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MANAGEMENT DEVELOPMENT INSTITUTE OF SINGAPORE
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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
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.
QUESTIONS:
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)
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.
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.