LCBB4005 Global Business Environment Assessment 1 - Essay Prowess

LCBB4005 Global Business Environment Assessment 1

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Category:
Programme:BABM
Module:Global Business Environment
Module code:LCBB4005Contribution to Overall Module Assessment (%):50%
Lecturer:Dr Rexon NtingInternal Verifier:Anupam Mazumdar
Assignment Title:Global Business Environment Assessment 1Word count (or equivalent):Task 1 – Business Environment analysis – 60% – (2500 words (+)10%)       Task 2- Evaluation of Business Environment. (Submission of ppt slides)- 40%
Submission deadline:To be announced by the Assessment team- Please refer to the assessments schedule published on Students’ Hall in MoodleReturn date of provisional marks & written feedback:20 working days after submission deadline
Submission method:All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.
Academic honesty / referencing:Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.
Module Learning Outcomes (from module syllabus)
  Upon the successful completion of this module, the student should be able to demonstrate the ability to:   Recognize the major forces shaping the global business environment and gain an understanding of the changing global business environment.Apply relevant business and corporate governance models (PESTLE, Porters Diamond, Value Network, Porters Five forces, Hofstede, etc) within the context of an international business environment.Identify and critically evaluate the reasons why organizations engage in international tradeAssess markets in action, understanding their micro-economic and macroeconomic foundations, different market structures and their influence on a firm’s strategy, long run and short run changes and the major features of the current international economy.
Text Box: TASK DESCRIPTION

Task Description/Scenario:

It’s a Small World

Do you wear Nike shoes, Adidas or Timberland boots? Buy groceries at Tops Friendly Markets, Giant Stores, or Stop & Shop? Listen to Beyonce, Pitbull, Britney Spears, Jennifer Lopez, the Dixie Chicks, Foster the People, or the Dave Matthews Band? If you answered yes to any of these questions, you’re a global business customer. Both Nike and Timberland manufacture most of their products overseas. The Dutch firm Royal Ahold owns all three supermarket chains. Sony Music, the label that records Beyonce, J. Lo, the Dixie Chicks, and the other artists mentioned, belongs to a Japanese company but makes their CD’s and other products in factories located in different parts of the world.

Take an imaginary walk down Orchard Road, the most fashionable shopping area in Singapore. You’ll pass department stores such as Tokyo-based Takashimaya and London’s very British Marks & Spencer, both filled with such well-known international labels as Ralph Lauren Polo, Burberry, Chanel, and Nokia. If you need a break, you can also stop for a latte at Seattle-based Starbucks.

When you’re in the Chinese capital of Beijing, don’t miss Tiananmen Square. Parked in front of the Great Hall of the People, the seat of Chinese government, are fleets of black Buicks, cars made by General Motors in Flint, Michigan, USA. If you’re adventurous enough to find yourself in Faisalabad, a medium-size city in Pakistan, you’ll see locals riding donkeys, camels pulling carts piled with agricultural produce, and Hamdard University, located in a refurbished hotel. Step inside its computer labs, and the sensation of being in a faraway place will likely disappear: on the computer screens, you’ll recognize the familiar Microsoft flag—the same one emblazoned on screens in Microsoft’s hometown of Seattle and just about everywhere else on the planet. Some of the Microsoft products are produced in asia and many different parts of the world but sold globally.

The globalization of business is bound to affect you. Not only will you buy products manufactured overseas, but it’s highly likely that you’ll meet and work with individuals from various countries and cultures as customers, suppliers, colleagues, employees, or employers. The bottom line is that the globalization of world commerce has an impact on all of us. Therefore, it makes sense to learn more about how globalization works.

In light of the scenario above, answer the question below:

Task 1- 60%: Report (2500 words – individual submission)

A UK (or any developed country) based company is considering moving its production facilities to another location in a developing country. However, the company is concerned about the differences in business environmental factors and its impact on the organization and management of its business operations in the developing country. Therefore, as an analyst who understands how changes in the business environments can impact global businesses, you have been tasked to prepare an inclusive report for the senior management of the company addressing some concerns that you think may affect the smooth running of the business globally. In addition, you should also propose strategies that needs to be applied if the company wants to succeed in the developing country.

You can approach the report by discussing the following:

  • An inclusive introduction to the context of international business and business environmental analysis and organizational strategy.
  • Brief introduction to the selected developing country (A developing country of your choice).
  • Application of theories of business environment on the selected context/Country (PESTLE, Porters Diamond, Value Network, Porters Five forces, Hofstede, etc).
  • Critical evaluation of opportunities and challenges that are present and how to manage aspects of corporate governance, business strategy and cultural sensitivity when doing business in the selected country supported by relevant examples.
  • Discuss and analyze the different barriers experienced by foreign businesses in the selected country supported by different examples.
  • Provide appropriate strategies and other relevant recommendations to enable the company to succeed in the selected developing country.
  • Conclude your report.

Please Note:

Relevant environmental analysis and corporate governance theories must be identified and appropriately integrated into the assignment.

NB: Supplementary Task 300 words needs to be submitted to the lecturer by week 6.

Write an introduction for the report. This should include:

Briefly introduce the business organization you have chosen to write the report about, what project you have chosen for the organization to initiate and briefly introduce the key business environment analysis and strategy that will be applied for the growth and development of the company.

This introduction will form the basis for your report and can be resubmitted with the final report.

Task 2- Evaluation of Business Environment (Submission of ppt slides) – 40%

You are required to produce an academic presentation (about 10 ppt slides). You will try to pursue the senior management team of the organisation for approval of the investments. You are expected to explain the key opportunities and challenges that are present in the developing country that you plan to set up the factory at. Explain the key issues that you have uncovered about doing business in this country and how you are going to exploit the opportunities and manage its challenges. All relevant arguments presented here must come from your written report and you must demonstrate strong evidence of knowledge on the key opportunities and challenges that you have mentioned in the report during the presentation. You can use appropriate aids/tools to make your presentation more appealing. The presentation tests knowledge and understanding skills and transferable skills for life and professional practice.

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Guidance/rules for presentation:

–          Present and discuss the key findings and conclusions of the work in ppt slides, and challenges and limitations that would hinder the recommendations suggested for the successful execution of the business.

  • Content Is Important, but Keep It Concise

–          Presentation should highlight the key points, should be short and to the point (include only keywords and phrases for visual reinforcement)

  • If you are using graphics and charts, make sure they are not difficult to read, limit animation (too much animation can be distracting), and a box indicating the key reference/s (if any).

–          The Presentation will likely take place in week 10 but the assessment team are going to inform you via email.

Text  Description automatically generated

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NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

  1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to- date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work.

Guidance specific to this assessment:

2.    Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.

Guidance specific to this assessment:

3.    Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed.

Guidance specific to this assessment:

4.    Practical Skills

At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria.

Guidance specific to this assessment:

Page 6 of 12

5.    Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

Guidance specific to this assessment:

Page 7 of 12

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

  Generic Assessment CriteriaMarks available  Marks awarded
1. Engagement with Literature Skills .10 
   
2. Knowledge and Understanding Skills20 
   
3. Cognitive and Intellectual Skills20 
   
4. Practical Application Skills40 
   
5. Transferable Skills for Life and Professional Practice10 
   
Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )Late Submission Penalties (tick if appropriate)  100%
Up to 1 week late (40% Max) 
Over 1 week late (0%) 

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Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
Level 4FAILMARGINAL FAILSATISFACTORY (3rd / Pass)GOOD (2.2 / Pass)VERY GOOD (2.1 / Merit)EXCELLENT (1st / Distinction)EXCEPTIONAL (1st / Distinction)
Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%
Engagement with literature (including reading, referencing, academic conventions and academic honesty)Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non- authoritative. Referencing conventions used incoherently or largely absent.Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently.Engagement with an appropriate range of literature, including sources retrieved independently. Some over- reliance on texts rather than other sources. Referencing may show minor inaccuracies or inconsistencies.Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies.Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.Exceptional engagement with an extensive range of relevant and credible literature. High- level referencing skills consistently applied.
Knowledge and understanding (Knowledge of the basic underlying concepts andMajor gaps in knowledge and understanding of the basic underlying concepts andGaps in knowledge of the basic underlying concepts and principles, with flawed orLimited knowledge and understanding of the basic underlying concepts andKnowledge of the basic underlying concepts and principles is accurate with aCompetent knowledge of the basic underlying concepts and principles. Exhibits veryExcellent knowledge and understanding of the basic underlying concepts andExceptional, detailed knowledge and understanding of the basic underlying
Level 4FAILMARGINAL FAILSATISFACTORY (3rd / Pass)GOOD (2.2 / Pass)VERY GOOD (2.1 / Merit)EXCELLENT (1st / Distinction)EXCEPTIONAL (1st / Distinction)
Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%
principles of a subject.)principles of the subject matter. Inclusion of irrelevant material. Substantial inaccuracies.superficial understanding. Some significant inaccuracies and/or irrelevant material.principles within the subject area. Some elements may be missing.good understanding of the field of study but lacks depth and/or breadth.good understanding.principles of the subject.concepts and principles
Cognitive and intellectual skills (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Minimal or no use of evidence to back up views.Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.Limited attempt at evaluation of the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis- interpretation.Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements.Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise arguments using evidence to make mostly appropriate and valid judgements.Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.
Practical skills (Different approaches to solving problems in particular contexts.)Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application.Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration andAn adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques.A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation ofA very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context ofAn advanced application of a range of taught, basic methods, materials, tools and/or techniques. The context of the application isExceptional levels of application and deployment skills in particular practical contexts. Outstanding identification of
Level 4FAILMARGINAL FAILSATISFACTORY (3rd / Pass)GOOD (2.2 / Pass)VERY GOOD (2.1 / Merit)EXCELLENT (1st / Distinction)EXCEPTIONAL (1st / Distinction)
Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%
 Very weak evidence of different approaches to problem-solving in particular contexts.competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts.Basic appreciation of the context of the application. Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors.the context of the application. Good evidence of different approaches to problem-solving in particular contexts and proposes mostly appropriate solutions.the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.
Transferable skills for life and professional practice (Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.)Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively individual or as part of a group. Little or no evidence of the skills for employment requiring the exercise of some personal responsibility.Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring theMostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence and/or accuracy in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility, with some areasMostly coherent, organised and accurate work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness.Work is accurate, coherent, fluent, well-structured and organised. Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness.Work is coherent, very fluent and is presented professionally. Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellent skills for employment requiring the exercise of some personal responsibility with an appetite for further development.Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development.
Level 4FAILMARGINAL FAILSATISFACTORY (3rd / Pass)GOOD (2.2 / Pass)VERY GOOD (2.1 / Merit)EXCELLENT (1st / Distinction)EXCEPTIONAL (1st / Distinction)
Category0-29%30-39%40-49%50-59%60-69%70-84%85-100%
  exercise of some personal responsibility.of minor weakness.    

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