflective Report (2,500 words) as a single
document on business simulation with the following sections:
1. Front page, with your name, ID, Seminar Group number, Team number and word count.
2. Table of Contents (with page numbers)
3. Introduction: A brief (maximum 100 words) statement of the business objectives (from
Assignment A) and company performance during the simulated business environment, This
should highlight how you succeeded in meeting the core five (5) business targets; a
table/diagram in each functional business areas showing the uniqueness of meeting these
targets. It is important to highlight if your company has met strategic objectives such as meeting
the highest annual profit, highest overall reserve, highest annual sales number, highest
global annual turnover, highest turnover in Europe and outside Europe at the end of your
trading activity in round 5.
4. Company Performance: A concise analysis and rationale of growth strategy and sustainability
policy (700 words) ensuring that a detail explanation of all events and scenario of what
happened during the simulation studio exercise aided by graphs/tables of key financial and nonfinancial data for the company [35%].
Guidance: It is important to show that you are fully aware and understand what happened
during the seminar sessions in the simulation studio. You MUST start with the Round 1
forecasted targets and measure this against the key performance indicators (KPIs), compare
the Round 1 results with the targets explain the differences in detail, and the key issues that
arose. Go on to explain the rationale for the Round 2 decisions, what these were, then present
the Round 2 forecast. Follow this approach for each subsequent round. You should then
comment on the trends in KPIs over the simulation exercise. The KPIs should include highest
annual profit, highest overall reserve, highest annual sales number, highest global
annual turnover. It is suggested that you discuss suitable KPIs with the tutors for each of the
four functional areas during your studio session each week. The main question you want to
answer here is how your growth strategy has impacted individual or organisational decision
making on social or environmental contexts. Correctly setting your targets might ensure your
team victory and meeting these targets around the sustainable development goals (SDG’s) will
earn additional marks.
Page 3 of 14
Assessment Brief – Postgraduate
5. Learning: A critical analysis (1,200 words) on how the team used the business functional
areas (financial, marketing, operations, and human resources management) material taught
during the first few weeks of the term helped the company make responsible business decisions.
You are required to conduct a critical, comprehensive analysis of the internal and external
business environment, highlighting key trends, challenges and opportunities that fuel the
company’s international competitive advantage. Justify your analysis by applying the applicable
theories and models to generate growth strategies. Ensure that you include a detailed analysis
of the business scenarios during the simulation studio exercise aided by graphs/tables of key
financial and non-financial data for the company. The overarching goal here is to ensure that
you apply strategic growth models and frameworks in your analysis. You should endeavor to
evaluate market dynamics and competition, develop a business model for a sustainable
multinational corporation. [50%]
Guidance: For each of the decisions, explain how you made the decisions during the simulation
exercise. Looking back, discuss how you could have made better decisions by making better
use of the material taught during the semester, particularly how the functions integrate into a
competitive corporate strategy.
You want to ensure that you have included a business environment analysis incorporating either
an internationalisation strategy broken down into internal and external analysis or just using a
generic Industry analysis alone.
Include citations within the text to refer to relevant readings covered in class.
6. Team Performance: A critical evaluation (400 words) of the performance of the team and a
personal reflection on your role in the team [15%].
Guidance: Discuss, for example, the organisation of the team, the effectiveness of the decisionmaking process, and the roles played by individuals including leadership during the simulation
exercises in the studio. How effective was your contribution to the team? What did you learn about
effective teamwork and decision making?
Reflect on your experience in working in a culturally diverse team. What would you do differently if
you were given a clean slate to simulate a new business again? It is important to go beyond simply
“telling a story” and to make use of relevant material from the Leadership and Management module.
Make use of the meeting logs that you kept during the exercise. Do not talk about the specific areas
of contribution, e.g. how you made financial or marketing decisions, but how you developed as a team
member and how you would approach a similar exercise differently should such an opportunity arise.
7. Conclusion: An evaluation (100 words) of the extent to which your organisation met the key
strategic objectives set out in part 3 above, with an indication for the reasons these objectives
were fully met, partially met, or not met at all.
8. References: Remember that all sources cited in the assignment should appear in the reference
list.
9. Appendices (not more than 6 pages): These should be used for supporting data and can
include tables and graphs. However, Section 4 should include graphs of key data to support
the explanation of performance. Key graphs and tables should appear in the body of your
work.
Assignment Guidance Notes:
Word count: 2,500 words
Page 4 of 14
Assessment Brief – Postgraduate
ASSESSMENT REGULATIONS
You are advised to read the guidance for students regarding assessment policies. They are available
online here.
Academic Misconduct
The Assessment Regulations for Taught Awards (ARTA) contain the Regulations and procedures
applying to cheating, plagiarism, the use of Artificial Intelligence (AI) Systems, and other forms
of academic misconduct.
The full policy is available here
You are reminded that plagiarism, collusion, the use of Artificial Intelligence (AI) Systems, and other
forms of academic misconduct, as referred to in the Academic Misconduct procedure of the
assessment regulations, are taken very seriously. Assignments in which evidence of plagiarism or
other forms of academic misconduct is found may receive a mark of zero.
Late submission of work
Where coursework is submitted without approval, after the published hand-in deadline, the following
penalties will apply. For coursework submitted up to 1 working day (24 hours) after the published
hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%)
shall be deducted from the assessment mark.
For clarity: a late piece of work that would have scored 65%, 55% or 45% had it been handed in on
time will be awarded 55%, 45% or 35% respectively as 10% of the total available marks will have been
deducted.
The Penalty does not apply to Pass/Fail Modules, i.e. there will be no penalty for late submission if
assessments on Pass/Fail are submitted up to 1 working day (24 hours) after the published hand-in
deadline.
Coursework submitted more than 1 day (24 hours) after the published hand-in deadline without
approval will be marked as zero but will be eligible for referral. The reassessment should where
appropriate, and as determined by the Module Leader, be the same method (e.g. essay) but maybe
with a different task (e.g. different essay title) or with the same task (e.g. the same essay title) as
indicated in the Module handbook.
In modules where there is more than one assessment component, Students are not required to
complete all assessment components if an overall Pass Mark (40% UG, 50% PGT) has been
achieved.
The only permitted exception will be in cases where the University is prevented from doing so by a
PSRB requirement. In the case of PSRB requirements, a variation order will be required from the
regulations.
In modules, where there is more than one assessment component and an overall pass mark has not
been achieved, Students will be eligible for a referral* in the individual failed module and/or not
attempted component(s) of assessment.
These provisions apply to all assessments, including those assessed on a Pass/Fail basis.
The full policy can be found here
Word limits
The word count is to be declared on the front page of your assignment and the assignment cover
sheet. The word count does not include:
Page 5 of 14
Assessment Brief – Postgraduate
The word count is to be declared on the front page of your assignment. The word count does not
include:
• Title and
Contents page
• Reference list
• Appendices
• Quotes from
• Glossary
interviews and
• Bibliography
• Appropriate tables,
figures and
illustrations
focus groups.
Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab
nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.
If this word count is falsified, students are reminded that under ARTA this will be regarded as
academic misconduct.
For those assessments where students are required to keep to the word limit, it is proposed that they
should be informed that the marker will stop reading at the point when they judge that the word limit
exceeds the recommended word count by more than 10%. The marker will indicate the point at which
they stop reading on the text.
Students must retain an electronic copy of this assignment (including ALL appendices) and it
must be made available within 24hours of them requesting it be submitted.
The full Word Limit Policy is available here
It is expected that all group members will take part in the recorded 10-minute presentation pitch
and Peer assessment forms with the names and signatures of all team members should be
submitted.
The time allocated for the presentation must be adhered to. At the end of this time, the presentation will
be stopped and will be marked based on what has been delivered within the time limit.
Group Work
The group work policy can be found here
Where to find additional assessment support:
The assessment brief will be available to you in the first week of your semester via Blackboard. Also, a
briefing on assessment tasks and structure will be provided in week 1. Additionally, a more detailed
assessment briefing session will be arranged in the middle of the semester whereas the assessment
surgery session is scheduled in week 12 to provide formative feedback to all students on their draft
assignments. You are advised to bring your draft assignment to the class to seek formative feedback
from your tutor.
However, if you require further guidance and clarification about your assessment then please arrange a
meeting with the tutor, you can approach your tutor through the blackboard.
Support from Your ACE Team
You can call in or arrange for an Academic Skills Tutorial with a member of our distinguished Academic
Community of Excellence (ACE) team. This includes support in using our on-line learning resources,
library resources, and academic skills resources.
Page 6 of 14
Assessment Brief – Postgraduate
The ACE Team can be accessed as follows:
Email: ace.london@northumbria.ac.uk
Submission of Assessment:
All assessments will be submitted to the Turnitin submission links created on the relevant Blackboard
sites.
Page 7 of 14
Assessment Brief – Postgraduate
Mapping to Programme Goals and Objectives:
This assessment will contribute directly to the following Postgraduate programme goals and
objectives.
Goal One: To develop the skills necessary for employment and career progression.
1.
2.
Demonstrate awareness of personal strengths and weaknesses and the ability to engage
in continuing self-development.
Demonstrate the development of inter-personal and intra-personal skills.
3.
Demonstrate competence in contemporary analytical and ICT applications.
Goal Two: Be culturally and ethically aware.
x
x
1.
Demonstrate their ability to work in culturally diverse groups and teams and make
appropriate and personal contribution to team effectiveness.
2.
Reflect on their own ethical values.
3.
Understand the wider impact of individual or organisational decision making on social
and environmental contexts.
Goal Three: Have developed leadership and management capability.
1.
Communicate complex issues effectively.
2.
Demonstrate decision making and problem solving and project management skills.
Goal Four: Have developed and applied knowledge of international business and management
theory.
x
1.
2.
3.
Acquire, interpret and apply knowledge of international business, management and
organisational functions.
Demonstrate an understanding of the impact of innovative and contemporary research
on the business and management community.
Acquire, interpret and apply specialist functional knowledge in relation to their
programme of study (specialist programmes only).
Goal Five: Have developed a range of research skills and project capabilities.
1.
2.
Plan and complete a major individual piece of research on a contemporary business,
financial, management or leadership topic of their choice.
Demonstrate skills of analysis and synthesis in the application of research methods to
the exploration of contemporary business issues.
Page 8 of 14
Assessment Brief – Postgraduate
Assessment Criteria
International Business Simulation Studio Meetings
Cover Page for Peer Assessment
Seminar Group Number
……………………………………………………
Team Number and Name
……………………………………………………
A mark out of 10 should be awarded to each team member indicating his/her contribution to the
Round decision and the poster exercise. The marks indicated below should be agreed by all
team members. In the event of disagreement, please inform the studio/module tutor.
9-10
7-8
5-6
3-4
0-2
Full attendance and participation in team discussions
A small number of meetings missed generally good participation in discussions.
Several meetings missed, limited participation in team discussions.
Most meetings missed, hardly any participation in discussions.
Almost no meetings attended, almost no involvement with the team at all.
We, the members of the above team, agree that marks below reflect the contributions made by
each of us to the Round 1 decisions and Assignment A.
Name
Mark
(out of 10)
ID
Signature
*****Reminder: Non-attendance at seminars and studio meetings will be penalized! *****
Page 9 of 14
Assessment Brief – Postgraduate
Assessment Criteria
Module Specific Assessment Criteria
Assessment A – Business Model Group Poster (30%)
Criteria
Effectiveness
of Pitch and
Quality of
Poster
(30% marks)
[AOL (Goal 2,
AOL: 2.1]
Demonstrate
their ability to
work in
culturally
diverse
groups and
teams and
make
appropriate
and personal
contributions
to team
effectiveness.
Scales
0-39%
Standard Not
Met 1
The content,
structure and
presentation
are disjointed
and lacks
cohesiveness
in its delivery.
Inadequate
demonstration
of presentation
skills, specific
to use of body
language, eye
coordination
and little
engagement
with the
audience.
The poster has
an extremely
poor layout
and overall
design. It
contains no
relevant
40-49%
Standard Not
Met 2
The content,
structure and
presentation are
somewhat
communicated
with little clarity.
The student’s
pitch possesses
some
cohesiveness in
its delivery.
Minimal
demonstration of
presentation
skills, little body
and eye
coordination as
well as some
engagement with
the audience.
The poster
layout is not
clear, with some
critical
information and
Page 10 of 14
50-59%
Meets Standard
1
The content,
structure and
presentation are
adequate and
communicated
with clarity. The
student’s pitch
possesses some
cohesiveness in
its delivery.
60-69%
Meets Standard
2
The content,
structure and
presentation are
satisfactory and
communicated
with good clarity.
The student’s
pitch possesses
a high degree of
cohesiveness in
its delivery.
Adequate
demonstration of
presentation
skills, regarding
body and eye
coordination as
well as some
engagement with
the audience. All
members
contributed to
the pitch.
Satisfactory
presentation
skills, body
language, eye
coordination and
good
engagement with
the audience. All
members
contributed to
the pitch.
The poster
layout is clear,
with critical
Clear poster
layout with
critical
70-79%
Exceeds
Standard 1
The content,
structure and
presentation are
of a high quality
and standard,
communicated
with
exceptionally
good clarity. The
student’s pitch
possesses
cohesiveness in
its delivery.
80-89%
Exceeds
Standard 2
The content,
structure and
presentation are
of a high quality
and standard,
communicated
with excellent
clarity. The
student’s pitch
possesses
excellent
cohesiveness in
its delivery.
Good
presentation
skills, body
language, eye
coordination and
good interaction
with the
audience. All
members
contributed to
the
pitch.
Excellent
presentation
skills, body
language, eye
coordination and
engagement with
the audience. All
members
contributed to
the
pitch.
90-100%
Exceeds
Standard 3
The content,
structure and
presentation are
outstanding and
communicated
with outstanding
clarity.
The student’s
pitch possesses
outstanding
cohesiveness in
its delivery.
Outstanding,
well-developed
presentation
skills, body
language, eye
coordination, and
engagement with
the audience. All
members
contributed to
the pitch.
Outstanding
poster layout,
Assessment Brief – Postgraduate
information/
research
undertaken to
compile the
poster.
Peer
Assessment
limited research
undertaken to
compile the
poster.
information and
satisfactory
research to
compile the
poster.
information and
significant
academic
journals to
compile the
poster.
Extremely clear
poster layout
supported with
literature, data,
analysis to
compile the
poster.
Excellent poster
layout, design,
with excellent
research to
compile the
poster.
design, and
research to
compile the
poster.
Peer Assessment will be conducted by group members on the basis of four criteria: Collaboration, Creativity, Effort and
Reliability. This assessment should be based on the groupwork undertaken for the preparation of the infographic and
presentation.
Page 11 of 14
Assessment Brief – Postgraduate
Module Specific Assessment Criteria
Assessment B –
Individual Analytical and Reflective Report (70%)
Application of
learning and
knowledge to
decision
making.
(30% marks)
0-39%
Standard Not
Met 1
Almost no links
between
learning and the
simulation
exercise,
demonstrating a
complete lack of
understanding
or insufficient
learning by the
student.
[AOL (Goal 2,
AOL: 2.3)]
Understand the
wider impact of
individual or
organizational
decisionmaking on
social and
environmental
contexts.
No evidence
that the student
attended any of
the classes or
understands
how decisions
are made
responsibly
hence
completely
insufficient
understanding
of its role or
importance.
40-49%
Standard Not
Met 2
A very limited
link between
learning and
simulation
exercise,
providing
evidence that
the student has
some limited
understanding
of the concepts.
Little evidence
that the student
has made any
use of the
learning and is
insufficient in
demonstrating
this use of
learning in a
business
environment.
Page 12 of 14
50-59%
Meets
Standard 1
An adequate
link between
learning and
simulation
exercise with
some linkages
made between
elements of the
decisions and
the learning but
the evaluation
and analysis
needs to be
strengthened.
Some evidence
that the student
has made some
links between
the decisionmaking
processes in the
context of social
or
environmental
contexts.
60-69%
Meets Standard
2
Good evidence
of links between
learning and
simulation
exercise with
some linkages
made between
elements of the
decisions and
the learning.
Application of
learning is good,
but
interdependence
of business
functions not
recognised, the
nature of
responsibility in
decision making
needs to be
strengthened
and further
analysis.
70-79%
Exceeds
Standard 1
Exceptionally
good critical
evidence of links
between
learning and
simulation
exercise with
some linkages
made between
elements of the
decisions and
the learning.
80-89%
Exceeds
Standard 2
Excellent critical
evidence of links
between
learning and
simulation
exercise with
good linkages
made between
elements of the
decisions and
the learning.
Application of
learning is very
good, with very
good critical
evaluation of
business
functions.
Excellent
application of
learning with
critical
evaluation and
analysis of
business
functions.
Very good
critical
evaluation of the
decision based
on learning from
the rest of
module. Some
appreciation of
functional
A brilliant
evaluation of the
decision-making
processes,
demonstrating
thorough
application of
learning and
responsible
90-100%
Exceeds
Standard 3
Outstanding
critical evidence
of links between
learning and
simulation
exercise with
linkages made
between
elements of the
decisions and
the
accompanying
learning.
Exceptional
application of
learning, with
very critical
evaluation of
business
functions.
Outstanding
critical
evaluation of the
decisions
demonstrating
significant
application
of
learning from the
Assessment Brief – Postgraduate
interdependence
within business
areas.
Knowledge
and application
of
international
models.
(40 %marks)
[AOL (Goal 4,
AOL: 4.1)]
Acquire,
interpret, and
apply
knowledge of
international
business,
management,
and
organizational
functions.
A completely
insufficient
answer with
serious
weaknesses.
An insufficient
answer with
several clear
gaps in the
response.
The student is
completely
insufficient in
demonstrating
understanding
of knowledge
and application
of strategic
models in the
simulation
exercise.
Inability to use
the learning
from studio
session in an
effective way.
The student is
somewhat
insufficient in
demonstrating
understanding
of knowledge
and application
of strategic
models in the
simulation
exercise. The
report fails to
convey an
appreciation of
the link between
strategy,
decision-making
and
performance.
Very
poor
choice
of
measures,
no
Page 13 of 14
A standard
answer with
some evaluation
that is critical
rather than
descriptive.
The student has
demonstrated
an adequate
understanding
of knowledge
and application
of strategic
models in the
simulation
exercise.
The report is
adequate, but
there are some
weaknesses in
coherence
of
ideas
and
writing.
An
adequate
A good answer
in a critical and
evaluative way.
The student has
demonstrated a
good
explanation and
understanding of
knowledge and
application of
strategic models
in the simulation
exercise.
The quality of
the report is
good, with a
high-level
discussion on
how decisions in
each functional
area have
affected
performance.
Although there
A very good
answer,
demonstrating a
level of wider
reading beyond
the core
literature of the
module.
Very good
discussion with
sound analysis
and a clear link
between
decisions,
strategy, targets,
and outcomes.
There is
evidence of
clear critical
thinking,
demonstrating
awareness of
how decisions in
decision making.
A good and
clear
appreciation of
the
interdependence
of business
functions.
An excellent
answer covering
each of the
required areas,
is critical and
evaluative and
demonstrates a
level of wider
reading beyond
the core
literature of the
module.
Excellent
discussion of all
key measures
which showing
sound
understanding of
strategy,
decisions,
targets, and
outcomes.
The
student
demonstrates
module and an
understanding of
responsible
decision making.
Clear
and
significantly
articulated
appreciation of
the
interdependence
of functions.
An outstanding
answer that
demonstrates a
level of wider
reading beyond
the core
literature of the
module.
Outstanding
discussion of all
key measures
which shows
sound
understanding of
strategy,
decisions,
targets, and
outcomes.
The
student
demonstrates
excellent
mastery of the
module material
and
a
full
Assessment Brief – Postgraduate
application
of
business
management
and
organizational
functions.
Peer
Assessment
Descriptive
decisionmaking, devoid
of
simulated
studio data. It
does not convey
real
understanding in
a sufficient way.
understanding
is probably more each functional
mastery of the understanding of
of
what scope for a
area affected
module material the links with
happened in the critical
performance. It
and appreciates performance
simulation
evaluation
shows how the
the links with and
decisionstudio is evident, of
what organisation met performance
making.
but the linking happened in the its objectives
and
decision- Outstanding
together
of simulation
and a critical
making.
critical thinking
strategy,
studio.
analysis of
and analysis of
decision-making
events in the
events in the
and
simulation
studio.
performance is
studio.
limited.
Peer Assessment will be conducted by group members on the basis of four criteria: Collaboration, Creativity, Effort and
Reliability. This assessment should be based on the groupwork undertaken for the preparation of the infographic and
presentation.
LD7191: International Business Simulation
AOL GOALS
Exceeded
Met
Not Met
Goal 2: Be culturally and ethically aware.
AOL 2.1: Demonstrate their ability to work in culturally diverse groups and teams and make
appropriate and personal contributions to team effectiveness.
Exceeded
Met
Not Met
AOL 2.3: Understand the wider impact of individual or organisational decision making on social and
environmental contexts.
Exceeded
Met
Not Met
Exceeded
Met
Not Met
Goal 4: Have developed and applied knowledge of international business and management
theory.
AOL 4.1: Acquire, interpret, and apply knowledge of international business, management, and
organisational functions.
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