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May 2024Diploma in Business
DPBS1150
Global Business Environments
Assessment Summary
Assessment Task
Weighting
Due Date*
Assessment 1: Self-reflection Video (individual)
15%
Week 4: Friday 4:00pm AEST/AEDT
Learning
Outcomes
CLO 3, 5, 6
Assessment 2: Lenses Report (Individual)
35%
Week 10: Monday 4:00pm AEST/AEDT
CLO 1, 2, 3, 5, 6
CLO 1, 2, 3, 4, 6
Group Sustainability Presentation (Group)
25%
Individual Presentation Engagement (Individual)
10%
Team Agreement
– Week 10: Friday 4:00pm AEST/AEDT
Group Sustainability Presentation
– Week 12: Friday 4:00pm AEST/AEDT
Assessment 4: Tutorial Performance
15%
Ongoing throughout the course
(Week 1 to Week 11)
CLO 1, 2, 3, 4,
5, 6
Assessment 3: Sustainability Presentation
* Due dates are set at Australian Eastern Standard/Daylight Time (AEST/AEDT). If you are located in a different time-zone, you can use the time and
date converter.
As a student at UNSW you are expected to display academic integrity in your work and interactions. Where a
student breaches the UNSW Student Code with respect to academic integrity, the University may take
disciplinary action under the Student Misconduct Procedure. To assure academic integrity, you may be required
to demonstrate reasoning, research and the process of constructing work submitted for assessment.
To assist you in understanding what academic integrity means, and how to ensure that you do comply with the
UNSW Student Code, it is strongly recommended that you complete the Working with Academic Integrity module
before submitting your first assessment task. It is a free, online self-paced Moodle module that should take
about one hour to complete.
Course Learning Outcomes (CLO)
CLO 1 Explain the complexity and diversity of an organisation’s global business environment. [PLO 1, 6]
CLO 2 Evaluate how key features of the business environment are determined by individuals, organisations, and
governments interacting within interrelated systems. [PLO 1, 2, 6]
CLO 3 Identify, integrate and apply various lenses (e.g., socio-cultural, political-legal, economic, and
sustainability) and their associated analytical models to the global business environment. [PLO 1, 2, 6]
CLO 4 Articulate the key elements of the sustainability lens and their application to the business context. [PLO
1, 3, 5]
CLO 5 Develop a comparative understanding of diverse value systems and normative goals using the analytical
lenses from the course. [PLO 1, 2, 5, 6]
CLO 6 Cultivate a global mindset for analysing local processes and phenomena. [PLO 1, 2, 6]
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Assessment Details
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Due Date
Weighting
Format
Length/Duration
Submission
Turnitin
Turnitin is an originality checking and plagiarism prevention tool that enables checking of submitted written work for
improper citation or misappropriated content. Each Turnitin assignment is checked against other students’ work, the
Internet and key resources selected by your Course Coordinator.
If you are instructed to submit your assessment via Turnitin, you will find the link to the Turnitin submission in your
Moodle course site. You can find out more information in the Turnitin information site for students.
Use of AI for Assessments
Students are permitted to use Generative AI tools, such as ChatGPT, in their assessments to brainstorm relevant ideas
but need to build upon those ideas being generated by formalising, personalising and refining the ideas. Students will
need to explain or justify this in order to make it acceptable by the teachers.
If Generative AI tools are used, it must be referenced appropriately. It is recommended that students should keep
drafts of their work, the instructions they provided to Generative AI tools and the subsequent outputs.
Assessment is all about trying to make sure you can demonstrate what you have learnt. Your work must be your
own. Please be aware that where unauthorised use of AI tools, such as ChatGPT, is detected, penalties will apply.
There are three key principles across the university:
1. Always do what you are asked to do in the assessment, if you do not follow the instructions you cannot get
marks.
2. If you are asked to do your own work, then that is what you should do as we want to see that you have
undertaken that learning rather than someone or something else.
3. When you incorporate the ideas that are not your own you should always acknowledge it. That applies in the
world of AI, just as it did before.
Referencing Generative AI
The best advice is to go back to first principles. Work you submit needs to be your own. If you are unsure, you are
recommended to include a citation indicating where you used ChatGPT and for what, such as prompts or editing.
Quoting ChatGPT can be considered problematic as ChatGPT is not really a source in itself, it is an amalgamation of
sources and we do not know where they come from.
In-text referencing:
To acknowledge content or ideas retrieved from an AI tool, include in brackets, the AI details followed by the year of
the communication. This would appear within your sentence or paragraph where you reference the source directly.
Example: (OpenAI ChatGPT, 2024)
Reference list:
Name of AI Tool, Year, response to [Your name], (accessed date)
Example: OpenAI ChatGPT, 2024. ChatGPT response to John Citizen, (accessed 5th January 2024)
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What are the implications of unauthorised use of AI?
The unauthorised or unacknowledged use of AI in assessments is a form of cheating and is considered to be student
misconduct at UNSW. When unauthorised use of AI in assessments is determined, penalties may include a fail and
mark of zero for the course, through to suspension or permanent exclusion.
Turnitin’s AI writing detection
Turnitin’s AI writing detection tool calculates the overall percentage of text in the submitted document that was likely
generated by an AI writing tool, such as ChatGPT. The AI writing detection percentage and report are not visible to
students; only teachers are able to see the percentage on the AI writing indicator. The indicator is not a determination
of misconduct.
Translation & Grammar
UNSW is a university that teaches and assesses in English, except in language courses. Using digital translators is
often not recommended except in specific circumstances. One of the reasons is because language is not merely
words, but also based in particular contexts. A pure translation of words will not necessarily reflect the context. The
best way to produce English language work is to write in English. If your draft is not in English you cannot assume
your marker can read your work to verify that you understood the issues being assessed. The use of generative AI
including translators, such as Grammarly, is likely to appear in the AI writing detection percentage. It is recommended
that students should keep digital drafts of their work in English.
Current UNSW process when an assignment is flagged for having AI content by Turnitin?
If unauthorised or unacknowledged use of AI generation is detected, it is the same process that we currently have. It is
first handled at the College level. It will not be unusual for students to be asked to provide drafts of their work or have
a conversation about their work so they can demonstrate their knowledge and understanding of the learning for the
course/assessment. If a student is unable to articulate how they completed their assignment and are unable to show
the required learning outcome, their submission may be referred to the Conduct and Integrity Office and will follow the
Student Misconduct Procedures.
Please refer to the Student Handbook for more information.
Late Submissions
If you submit your assessment after the due date, you may incur penalties for late submission as per the Course
Outline.
Extensions
You are expected to manage your time to meet assessment due dates. If you do require an extension to your
assessment, it is very important that you ask your Course Coordinator or workshop leader first and request your
extension as early as possible before the due date.
Special Consideration
Special consideration is the process for assessing the impact of short-term events beyond your control (exceptional
circumstances), on your performance in a specific assessment task. Always seek advice from your Course Convenor
or tutor first, before applying for any special consideration.
What are circumstances beyond my control?
These are exceptional circumstances or situations that may:
•
•
•
•
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Prevent you from completing a course requirement,
Keep you from attending an assessment,
Stop you from submitting an assessment,
Significantly affect your assessment performance.
Assessment 1: Self-Reflection Video (Individual)
Video and Script – Week 4: Friday 31st May 4:00pm AEST
15%
Short video
3 minutes (+/– 10%)
(minimum 2:42 minutes; maximum 3:18 minutes)
Via Moodle course site
Description of assessment task
In our discussion of the socio-cultural lens, we introduced the concept of culture and its various dimensions and
features.
Reflection
Reflect on your two most important personal values, explain why you chose them based on your motivational goals,
and explain how others in your community share similar goals and how your values show you belong to a certain
culture.
Approach to the task
In the tutorial, you ranked the importance to you of each of Schwartz’s 10 basic values from one (1), indicating the
highest importance, to ten (10), representing the lowest importance.
Reflect on the following:
1. What are your top two personal basic values? Explain the personal importance of the motivational goals that
influenced your ranking by using self-reflection.
AND
2. Examine how these motivational goals align with those of other individuals within a community to which you
belong (for example, country, university, school, dancing, sporting, gaming, etc). Justify that your values
means that you are a member of this particular culture.
When constructing your reflection, you are to integrate and apply course concepts and ideas.
Structure
•
Your video should show you (head, shoulders and hand gestures), well-positioned, speaking to the camera as
if you were explaining to a friend.
•
Your video should have good lighting (well-lit room) and good audio (no background noise).
•
Your video should have a clear, coherent structure such as having an introduction and conclusion.
•
No images, slides, transcript or text.
•
No face mask.
•
Videos should ideally be recorded in a single continuous take; if editing is necessary, it should be limited to a
maximum of two cuts.
•
No edits to alter its playback speed. Penalties will apply.
* Engagement with your audience is much improved if you avoid reading from a script.
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Format
Acceptable video formats: .mov, .mp4, .mpeg. If your video is in a format inaccessible by the tutor, it cannot be
marked.
Submission instructions
1. Video
• Upload your video to Submission Link on Moodle; your video must be smaller than 200MB to upload
to Submission Link on Moodle;
OR
Upload your video to your UNSW OneDrive, put the link in a Word document and submit the Word
document to Moodle. How to access your UNSW OneDrive account
•
IMPORTANT:
• You must check permissions and access to your video. If your video is inaccessible by the tutor, it
cannot be marked.
•
Do NOT upload your video to other platforms such as YouTube or Google Drive. If your video is upload
to a platform other than Moodle and UNSW OneDrive, it cannot be marked.
•
Note: Videos are large files which take time to upload. Be aware of the submission deadline and plan
your upload. Check the quality and accessibility or you will incur late penalties.
2. Script
o
A script is a written version of everything you say in the video, from start to finish. It must capture
your dialogue word for word. An outline of your video content is not a script.
o
o
Upload your script to Turnitin on Moodle course site.
o
If you do not submit a script, your video will not be marked. This means you will not receive a mark
for Assessment 1 (15% of your total grade).
Acceptable format: .docx only. If a different file type is submitted, the marker may require the original
Word document to be sent via email.
Supporting resources and links
Access Assessment 1 supporting resources on Moodle prior to completing your assessment.
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Marking Rubric for Assessment 1: Self Reflection Video (Individual)
Criteria
%
Critical SelfReflection
40%
Fail
Pass
Credit
Distinction
High Distinction
Below 50
50-64
65-74
75-84
85-100
Identifies basic values
and motivational goals.
Identifies two basic
values and motivational
goals.
Accurately identifies two
basic values and
motivational goals.
Accurately identifies two
basic values and
motivational goals.
Develops and
communicates a
personal perspective on
the importance of the
motivational goals that
influenced ranking.
Develops and
communicates a strong
personal perspective on
the importance of the
motivational goals that
influenced ranking.
Adequate clarity and
insight into personal
experiences, with some
articulation of their
significance.
Clear clarity and
insightful analysis of
personal experiences,
demonstrating
understanding of their
significance.
Develops and
communicates a
sophisticated and indepth personal
perspective on the
importance of the
motivational goals that
influenced ranking.
Demonstrates a
reasonable
understanding of culture.
Demonstrates a
comprehensive
understanding of culture.
Demonstrates an
exceptional
understanding of culture.
Adequate understanding
of Schwartz’s Theory,
demonstrating
comprehension of most
key concepts.
Strong understanding of
Schwartz’s Theory, with
clear grasp of its key
concepts and principles.
Exceptional
understanding of
Schwartz’s Theory,
demonstrating nuanced
comprehension and
insights into its key
concepts and
implications.
Does not identify or
poorly identifies basic
values, motivational
goals.
Little or no reference to
the personal perspective
on the importance of the
motivational goals that
influenced ranking.
Lack of clarity or insight
into personal
experiences and their
significance.
Understanding &
Integration of
Course Concepts
40%
Demonstrates
misconceptions or no
understanding of culture.
Attempts to develop and
communicates a
personal perspective on
the importance of the
motivational goals that
influenced ranking.
Limited clarity and
insight into personal
experiences, with some
confusion or ambiguity.
Demonstrates a basic
understanding of culture.
Limited or inaccurate
understanding of
Schwartz’s Theory of
Basic Values.
Basic understanding of
Schwartz’s Theory, with
some key concepts
missing or
misunderstood.
No clear account of how
the motivational goals
align with those of other
individuals within a
community to which you
belong.
Provides a basic account
of how the motivational
goals align with those of
other individuals within a
community to which you
belong.
Provides an answer to a
different question.
Limited integration of
course material.
Provides a sound
account of how the
motivational goals align
with those of other
individuals within a
community to which you
belong.
Satisfactory integration
of course material.
Provides a critical
account of how the
motivational goals align
with those of other
individuals within a
community to which you
belong.
Strong integration of
course material.
Exceptional clarity and
profound insight into
personal experiences,
showcasing deep
understanding and selfawareness.
Provides a critical
understanding of how
the motivational goals
align with those of other
individuals within a
community to which you
belong.
Expertly integrating
course material.
Structure
10%
Does not present main
argument, ideas and
information logically or
coherently, e.g., does
not have a clear focus;
possibly contains
irrelevant or repetitive
material.
Development of ideas is
not clear or logical; key
points are not clearly
identified.
Communication
10%
Does not express
complex ideas and
information clearly in
language appropriate for
the intended audience
and purpose (using own
words where possible).
Word choice makes
meaning unclear.
A lot of reading from
script. Poor eye contact
with audience. Poor
body language to
support message
delivery. Difficult to
follow. No or little
variation in tone or
expression to make the
presentation engaging.
Video is edited to alter its
playback speed.
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Attempts development of
ideas relevant to the
assignment, but lacks
depth and focus; key
points are identified.
Development of ideas is
generally clear and
logical, but could be
more consistent; key
points are identified.
Development of ideas is
clear and logical; key
points are clearly
distinguished from
supporting material.
Development of ideas is
logical and insightful; key
points are clearly
distinguished from
supporting material.
Has an adequate
structure, such as having
an introduction and
conclusion (although
may be
underdeveloped).
Has an adequate
structure, such as having
an introduction and
conclusion.
Is well sequenced, easy
to follow and mostly
engages the audience’s
interest.
Is well sequenced, easy
to follow and engages
the audience’s interest.
Generally expresses
complex ideas and
information in language
mostly appropriate for
the intended audience
and purpose (using own
words as much as
possible).
Some reading from
script. Some eye contact
with audience. Some
body language to
support message
delivery. Somewhat
difficult to follow. Some
variation in tone and
expression to make the
presentation engaging.
Has a clear, coherent
structure such as having
an introduction and
conclusion.
Generally expresses and
explains where
necessary complex
ideas and information
clearly in language
appropriate for the
intended audience and
purpose (using own
words as much as
possible).
Expresses (and explains
where necessary)
complex ideas,
arguments and
information clearly and
concisely in language
appropriate for the
intended audience and
purpose (using own
words as appropriate).
No script reading.
Adequate eye contact
with audience. Adequate
body language to
support message
delivery. Adequate
variation in tone and
expression to make the
presentation engaging.
No script reading. Good
eye contact with
audience. Good body
language to support
message delivery. Good
variation in tone and
expression with stresses
and emphases to make
the presentation
engaging.
The arrangement of
ideas enhances the
audience’s
understanding.
Has a clear, coherent
structure such as having
an introduction and
conclusion.
Consistently expresses
(and explains where
necessary) complex
ideas, arguments and
information clearly and
concisely in language
appropriate for the
intended audience and
purpose (using own
words as appropriate).
Uses fluent, accurate
expression/grammar.
No script reading. Very
good eye contact with
audience. Very good
body language to
support message
delivery. Very good
variation in tone and
expression with stresses
and emphases to make
the presentation
engaging. Uses
energetic expressions.
Assessment 2: Lenses Business Report (Individual)
Week 10: Monday 8th July 4:00PM AEST
35%
Written Report
2,000 words (+/– 10%)
Via Moodle course site, through Turnitin
Description of assessment task
DPBS1150 introduces the idea of lenses – interpretive tools or heuristic devices which assist us to look at different
aspects of environmental learning and thus reach qualitatively different understandings. We apply lenses in this
course to make sense of complex global business environments. Changes in the business environment can represent
both threats and opportunities.
For this assessment, you are to assume the role of a consultant for a consulting firm specialising in providing expert
analysis to clients facing complex challenges. Your expertise has been sought to analyse the issues presented in a
case study.
The case study, instructions and marking rubric will be released on the Moodle course page in
Week 8 on Friday 2bth June 9:00AM AEST.
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Assessment 3: Group Sustainability Presentation
Team Agreement – Week 10: Friday 12th July 4:00PM AEST
Group Sustainability Presentation (Video and Script) – Week 12: Friday 26th July 4:00PM AEST
Group Sustainability Presentation (Group): 25%
Individual Presentation Engagement (Individual): 10%
Video of group presentation
7 minutes (+/– 10%) (minimum 6:18 minutes; maximum 7:42 minutes)
(each student individually presenting on camera for a minimum of 1 minute)
Via Moodle course site
Description of assessment task
Sustainability is one of the biggest concerns in the Global Business Environment. The United Nations Sustainable
Development Goals (SDGs) are an important step forward to achieving global sustainability. Your task is to create a
video informing incoming first-year UNSW students about how one of these SDGs impacts on the business
environment and how the SDGs are interrelated to the global business environment. You should demonstrate your
understanding of the complexity of the business environment by integrating the different lenses.
Approach to the task
This assessment has both group and individual assessment components. Your groups for the presentation will be
formed in Week 6 and there will usually be 4-5 students in a team, depending on class size. Tutors will give you more
information on group formation.
In your Assessment 2, you looked at issues through the course concepts and how they affected a specific business. In
this assessment, you are looking at an SDG and examining its future progress through the course concepts (not
looking at a specific business).
Your group will be given an SDG Target to examine for this assessment.
Your tutor will give you the SDG Target in Week 9.
Step One: Team Agreement (Compulsory – pre-requisite to marking of Group Presentation)
You will form your group in Week 6 tutorials, and develop a Team Agreement with your group members and elect a
group coordinator. Working in your group, you will need to have an initial meeting to complete the Team Agreement
using the template provided on Moodle. This will include:
•
•
undertaking the Diversity Audit
•
•
building effective team processes
determining team goals
managing team conflict (i.e. one group member does not contribute or participate in the meetings)
Reading and applying concepts from the following resources into your team agreement is critical for this task:
•
Tsedal Neeley, Global Teams that Work: A Framework for bridging social distance Vol.93/No.10. Harvard
Business Review. 2009; 93 (10):74-78; and
•
Art Markman, 3 Ways to Identify Cultural Differences on a Global Team 6/15/2018. Harvard Business Review
Digital Articles
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Managing group dynamics
Equal contribution from each group member is expected. Free riding is not accepted in this group assessment.
Management of group dynamics is your responsibility. You are expected to actively manage the group meetings and
activities and record members’ contributions. For a group to perform well, it is essential to:
•
have clear responsibilities for each group member.
•
have consistent group norms, such as regular meetings, communication, division of labour, and quality of
work.
•
•
clearly document procedures and agreed outcomes.
•
allocate video editing and production roles for your group presentation and ensure the equitable share of
tasks; i.e., slide design, editing, introduction presentation, additional research (more than one person can
work on any task).
take note of the meeting discussions and group dynamics. Individual group members should keep a journal
detailing all the activities undertaken in relation to their project.
Peer Evaluation Form
If you believe that some members of your team contributed very little to the group work, you may fill in the peer
evaluation form and e-mail it to your tutor and the course convenor. Your tutor will ask all other group members to fill
out the forms as well and make adjustments accordingly. Be prepared to provide independent evidence that supports
your claims of about the group members – typically records of shared collaboration sites, team meetings and
processes, etc.
You can find the Peer Evaluation Form on the Moodle course page under the Assessment 3 section.
Group coordinator
Each group must elect a group coordinator. The responsibilities of a group coordinator are:
•
•
•
•
manage group dynamics;
organise group meetings;
keep a journal of group activities and member contributions;
organise video presentation practice, and ensure presentation goes smoothly and every group member is
involved equally.
Sometimes you need to address situations where one or more members do not attend meetings or complete work. If
you feel one or several of group members are not equally/timely contributing, you should:
1) Clearly and early address such problems within the group (in a meeting, and keep a written record). The group
coordinator has the responsibility to discuss the issues with the group member as early as possible.
2) If (1) does not help, consult your tutor. If there are any complaints against a group member, the tutor can
request group members to submit their journals.
3) If (2) does not remedy the situation, your tutor will re-adjust marks (keep evidence of unequal contributions as
well as evidence of having tried to solve the issue, in case that your group members disagree).
Marking group members up/down is the last option; getting group members to perform is the priority.
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Submission instructions
•
Save the Team Agreement as PDF.
•
Submit your completed Team Agreement to Turnitin on Moodle by Week 10 Friday 4:00PM AEST/AEDT.
Only one member submits, no need for repeated submission from other members.
•
If your team does not submit a Team Agreement on time, your video of group presentation will not be
marked. This means you will not receive a mark for Assessment 3 (35% of your total grade).
•
If you do not take part in your Team Agreement, you will not receive a mark for Assessment 3 (35% of your
total grade).
Step Two: Group Work
Your group will be given an SDG Target to examine for this assessment. Read The 2030 Agenda for Sustainable
Development and the 17 United Nations SDGs. The webpage provides a complete overview of the 17 SDGs
and explained the purpose and significance of the goals as well as how they all connected.
Step Three: Group Video and Individual Presentation
You will present your given SDG and target and create a video that uses the different lenses covered in the course to
explain the importance of the SDG from multiple perspectives. Explain the purpose of the SDG and provide an in-depth
analysis of this goal from a socio-cultural, economic, political/legal and sustainability perspective.
Your video should answer the following questions:
1. Why is the SDG target (focus on the allocated target) important? And why should the audience care?
2. How does your given SDG interact with other SDGs? What are the interrelated positive and negative
correlations (synergies and trade-offs) between the SDGs?
3. What elements of the global business environment learned in this course make the progression toward the
SDG better or worse? What are the course concepts from the other three lenses that are relevant? Include
concepts that cover both long-term and short-term situations.
4. Why should companies get involved in achieving the SDG? What are the threats and opportunities for firms
getting involved? Please give reasons and examples.
Tips on producing your videos
•
Remember your audience: How can you present the information in a way that is engaging and maintain their
attention for the entire video?
•
The video production should be approached with a live format, rather than adopting a presentation-style
format resembling a Zoom session with PowerPoint slides or a slideshow.
•
Think about more creative ways to present your contents and engage the audience, for example, (1) panel
discussion in TV news room, (2) role plays and one member as CEO, another as policy maker, another as
marketing manager, another as consumer, another employee, etc. The more creative the presentation is, the
more engaging you are and thus more marks.
•
Storyboard your video before beginning. This is a helpful strategy in planning a group video.
•
Your video should have good lighting and good audio (minimal to no background noise).
•
•
Please ensure that the video is submitted without any edits to alter its playback speed. Penalties will apply.
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No face masks.
Group sections
•
The whole group is responsible for combining the individual perspectives into a cohesive and professional
presentation. This will include a combination of slides, images and video.
•
All group members are to contribute to the presentation/video equally. Each member within a group should
present for a similar amount of time.
•
Any person who does not present in the video will get zero (0) for Assessment 3, unless the person has
Special Consideration approval.
•
Credits: include a slide detailing the contributions of each member, i.e., if one student does the introduction
and another did editing – these should be acknowledged.
•
The group must include in-text (video) referencing (Harvard Referencing) in the video presentation by
adding captions whenever a reference is required. A List of Reference (Harvard Referencing) must also be
provided, including all sources directly cited in the presentation.
Individual sections
•
Each team member must present for a similar amount of time in the video (minimum 1 minute each). If you
do not appear in the video, you will not receive a mark for Assessment 3 (35% of your total grade).
•
The video must clearly show your face while you are presenting. Each person must be clearly
identified either verbally or with a name caption.
•
The individual section will be graded on your clear presentation of the material from your analyses.
Submission instructions
1. Video
o
Video must be smaller than 200MB to upload to Moodle; resizing for web optimisation Handbrake is
recommended. An alternative is to upload your video to UNSW OneDrive folder; then you can put
the link in a Word doc and submit the Word doc in Moodle. Do not upload to YouTube or Google
Drive, which often causes access issues for markers.
o
Video format can be .mov, .mpeg, .mp4. You must check permissions and access to this video. If
your video is inaccessible by the tutor, it cannot be marked.
o
Note: Videos are large files which take time to upload. Be aware of the submission deadline and plan
your upload.
2. Script
o
o
o
Upload your script to Turnitin on Moodle course site.
Only one member submits, no need for repeated submission from other members.
If your team does not submit a script, your video of group presentation will not be marked. This
means you will not receive a mark for Assessment 3 (35% of your total grade).
Supporting resources and links
Access the Assessment 3 support materials on Moodle prior to completing your assessment.
Page 12
Marking Rubric for Assessment 3: Group Sustainability Presentation (Group – 30%)
Criteria
%
Identification and
Key Points
40%
Identifies and
summarises key
points for an SDG
and the
interactions with
other SDGs.
Analysis,
Cohesion and
Synthesis
Overall ability of
the group to create
an engaging and
meaningful video
Pass
Credit
Distinction
High Distinction
Below 50
50-64
65-74
75-84
85-100
Key points are not clearly identified.
Little or no mention of why the SDG
is important, key points are not
clearly identified.
Identifies key points and attempts to
explain the SDG.
Identifies key points and explains
how the SDG is important and how
the SDG interacts with other SDGs.
Accurately identifies key points and
explains how the SDG is important and
how the SDG interacts with other SDGs.
Accurately identifies key points and explains how
the SDG is important and how the SDG interacts
with other SDGs.
Relevant and sound knowledge and
understanding of the sustainability
(e.g., SDGs) and its importance.
Demonstrated a strong understanding of
the sustainability (e.g., SDGs) topics.
Demonstrated an exceptional understanding of the
sustainability (e.g., SDGs) topics to an extreme
extent.
Inadequate knowledge and
understanding of the sustainability
(e.g., SDGs) and its importance.
No or very limited evidence of
reading and research.
40%
Integration and
synthesis of course
concepts; the
video successfully
brings together
different lenses to
provide a global
overview of the
business
environment,
highlighting risks
and opportunities
related to the given
SDG Target.
Communication
and Engagement
Fail
Reference to the connections
between the discussed SDGs and
examples is apparent but could be
more developed.
Inadequate integration and
synthesis of the course concepts,
levels, and lenses into their
discussion. No or limited connection
with the sustainability issues
identified.
The report is provided with a basic
synthesis of the course concepts,
levels, and lenses into their
discussion, attempt to apply this
understanding to explain the
sustainability issues identified.
Inadequate overview and synthesis.
No connection made between the
lenses or basis for an overview.
The video is provided with a basic
synthesis of the different levels and
lenses; attempt to draw conclusions
and to provide a global perspective
overview.
Provides an answer to an SDG
Target not given by the tutor.
Does not present main argument,
ideas and information logically or
coherently, e.g., does not have a
clear focus; possibly contains
irrelevant or repetitive material.
Development of ideas is not clear or
logical; key points are not clearly
identified.
Reads from script and poor eye
contact with audience. Poor body
language and visual aids.
Video is edited to alter its playback
speed.
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Evidence of some reading and
research and some knowledge of
sustainability topics.
Does not address sustainability/any
of the SDGs; no provision of related
examples
Conclusion does not summarise the
purpose of the report or the key
findings well. Lacks references.
20%
Relevant and sound knowledge and
understanding of the sustainability
(e.g., SDGs) and its importance.
Evidence of some reading and
research and some knowledge of
sustainability topics.
Evidence of reading and research and
substantial knowledge of sustainability
topics. Evaluates impact of risks and
opportunities on the SDG.
Evidence of reading and research beyond the
provided course material and thorough knowledge
with exceptional breadth and depth of sustainability
topics. Provides insightful evaluation. Synthesises
impacts of risks and opportunities on the SDG.
Reference to the connections
between the discussed SDGs and
examples is apparent but could be
more developed.
Reference to the connections between
the discussed SDGs and examples is
apparent and well-developed.
Good integration and synthesis of
the course concepts, levels, and
lenses into their discussion, applying
this understanding to explain the
sustainability issues identified.
Demonstrated a good understanding of
the course concepts, levels, and lenses
into their discussion, applying this
understanding to explain the sustainability
issues identified.
Demonstrated an excellent and insightful
understanding of the course concepts, levels, and
lenses into their discussion, applying this
understanding to explain the sustainability issues
identified.
Good overview and synthesis of the
different levels and lenses; research
and analysis are reflected to draw
conclusion and to provide a global
perspective overview.
Coherent overview and synthesis of the
different levels and lenses; research and
analysis are strong and used effectively to
draw conclusions and to provide a global
perspective overview with a focus on
sustainability.
Coherent and insightful overview and synthesis of
the different levels and lenses; research and
analysis are insightfully and effectively used to
draw conclusions and to provide a global
perspective overview with an integrated focus on
sustainability.
Conclusion attempts to summarise
the purpose and key findings of the
video but lacks succinctness and
cohesion with the rest of the video.
Conclusion is mostly relevant and
attempts to highlight the main
purpose and key findings of the
video in a mostly concise and
cohesive manner.
Attempts to develop ideas relevant
to the assignment but lacks depth
and focus.
Development of ideas is generally
clear and logical but could be more
consistent.
Has some structure, such as having
an introduction and conclusion
(although may be underdeveloped).
Has an adequate structure, such as
having an introduction and
conclusion.
Some reading from script. Some eye
contact with audience. Some body
language to support message
delivery.
No script reading. Adequate eye
contact with audience. Good level of
interest from audience. Adequate
body language to support message
delivery.
Conclusion is relevant and accurately
portrays the purpose and key findings of
the video in a concise and cohesive
manner. Aspects of the business
environment complexity are also
addressed.
Development of ideas is clear and logical;
key points are clearly communicated.
Is well sequenced, easy to follow and
engages the audience’s interest from time
to time.
Provided in-depth integration of the discussed
SDGs and succinct examples of the discussion.
Conclusion is highly relevant and very accurately
portrays the purpose and key findings of the video
in a concise and cohesive manner. Significant
aspects of the business environment complexity
are also addressed insightfully.
Development of ideas is logical and insightful; key
points are communicated in clear and engaging
ways.
Is well sequenced, easy to follow and engages the
audience’s interest all the time.
The video has some creativity and a
clear, coherent structure.
The video creativity enhances the audience’s
understanding and has a clear, coherent structure.
No script reading. Good eye contact with
audience. High level of interest from
audience. Good body language to support
message delivery.
No script reading. Very good eye contact with
audience, and very good body language to support
message delivery. Very good visual aids. Delivered
information engagingly and memorably.
Marking Rubric for Assessment 3: Individual Presentation Engagement (Individual – 10%)
Criteria
%
Communication
30%
Communicates
clearly and
concisely
Fail
Pass
Credit
Distinction
High Distinction
Below 50
50-64
65-74
75-84
85-100
Does not express (or explain
where necessary) complex ideas
and information clearly in
language appropriate for the
intended audience and purpose
(using own words where possible).
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information in language mostly
appropriate for the intended
audience and purpose (using own
words as much as possible).
Generally expresses and explains
where necessary complex ideas
and information clearly in
language appropriate for the
intended audience and purpose
(using own words as much as
possible).
Expresses (and explains where
necessary) complex ideas,
arguments and information clearly
and concisely in language
appropriate for the intended
audience and purpose (using own
words as appropriate).
Some repetition of ideas.
Easy to follow and understand.
Demonstrate the ability to
communicate clearly and
confidently.
Consistently expresses (and
explains where necessary)
complex ideas, arguments and
information clearly and concisely
in language appropriate for the
intended audience and purpose
(using own words as appropriate).
Uses fluent, accurate expression/
grammar.
Word choice makes meaning
unclear.
Individual
Engagement
Engaging the
listener as an
individual
70%
A lot of reading from script. Poor
eye contact with audience. Poor
body language to support
message delivery. Difficult to
follow. No or little variation in tone
or expression to make the
presentation engaging.
Some reading from script. Some
eye contact with audience. Some
body language to support
message delivery. Somewhat
difficult to follow. Some variation in
tone and expression to make the
presentation engaging.
Poor visual aids.
Some visual aids.
Video is edited to alter its playback
speed.
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No script reading. Adequate eye
contact with audience. Adequate
body language to support
message delivery. Adequate
variation in tone and expression to
make the presentation engaging.
Adequate visual aids.
No script reading. Good eye
contact with audience. Good body
language to support message
delivery. Good variation in tone
and expression with stresses and
emphases to make the
presentation engaging.
Good visual aids.
Demonstrate the ability to
communicate clearly, confidently,
and precisely.
No script reading. Very good eye
contact with audience. Very good
body language to support
message delivery. Very good
variation in tone and expression
with stresses and emphases to
make the presentation engaging.
Uses energetic expressions.
Engaging and creative
presentation style. Showed
creativity and flair. Very good
visuals.
Assessment 4: Tutorial Performance
Ongoing throughout the course (Week 1 to Week 11)
15%
Assessment of student participation in tutorials
During tutorial time
Tutorial participation in person
Description of assessment task
Tutorial Performance will be determined using the marking rubric in accordance with student involvement in tutorials.
Students will have the opportunity to demonstrate engagement, preparation, and teamwork in the tutorials each week.
Approach to the task
You can earn up to ten (10) marks per tutorial, which will be totalled at the end of the course and adjusted according
to the assessment’s weighting. Please note that each week has two tutorials, and each tutorial will have in-class
discussion and activities.
Please note that this is not a mark for attendance.
Page 15
Marking Rubric for Assessment 4: Tutorial Performance
Criteria
1
2
3
4
5
Late or Absent:
Student did not
attend the tutorial.
Minimal
Engagement:
Student attended but
showed minimal
participation or
interaction during the
tutorial.
Low Engagement:
Student participated
to some extent but
lacked consistent
engagement or
contribution.
Moderate
Engagement:
Student
demonstrated a
satisfactory level of
engagement,
contributing to
discussions and
activities.
High Engagement:
Student consistently
engaged in tutorial
activities,
contributing
thoughtfully and
actively participating
in discussions.
Exceptional
Engagement:
Student actively
contributing, initiating
discussions, and
demonstrating a
deep understanding
of the tutorial
material.
No Preparation:
Student did not
demonstrate any
preparation for the
tutorial. No evidence
of familiarity with the
material or readiness
for collaborative
activities.
Minimal
Preparation:
Student showed
minimal preparation.
Limited evidence of
understanding the
tutorial content or
readiness for
collaborative
activities.
Low-level
Preparation:
Student
demonstrated lowlevel preparation.
Some evidence of
understanding with
gaps in readiness for
collaborative
activities.
Moderate
Preparation:
Student exhibited a
moderate level of
preparation.
Evidence of
understanding the
tutorial content, and
adequate
preparation for
collaborative
activities.
High Preparation:
Student
demonstrated a high
level of preparation.
Consistent evidence
of understanding the
tutorial material, and
preparation for
collaborative
activities.
Exceptional
Preparation:
Student
demonstrated
outstanding level of
preparation. Clear
and comprehensive
evidence of deep
understanding of the
tutorial content, and
thorough preparation
for collaborative
activities.
Criteria
0
1
2
3
4
5
Teamwork
No Teamwork:
Student did not
collaborate or
engage with team
members during the
tutorial.
Limited Teamwork:
Student participated
in team activities but
showed minimal
collaboration or
cooperation.
Developing
Teamwork:
Student collaborated
with the team to
some extent, but
there were instances
of limited
cooperation.
Effective
Teamwork: Student
demonstrated
satisfactory
teamwork skills,
working well with
team members to
achieve common
goals.
Strong Teamwork:
Student consistently
collaborated
effectively,
contributing
positively to the team
dynamic and actively
supporting team
goals.
Outstanding
Teamwork:
Student consistently
demonstrated
exceptional
teamwork, actively
contributing,
facilitating
collaboration, and
positively influencing
the overall team
dynamic.
Engagement &
Demonstration
of Preparation
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