International Business Environment

Paper instructions:
choose one topic from

PGBM04 International Business Environment–
London Camus

Submission Week: W/c 11    August 2014 (only for Full MBA)

This is an individual assignment. It will constitute 100% of your overall mark for the module. Please choose ONE question from the following FOUR. You are asked to

write an essay-style answer of about 3000 words on the topic you have chosen. All questions are equally weighted.

You are expected to develop your own arguments for each, based on your own critical reflection, as well as reading and discussion in the workshops.   This is not a

closed-book assessment. You are expected to use research-based academic work, such as journal articles, books, and other sources. Remember to provide full references,

using Harvard referencing, at the end of each answer for any material that you refer to.

All students must submit a Turnitin receipt with the paper copy submission.  The penalty for students who do not submit their assessed work through Turnitin is that

their mark is withheld and the assessment board may deem the work to have failed.

Students may submit drafts through Turnitin prior to submission and generate reports. The last submission prior to the deadline will be deemed to be the final

submission for assessment purposes.

This assessment covers all learning outcomes for the module.

Assessment Criteria:

For each question, the competent answer will be concise, accurate and clearly written in your own words. It will put forward your individual analysis of the issues

raised, rather than merely offer a descriptive account. It will be logically organised and contain a conclusion.

Your assignment should also consider and apply the relevant theories and your arguments should be supported by drawing on relevant literature and examples from

international business.  Where you draw on the views, words and research of others, these will be acknowledged as references and cited clearly in your answer

conforming to the Harvard referencing system.

The Generic PG assessment criteria are attached as well as a module interpretation in the form of a mark sheet.

The University’s Policy on Cheating, Collusion and Plagiarism will apply.

1.    Critically analyse the strengths and weaknesses of:

•    International Product Life cycle theory;
•    Krugman’s First Mover Advantage Theory; and
•    Porter’s Diamond model;

as explanations of how modern international businesses trade.

Support your arguments with recent case study examples of companies/countries of your choice.

2.    Explain why governments may advocate free trade whilst at the same time resort to protectionism to protect their domestic industries.  In the second part of

your answer, explain what types of barriers may be used and what impact they have on consumers and producers.  (Note: Each part of the question has equal weighting).

3.    Evaluate the significance of key drivers in the globalisation of the world economy.Why do some commentators argue that the international business environment

hasbecome more regional than global? What would be the implications for production strategies of companies if this is the case?

4.    Assess the relative merits of the different ways in which government policies can help to build innovative capacity in a country’s companies. How do the

various policy choices differ in relation to different stages of economic development of the company concerned? Support your arguments by referring to particular case

study examples froma country of your choice.

Assessment      Criteria Details    Marks
Criteria        Allocated    Actual
Relevance    The Relevance of the work examined to its selected question.    20%
Knowledge    The work should have a substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein.    20%
Analysis    The analysis should be comprehensive, clear and orderly.    20%
Argument and
Structure    The argument should be well supported, focussed, clear and logically structured.    10%
Critical
Evaluation    The work should contain distinctive or independent thinking; and formulate an independent position in relation to theory and/or practice.    20%
Presentation    The work is well written, with standard spelling and grammar, in a readable style with acceptable format.    5%
Reference to
Literature    Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated

source material.    5%
Total Marks        100%
Comment

R. Woodfield                                                           Moderated by H. Seddighi

Generic Assessment Criteria – Postgraduate – {to be interpreted according to the level at which you are working & related to the assessment criteria of the module}
Grade    Relevance    Knowledge    Analysis    Argument &Structure    Critical Evaluation    Presentation    Ref.  to Literature
Pass    86 – 100%    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 qualification.  There is also ample 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 exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation,

originality, and elegance of argument, interpretation or discourse.
76-85%    The work examined is outstanding 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 outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of

argument, interpretation or discourse.

70 – 75%    The work examined is excellent and is evidence of 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 satisfied. At this level it is expected that

the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,

interpretation or discourse.

60 – 69%    Directly relevant to the requirements of the assessment    A substantial knowledge of relevant material, showing a clear grasp of themes, questions and

issues therein    Comprehensive analysis – clear and orderly presentation    Well supported, focussed argument which is clear and logically structured.    Contains

distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.      Well written, with standard spelling

and grammar, in a readable style with acceptable format    Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very

good use of a wide range of sophisticated material.

50 – 59%    Some attempt to address the requirements of the assessment: may drift away from this in less focused passages    Adequate knowledge of a fair range of

relevant material, with intermittent evidence of an appreciation of its significance    Significant analytical treatment which has a clear purpose    Generally

coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)    May contain some distinctive or independent thinking; may begin

to formulate an independent position in relation to theory and/or practice.      Competently written, with only minor lapses from standard grammar, with acceptable

format     Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts.  Competent

use of material.
40 – 49%    Some correlation with the requirements of the assessment but there is a significant degree of irrelevance     Basic understanding of the

subject but addressing a limited range of material    Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical

purpose    Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s)

couched in simplistic terms    Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the

topic    A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader    Evidence of use of appropriate

literature which goes beyond that referred to by the tutor.  Frequently only uses a single source to support a point. Weak use of quotation
Fail    35 – 39%    Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms    A

limited understanding of a narrow range of material    Largely descriptive or narrative, with little evidence of analysis    A basic argument is evident, but mainly

supported by assertion and there may be a  lack of clarity and coherence    Some evidence of a view starting to be formed but mainly derivative.    Lots of

deficiencies in expression and presentation; writer  achieves clarity (if at all) only by using a simplistic/ repetitious style    Barely adequate use of literature.

Over reliance on
material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence

provided 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.
15-29%    The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification.  The evidence 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.
0-14%    The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification.  The 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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