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UNIVERSITY OF SUNDERLAND

AND
MANAGEMENT DEVELOPMENT INSTITUTE OF SINGAPORE

Course : Master of Business Administration


MBSD5 1917A-MBSD5 1918A_MBSE2 1918A
Master of Business Administration (SCM)
MSCD5 1905A_ MSCE2 1803A_ MSCE2 1905A
Master of Business Administration (SCM)
MHRD5 1903A_ MHRE2 1801A
Module : PGBM16 Global Corporate Strategy
MDIS Module Tutor : Dr.Alby
Assessment : Individual Assignment
Due Date : 11 September 2019
Word Length : 3,000 words +/- 10%
Please refer to AQH-F15 Guidance for Students on the
Penalty for Exceeding the Limit for Assessed Work.

Weighting within Module : 100%


___________________________________________________________________
Assignment Submission
Students are required to submit their coursework through JIRA. Only assessments submitted
through JIRA will be marked. Any other submission including submission to your study
centre in hard copy will be treated as a non-submission.

If your centre supports Turnitin©, a copy of your Turnitin© originality report must be
submitted in conjunction with your assignment.
PLAGIARISM/INFRINGEMENT STATEMENT
All Assessments are subject to the University’s Policy on 'Cheating, Collusion and
Plagiarism'. Students found guilty of this are subject to severe penalties.

This is an INDIVIDUAL piece of work - If there is evidence that the work is not wholly
attributable to you, the University's policy on 'Cheating, Collusion and Plagiarism' will be
applied. Link to University Academic Integrity and Misconduct Policy
 https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
University of Sunderland
PGBM16 Global Corporate Strategy
Assessment Methods

The module will be assessed by an individual written assignment. The weighting of this
Individual Report will be 100%. All learning outcomes will be assessed.
The standard University Regulations relating to the Infringement of Assessment Regulations
apply. All work must be referenced using the Harvard Referencing System (please look at
your Programme Handbook for copies of these important documents).
The Business School takes any infringement of the regulations (through cheating, collusion
and plagiarism) extremely seriously and if an allegation of infringement is proven against
you, it may prevent you from completing the programme.
The standard Model Regulations for the University’s Modularised Programmes (see
Programme Handbook) will apply and if you have any queries about the assessment or the
regulations governing them please contact the module leader as soon as possible.
Marking Scheme
70% - 100% = Distinction
60% - 69% = Merit
40% - 59% = Pass
0% - 39% = Fail

ASSESSMENT
- INDIVIDUAL ASSIGNMENT (100% marks)
Case Study:
What’s Next for Facebook
This individual assignment will assess all the learning outcomes below.

Learning Outcomes:
1. Demonstrate critical understanding and application of relevant theories associated with
global corporate policies and strategies.
2. Understand the holistic nature of strategy and apply analytical techniques to solve
complex problems in real life organizations
3. Demonstrate knowledge of the strategic decision making process through critical
analysis of how strategic decision making enables an organisation to relate to its global
business environment.
4. Critically evaluate and monitor the business mission, objectives and policies of
international organisations.
5. Use critical reflective skills to reflect on the impact of their understanding on the
problem solving process
Internally Moderated by: Module Tutors

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Introduction
This individual assignment will be assessed by means of a 3,500 ± 10% word report. The
assignment has been designed to allow you to develop and use your knowledge and skills in
understanding key strategic issues relating to the nominated organisation. You will be
required to apply the strategy concepts and analytical techniques studied in this module.
Task
Your task is to carry out a critical analysis and evaluation of the strategies adopted by the
case organisation, using the information provided and other materials researched. You will be
expected to select and apply appropriate theories, techniques and models studied during the
module whilst having regard to the practical aspects of strategy development.
Your assignment should be presented in a business report format and should be within the
range 3,500 ± 10% words (excluding executive summary, tables, figures, references and
relevant appendices). The report should include a title page and executive summary and be
fully and consistently referenced, using Harvard Referencing style.

It is recommended that you research information additional to the case study to support
your arguments. This may be obtained from a diverse range of sources and you are
encouraged to research the issues in whichever way you deem appropriate.

Assessment Criteria
This module will be assessed on the basis of this assignment. In the event of failing this
assignment, normal referral / deferral procedures will apply. This assignment carries a
weighting of 100%. The assessment will focus on the level of ANALYSIS carried out. That
is, the application of THEORETICAL CONCEPTS studied in the module to the ‘practical’
case study presented. In other words, you should proceed beyond a DESCRIPTION of the
company and its actions. You should be analysing ‘why’ rather than describing ‘what’. The
assignment will be assessed and moderated by two members of staff in accordance with the
marks allocated to each of the questions detailed below. 10% of the marks are set aside for
the ‘presentation’ criteria.

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Academic Rigour
 your ability to isolate the key strategic issues
 the coherence and depth of the analysis of those issues
 the ability to analyse the strategy context within which companies operates
 the ability to critically review and evaluate strategic decisions made by companies
Methodology
 the use of relevant evidence, from material provided and personal research to support any
statements made
 the appropriateness of the methods used and theoretical models and frameworks applied
 the breadth and depth of research undertaken
Evaluation of data
 the ability to make sound recommendations or conclusions arising from the analysis
 the soundness of arguments put forward
Presentation
 the summary of arguments
 report layout and format
 use of illustrative material and evidence to support arguments
 the appropriateness of length
 the quantity and accuracy of referencing

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Case study

‘What is Facebook, Really?’


Facebook, Inc. is an American online social media and social networking service company. It
is based in Menlo Park, California. Its was founded by Mark Zuckerberg, along with fellow
Harvard College students and roommates Eduardo Saverin, Andrew McCollum, Dustin
Moskovitz and Chris Hughes.
Facebook held its initial public offering (IPO) in February 2012, valuing the company at
$104 billion, the largest valuation to date for a newly listed public company. Facebook had
more than 2.2 billion monthly active users as of January 2018. Facebook offers other
products and services. It acquired Instagram, WhatsApp and Oculus Rift and independently
developed Facebook Messenger.
However, some dark clouds have begun to appear. Facebook receives very negative media
coverage, and has been at the centre of many controversies, revolving around user
privacy and psychological effects. The company has faced intense pressure over censorship
and over content that some users find objectionable.
Facebook functions in an industry where technologies, as well public tastes, change very
rapidly. It has seen a dramatic growth since its inception but will it be able to weather the
current challenges as wll as those to come?
This case study is based on an article in the Harvard Business Review titled ‘What is
Facebook, really?’

QUESTIONS:

QUESTION 1. Facebook has notched up many successes as well as some failures.


Critically evaluate the success as well as the failure of the group. (30 marks)

QUESTION 2. Employing strategic tools learnt in the course of the module, make
recommendations to sustain the successes of the group in the future. (30 marks)

QUESTION 3.What are the strategic lessons that the Facebook case study offers, that
would be of value to companies around the world today? (30 marks)

QUESTION 4.Critically reflect on the impact of this assignment on your understanding of


global corporate strategy in the context of today’s business world. (10 marks)

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Generic Assessment Criteria – Postgraduate
These should be interpreted according to the level at which you are working

Categories
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the
86 – qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is
100% expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument,
interpretation or discourse.
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also
excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be
76-85%
excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and
some evidence of originality.
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.
70 – There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected
75% that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,
interpretation or discourse.
Directly relevant to A substantial Comprehensive Well supported, focussed Contains distinctive or Well written, with Critical appraisal of up-to-
the requirements knowledge of analysis - clear argument which is clear independent thinking; standard spelling date and/or appropriate
of the assessment relevant material, and orderly and logically structured. and begins to and grammar, in a literature. Recognition of
60 –
showing a clear presentation formulate an readable style with different perspectives.
69%
Pass

grasp of themes, independent position acceptable format Very good use of a wide
questions and in relation to theory range of sophisticated
issues therein and/or practice. source material.
Some attempt to Adequate Significant Generally coherent and May contain some Competently Uses a good variety of
address the knowledge of a fair analytical logically structured, using distinctive or written, with only literature which includes
requirements of range of relevant treatment which an appropriate mode of independent thinking; minor lapses from recent texts and/or
50 – the assessment: material, with has a clear argument and/or may begin to standard grammar, appropriate literature,
59% may drift away intermittent purpose theoretical mode(s) formulate an with acceptable including a substantive
from this in less evidence of an independent position format amount beyond library
focused passages appreciation of its in relation to theory texts. Competent use of
significance and/or practice. source material.
Some correlation Basic Some analytical Some attempt to construct Sound work which A simple basic style Evidence of use of
with the understanding of treatment, but a coherent argument, but expresses a coherent but with significant appropriate literature
requirements of the subject but may be prone to may suffer loss of focus position only in broad deficiencies in which goes beyond that
40 –
the assessment addressing a description, or to and consistency, with terms and in uncritical expression or referred to by the tutor.
49%
but there are limited range of narrative, which issues at stake stated only conformity to one or format that may Frequently only uses a
instances of material lacks clear vaguely, or theoretical more standard views pose obstacles for single source to support a
irrelevance of the topic the reader point.

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analytical mode(s) couched in
purpose simplistic terms
Relevance to the A limited Largely A basic argument is Some evidence of a Numerous Barely adequate use of
requirements of understanding of a descriptive or evident, but mainly view starting to be deficiencies in literature. Over reliance
the assessment narrow range of narrative, with supported by assertion formed but mainly expression and on material provided by
may be very material little evidence of and there may be a lack derivative. presentation; the the tutor.
35 – intermittent, and analysis of clarity and coherence writer may achieve
39% may be reduced to clarity (if at all) only
its vaguest and by using a
least challenging simplistic or
terms repetitious style
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
Fail

The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided
30 – shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
34%

The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence
15-29%
shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The
0-14% evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the
indicators.

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