ASSESSMENT: BMS0076 The Context of International Business
Module Code: BMS0076
Module Title: The Context of International Business
Assessment Type
(Initial) Individual coursework
Academic Year 2022/23 Block 3&4
Assessment Task
The assessment includes four essay questions, please answer all four questions. For each question, you are expected to write up to 1,000 words.
Duration: N/A Word Count: For each question, you are expected to write up to 1,000 words. 4,000 words in total for the whole assessment (excluding tables, figures, references and appendices).
Task specific guidance:
Q1: As of 1 January 2021, EU trade agreements no longer apply to the UK. UK has signed and/or is negotiating new trade agreements with other countries. Use relevant trade theories to explain why UK needs to establish new trade agreements with other countries. What are the benefits, and what might be the drawbacks?
Q2: Choose a MNE (i.e. headquartered in a non-UK country), critically discuss why the chosen MNE should undertake investment in the UK in the context of OLI framework.
Q3: You are the CEO of a company that has to choose between making a $100 million investment in the UK or China. Both investments promise the same longrun return, so your choice is driven by risk considerations. Assess the various risks of doing business in each of these nations. which investment would you favour and why?
Q4: Use relevant theories and examples to explain why do MNEs need to learn about culture in international business?
WORD COUNTS – For each question, you are expected to write up to 1,000 words. 4,000 words in total for the whole assessment (excluding tables, figures, references and appendices) Task specific guidance:
PG Assessment Brief and Assessment Criteria 21-22
By answering these questions, you are required to
• demonstrate clear understanding of the relevant concepts/theories
• read and engage with relevant literature
• use of evidence and sources to support the answer
• present clear and logical arguments Assessment support:
Each essay question corresponds to a specific lecture topic. At the end of each week’s 3 hour on-campus workshop, your tutors will allocate time to discuss and support you to begin preparing for that week’s essay question.
During the online support sessions, you are free to ask any assessment related questions.
Your tutors will also allocate time in the last week’s workshop to support you for this assessment.
If you require additional supports, please contact your module tutors.
Assessment reading:
Reading list will be provided in your regular lectures on a weekly basis.
Essay development:
You are advised to follow these steps to develop answers to your essays.
Stage 1 – broad reading
To answer the essay question, you will need to read widely around the topic. A few references are given above to give you a direction, but this is not an exhaustive list. You need to do your own literature search and review.
Stage 2 – selecting relevant material
Having undertaken wide reading, you need to bring your ideas together. Try to make a list of the theories/concept/arguments you have identified and ensure that you understand them (this might mean doing some further work). What issues are interesting here – do all of the authors agree with one another? Stage 3 – organising the material you have identified into an argument
This is a creative part which demonstrates that you can undertake ‘critical’ and ‘evaluative’ work. Your task is to convey that you have understood the available literature, bring in your own arguments and put them together in a meaningful and original manner (not copying other people). You need to think about the logical
way of grouping different ideas and how you can best convey that.
Stage 4 – drafting your work
It is likely that you will have to draft it and edit it a number of times. The first attempt may look very rough.
Stage 5 – polishing your work
Edit, edit, edit. Check that your arguments are linked fluently. Make sure your references are presented in the right format. What makes your work original and interesting?
General study guidance:
• Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.
• Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style. For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
• The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk.
• If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop.
• Do not exceed the word / time / other limit.
Assessment criteria
• The Assessment Criteria are shown the end of this document. Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.
• These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.
• The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them on busstudenthub@hud.ac.uk
Learning Outcomes
This section is for information only.
The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.
On completion of this module, students will need to demonstrate:
Knowledge and Understanding
On completion of this module students will:
1. Demonstrate a conceptual and critical understanding of the complex and inter-related nature of international business environment
2. Have a critical awareness of theories which explain international trade and investment patterns and be aware of sources of data used to explain trade and investment patterns.
Ability
On completion of this module students will:
3. Express and justify an individual perspective on key discourses relating to the international business environment
4. Critically apply international business theory and techniques to complex business scenarios drawing on relevant data sources and literature
Please note these learning outcomes are not additional questions.
Submission information
Word Limit: 4,000 words in total (excluding tables, figures, references and appendices)
Up to 1, 000 words for each essay question
Submission Date: 10/02/2023 (Block 3&4)
Feedback Date: Monday, 6th March, 2023 (Block 3&4)
Submission Time: 15.00
Submission Method: Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: busvle@hud.ac.uk

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Appendix 1 PGT Assessment Criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
PGT Generic Assessment Criteria
Unacceptable Unsatisfactory Pass Merit Distinction
0 – 9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Fulfilment of relevant learning outcomes Not met or minimal Not met or minimal Not met or
partially met Not met or
partially met Pass Pass Pass Pass Pass
Response to the question /task No
response Little
response Insufficient response Adequate response, but with limitations Adequate response Secure response to assessment task Very good response to
topic;
elements of sophistication Clear
command of
assessment
task; sophisticated approach Full command of assessment task; imaginative approach demonstrating flair and creativity
PGT Assessment Criteria
Unacceptable
A superficial answer with only peripheral knowledge of core material and very little critical
ability Unsatisfactory
Some
knowledge of
core material but limited. Pass
A coherent and
logical answer which shows
understanding
of the basic principles Merit A coherent answer that
demonstrate s critical evaluation Distinction
An exceptional answer that reflects outstanding knowledge of material and critical ability
0-9 10-19 20-34 35-49 50-59 60-69 70-79 80-89 90-100
Conceptual Entirely lacking Typically, only Knowledge of Marginally A systematic Approaching Excellent. Insightful. Striking and
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and critical understanding
of
contemporary / seminal knowledge in the subject 30 marks in evidence of knowledge and understanding able to deal with terminology, basic facts and concepts concepts falls short of prescribed range
Typically only able to deal with terminology, basic facts and concepts insufficient.
Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment understanding
of knowledge;
critical
awareness of current problems and/or new insights; can evaluate
critically
current research and can evaluate methodologies excellence in some areas with evidence of the potential to undertake Research. Welldeveloped relevant argument, good degree of accuracy
and
technical competence Displays (for example): high levels of accuracy; evidence of the potential to undertake research; the ability to analyse primary sources critically. Displays (for example): excellent research potential;
flexibility of thought; possibly of publishable quality. insightful.
Displays (for example): publishable quality; outstanding research potential; originality and independent thought; ability
to make
informed judgements.
Presentation
10 marks Length requirements may not be observed; does not follow academic conventions; language errors impact on
intelligibility Length requirements may not be
observed; does not
follow academic conventions; language errors impact
on intelligibility Length requirements may not be
observed; does not
follow academic conventions; language errors impact
on intelligibility Length requirement met and academic conventions mostly followed. Minor errors in language Length requirement met and academic conventions mostly followed. Possibly very minor errors in language Good
standard of presentation ; length requirement met, and academic conventions followed Very good standards of presentation Professional standards of presentation Highest professional standards of presentation
Use of evidence and sources to support task 30 marks Some irrelevant and/or out of date Sources Some
irrelevant and/or out of date Sources Some
irrelevant and/or out of date Sources Limited sources Comprehensiv e
understanding of techniques applicable to own research or advanced scholarship Complex work and concepts presented, key texts used
effectively Full range of sources used
selectively to support argument Full range of sources used
selectively to support argument Full range of sources used
selectively to support argument
Development of ideas
30 marks Argument not developed and may be confused and incoherent Argument not developed
and may be confused and incoherent Argument not developed
and may be confused and incoherent Argument not
fully
developed and may lack
structure The argument is developed but may lack fluency Argument concise and
explicit Coherent and compelling argument well presented Coherent and compelling argument well presented Coherent and compelling argument well presented
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