APPENDIX GA36a

LEVEL 4 ASSESSMENT SPECIFICATION

Programme: BA Business Management

Module: The Global Business Environment

Contribution to
Module code: LCCB4005 50%
Overall Module
Assessment (%):
Module Dr Molly Jack Internal Verifier: Dr Rexon Nting
Coordinator/
Lecturer:

Assignment Title: Assessment 2 Word count (or 2000 words (+) 10%
Environmental Analysis of equivalent):
an industry

Submission To be announced by the Return date of After the Exam

deadline: Assessment team- marks & written Board
Please refer to the assessments feedback:
schedule published on
Students’ Hall in Moodle
All written assessments, where practical and possible, must be submitted via
Submission
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
method:
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 Academic honesty is required. In the main body of your submission, you must
honesty / credit authors on whose research and ideas your work is based. Append to
referencing: your submission a reference list that indicates the books, articles, that you
have used, cited or quoted to complete this assessment.

Module Learning Outcomes

(from module syllabus)
 Recognise the major forces shaping the global business environment and gain an
understanding of the changing global business environment;
 Apply relevant business models (Porter’s Diamond, Value Network, and Five Forces)
within the context of an international environmental analysis (PESTEL);
 Identify and critically evaluate the reasons why organisations engage in international
trade;
 Assess markets in action, understanding their micro-economic and macroeconomic
foundations, different market structures and their influence on firm strategy, long-run and
short-run changes, and major features of the current international economy.
Page 1 of 9
Page 2 of 9
 TASK DESCRIPTION
Based on Assessment 1, analyse the impact of the pandemic on the industry and develop
survival and success factors for the industry with consideration to megatrends. Your analysis
should be critical and relevant; you should exlore timely information and relevant newsletters from
the selected brand.

GUIDANCE FOR STUDENTS IN THE COMPLETION OF

TASKS
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, includingin-text citations in the main body of your work and a reference list at
the end of your work.

Guidance specific to this assessment: students are expected to use at least 15 academic references to
support their work and they should be selected from a variety of credible sources. Peer reviewed articles
from top rank journals and books are particularly recommended and they can be used in conjunction with
some credible online sources. The reference list should follow Harvard referencing technique and student
should try to pay attention to detail when organising their references in text and in the reference list.

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: The student will need to select and apply the relevant global
business environment concepts, techniques, models, theories, etc that are linked to the task. They
can introduce and discuss the issues identified and its impact on the fashion industry in light of the impact
of the fashion industry to the wider environment and the criticisms that this has brought to key players in
this industry.

3. Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in orderto develop
lines of argument and make sound judgements in accordance with basictheories 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? Youshould provide justification for your arguments and
judgements using evidence that you have reflected upon the ideas of others within the subject area and
Page 3 of 9
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: the student should be able to demonstrate some element of
critical analysis in the report. They should demonstrate how the different business environment models
can be applied in practice using practical examples, data, graphs, etc in the report and should also engage
the literature, introduce comparative and contrasting analysis, etc. More broadly, the student should apply
some form of critical thinking to demonstrate knowledge and understanding of the relevant business
management theories, concepts and models.

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: critically analyse and introduce the practical solutions and
problems that have been solved by the organisation linked to the environmental concerns that have been
raised by the different stakeholders. Compare that to some stated criteria for example competitor’s
performance and industry average performance.

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: If you were to advise the organisation, provide recommendations
of what could the organisation have done better and what can they learn from other players in the industry?

Page 4 of 9
STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, whichin 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.

awarded
available

Marks
Generic Assessment Criteria

Marks
1. Engagement with Literature Skills
. 15

2. Knowledge and Understanding Skills

25

3. Cognitive and Intellectual Skills

25

4. Practical Application Skills

25

5. Transferable Skills for Life and Professional Practice

10

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) 100%
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

Page 5 of 9
GENERIC ASSESSMENT CRITERIA

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 havethe qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited withan with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading.No relevant and range of literature, of relevant and extensive range
referencing, inappropriate evidence of credible sources literature, including credible of relevant and
academic sources. wider but with some including sources literature. credible
conventions and Views and reading.Reliance reliance on sources retrieved Consistently literature.High-
academic findings mostly on inappropriate information retrieved independently. accurate level referencing
honesty) unsupported and sources, and/or gained through independently. Selection of application of skills
non- indiscriminate class contact. Some over- relevant and referencing. consistently
authoritative. use of sources. Some omissions reliance on texts credible sources. applied.
Referencing Heavily reliant and minor rather than other Generally sound
conventions on information errors. sources. referencing, with
used gained through Referencing Referencing may no/very few
incoherently or class contact. conventions show inaccuracies or
largely absent. Inconsistent and evident though minorinaccuracie inconsistencies.
weak use of not always s or
referencing. applied inconsistencies.
accurately or
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competentknowl Excellentknowle Exceptional,
and knowledge and knowledge of the knowledge and the basic edgeof the basic dge and detailed
understanding understanding of basic underlying understanding of underlying underlying understanding of knowledge and
(Knowledge of the the basic concepts and the basic concepts and concepts and the basic understanding of
basic underlying underlying principles, with underlying principles is principles. underlying the basic
concepts and concepts and flawed or concepts and accurate with a Exhibits very concepts and underlying
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
principles of a principles of superficial principles within good good principles of the concepts and
subject.) thesubject understanding. the subject area. understanding of understanding. subject. principles
matter. Inclusion Some significant Some elements the field of study
of irrelevant inaccuracies may be missing. but lacks depth
material. and/or irrelevant and/or breadth.
Substantial material.
inaccuracies.
Cognitiveand Wholly or almost Largely Limitedattempt Goodevaluationo Sound Excellent Exceptional
intellectual wholly descriptive work, atevaluationof f the underlying evaluationof the evaluationof the evaluation of the
skills descriptive work. with superficial the underlying concepts and underlying underlying underlying
(Evaluate Little or no evaluation of the concepts and principles. Can concepts and concepts and concepts and
underlying evaluation of the underlying principles, interpret principles. Can principles. Can principles based
concepts and underlying concepts and tending towards qualitative and interpret interpret evidence.
principles of a concepts and principles. Weak description. quantitative qualitative and qualitative and Outstanding
subject and principles. interpretation of Can interpret data, with minor quantitative data quantitative data interpretation of
interpret Failure to data, flawed qualitative and errors. accurately. accurately and qualitative and
qualitative and
develop development of quantitative data An emerging Ability to devise with some quantitative
quantitative data
in order to arguments, arguments and but with some ability to use argumentsusing insight. Excellent data.
develop lines of leading to judgements. errors. Some evidence to evidence to ability to devise Exceptional
argument and illogical or Information evidence to support the make mostly arguments using ability to devise
make sound invalidjudgement accepted support argument. appropriate and evidence and arguments using
judgements.) s. Minimal or no uncritically, uses emergingargume Mostly valid valid make evidence and
use of generalised nts and arguments and judgements. appropriate and make wholly
evidence to back statements judgements but logical valid appropriate and
up views. made with scant these may be judgements. judgements. valid
evidenceand underdeveloped judgements.
unsubstantiated or with a little
opinions. Ideas inconsistency /
sometimes mis-
illogical and interpretation.
contradictory.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Different use of taught, application of awareness and appropriate application of a application of a levels of
approaches to basic methods, taught, mostly application of range of basic range of taught, application and
solving problems materials, tools basicmethods, appropriate basic methods, methods, basicmethods, deployment
in particular and/or materials, tools application of materials, tools materials, tools materials, tools skills in
contexts.) techniques. and/or basic methods, and/or and/or and/or particular
Little or no techniques but materials, tools techniques. techniques. techniques. practical
appreciation of without and/or Clear Very good The context of contexts.Outstan
the context of consideration techniques. appreciation of consideration of the application is ding
the application. and Basic the context of the context of well considered, identification of
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Very competence. appreciation of the application. the application. and insightful. problems in
weakevidence of Flawed the context of Good evidence Very good Excellent particular
different appreciation of the application. of different evidence of evidence of contexts and
approaches to the context of Can identify approaches to different different formulation of
problem-solving the application. problems in problem-solving approaches to approaches to wholly
in particular Weak evidence particular in particular problem-solving problem-solving appropriate,
contexts. of different contexts and contextsand in particular in particular thoughtful
approaches to propose basic proposesmostly contexts and contexts and solutions /
problem-solving alternative appropriate proposes proposes different
in particular approaches or solutions. appropriate appropriate approaches.
contexts. solutions though solutions. solutions.
there may be
errors.
Transferable Work is poorly Work is poorly Mostly ordered Mostly coherent, Work is Work is Work is
skills for life structured, presented in a presentation and organised and accurate, coherent, very accurate,
and disorganised, disjointed structure in accurate work,in coherent, fluent, fluent and is exceptionally
professional inaccurate manner. It is which relevant a suitable well-structured presented coherent, very
practice and/or loosely, and at ideas / concepts structure and is and organised. professionally.C fluent and
(Communicate confusingly times are reasonably for the most part Can work an work presented well.
the results of their expressed. Very incoherently, expressed.Work clearly effectively effectively Can work
study/work weakuse of structured, with may lack expressed.Can independently independently effectively
accurately and language and/or information and coherence work effectively and/or as part of and/or as part of independently
reliably, and with very ideas often and/or accuracy independently a team, with very a team, with an and/or as part of
structured and inappropriate poorly in places.Can and/or as part of good excellent a team, with an
coherent
style.Failure to expressed. work as part of a a team, with contribution to contribution to exceptional
arguments; the
qualities needed work effectively Weak use of group, meeting clear group activities. group activities. contribution to
for employment individual or as language and/or most obligations contribution to Demonstrates Demonstrates group activities.
requiring the part of a group. inappropriate to others but group activities. very goodskills excellentskills for Demonstrates
exercise of some Little or no style.Flawed perhaps with Demonstrates for employment employment exceptional skills
personal evidence of the approach to limited the skills for requiring the requiring the for employment
responsibility skills individual or involvement in employment exercise of some exercise of some requiring the
within a structured foremploymentre group work, group activities. requiring the personal personal exercise of some
and managed quiring the meeting only Demonstrates exercise of some responsibility, responsibility personal
environment.)
exercise of some partial the basic skills personal with just with an appetite responsibility
personal obligations to for employment responsibility, occasional minor for further with an appetite
responsibility. others. Limited requiring the with some areas weakness. development. for further
evidence of the exercise of some of strength and development.
skills for personal some of minor
employment responsibility, weakness.
requiring the with some areas
exercise of some of minor
Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal weakness.
responsibility.

THIS DOCUMENT IS ALSO AVAILABLE IN WELSH