Module code: MIBBU4IBC
Level of study: 7
Number of credits: 20
Programme/s the module belongs to: MBA International/MSC International
Business
Faculty: Faculty of Social and Applied Sciences
Academic calendar: C
Semester/Trimester of delivery: Term 2
Start date of the module: January 2022
Location of study: Canterbury campus and on-line
Study hours for the module: 200h of learning time
Number of contact hours and pattern of delivery:
30 hours
o 1h/week lecture
o 2h/week seminar
Number of hours when students are expected to study
independently or amongst peers, with no direct academic contact:
o 170h independent study
Module leader name: Mr David Glik
Module leader contact details: : [email protected]
Please e-mail before appointment.
Other staff with contact details:
Administrators – [email protected]
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Module Handbook for International Business
Communications and Marketing 2021/22
Tel: 01227 782 889 or 282 197
How to access tutorials and other module support:
Please e-mail the module leader for individual appointment.
Essential materials are available on Blackboard to prepare you for your sessions
and support your independent learning. Please visit Blackboard regularly for
news and updates.
Who is the module for? This module is a core module for level 7 students on
MBA International and MSc International Business suite Programmes.
Module aims:
1.To develop in-depth understanding of the international business
environment and culture in which companies operate. This will be examined
through the role of communications across national and cultural boundaries;
2.To identify, assess and evaluate cross-cultural environmental factors
affecting international marketing; the processes critical to international
marketing, entry strategies, conducting international marketing research,
marketing planning and strategic decisions necessary for success.
Module learning outcomes
By the end of the module, students should be able to:
1. Systematically examine the international marketing environment to
identify and critically analyse macro- economic factors (including
socioeconomics, demographics etc).
2. Develop a comprehensive and in-depth understanding of international
cultural differences and their impact on marketing activities
3. Critically evaluate the processes of market entry and strategies for foreign
markets;
4. Make sound judgements about the application of intercultural
communication theory and models for the analysis of business and
marketing communications
Overview of learning and teaching activities on the module:
Students will be introduced to the evolution of international business and the
emergence of multinationals. The module will provide an overview of the
application of marketing strategies with the purpose of competing in foreign
markets. The role of marketing within international markets will be explored with
attention given to the how firms can manage cultural differences within the
context of global brands. International communication will focus on the areas of
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cultural, economics, politics and regulation with exposure to a range of current
intercultural theory and communication models and a discussion of current
intercultural marketing practice and negotiation skills. The module will also cover
the roles of governance infrastructures – political, institutional and legal
environments and their impacts on the operations of international businesses.
The appropriate goals will be linked to theories of cross-cultural relationships,
communication, product and branding, to ensure the development of marketing
strategies that will enhance customer value and firm success. This will involve
re-evaluating issues surrounding the marketing mix and tailoring its usefulness
to foreign markets. As part of the effort to enhance student experience on this
module, a one-day workshop will also be organised where an expert in
intercultural communication comes in to facilitate various sessions in order to
bridge the gaps between theory and practice.
A range of teaching and blended learning strategies will be used, including lectures (on-line and
offline), interactive workshops; guided study; focused readings; student presentations; tutorials and
illustrative case-study analyses. Students will have the opportunity to offer evidence from their own
experiences where this is relevant and will critically examine strategic issues from other
organisations.
Assessments:
| Summative assessment Type |
% weighting |
Deadline for submission of work and where assignment should be submitted |
Date for return of mark/grade and feedback and where they will be returned |
| 1.Group Presentation Equivalent to 1600 words |
40% | 16th March @2pm Submission electronically via Turnitin on Blackboard Verbal presentation in class on w/c 21st March |
6th April Feedback on Turnitin from the tutor. |
| 2. Written Report 2400 words |
60% | 9th May 2022 Submission electronically via Turnitin on Blackboard |
30th May Feedback on Turnitin |
AssignmentTutorOnline
Further information about the assessment can be found at the end
of this handbook, in the “assessment brief” section.
Indicative schedule of delivery:
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| Uni wee k |
W/C | TEACHIN G WEEK |
INDICATIVE CONTENT |
| 23 | 31- Jan-22 |
2 | Session 1: Introduction to International Business Communications |
| 24 | 07- Feb- 22 |
3 | Session 2: Market entry analysis – MACRO |
| 25 | 14- Feb- 22 |
4 | Session 3: Market entry analysis – MICRO |
| 26 | 21- Feb- 22 |
5 | Session 4: Models of entry |
| 27 | 28- Feb- 22 |
6 | Development Week NO CLASSES |
| 28 | 07- Mar- 22 |
7 | Session 5: Company structure / Planning and control |
| 29 | 14- Mar- 22 |
8 | Session 6: Building a brand 1 |
| 30 | 21- Mar- 22 |
9 | Session 7: Building Brand 2 ASSESSMENT 1 PRESENTATIONS IN CLASS |
| 31 | 28- Mar- 22 |
10 | Session 8: Globally Integrated marketing communication / Cultural dynamics |
| 32 | 04- Apr- 22 |
Easter Holiday | |
| 33 | 11- Apr- 22 |
Easter Holiday | |
| 34 | 18- Apr- 22 |
11 | Session 9: The social responsibility of international organisations/Sustainability and Ethics |
| 35 | 25- Apr- 22 |
12 | Session 10: Measurements and learnings / Required skills |
| 36 | 02- May- 22 |
13 | INDIVIDUAL AND GROUP TUTORIALS |
| 37 | 09- May- 22 |
14 | 9th May @2pm Assessment 2 |
Referencing system: Please use the Harvard referencing system
For help please visit: https://www.canterbury.ac.uk/library/docs/harvard.pdf
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Or Cite them Right –https://www.citethemrightonline.com/ (access available
through the Library Search)
Learning Materials/Resources:
Guides and additional information that accompany this programme are available
on the Research Methods Blackboard (i.e. dissertations available for reading,
interactive online reference library and all PowerPoint slides accompanying the
taught sessions on Research Methods)
Brooks, I., Weatherston, J. and Wilkinson, G. (2010) The international business
environment: challenges and changes. 2nd edn. Harlow: Pearson Education
Limited. (pdf available on BB)
Baack, D.W., Czarnecka, B. and Baack, D., 2018. International marketing. Sage.
Cateora, P.R., Meyer, R.B.M.F., Gilly, M.C. and Graham, J.L. (2020) International
marketing. McGraw-Hill Education
Czinkota, M.R. and Ronkainen, I.A. (2013) International marketing. Cengage
Learning
Daniels, J.D., Radebaugh, L.H., Sullivan, D.P. and Salwan, P. (2016) International
business: Environments and operations. Pearson.
De Anca, C. and Vega, A.V. (2016) Managing diversity in the global organization:
Creating new Business values. Springer
Hill, C.W.L. (2019) International business: competing in the global marketplace.
McGraw-Hill.
Morrison, J. (2011) The global business environment: meeting the challenges. 3rd
edn. Basingstoke: Palgrave Macmillan.
Hampden-Turner, C. and Trompenaars, F. (2011) Riding the waves of culture:
Understanding diversity in global business. Hachette UK
Weedon, C. (2004). Identity and Culture. Open University Press (ebook available
through eLibrary)
Journals, journal articles and websites:
Harvard Business Review
International Business Review
International Marketing: An Advanced Perspective
Journal of International Marketing
Qualitative Market Research: An International Journal.
Webpages:
www.bbc.co.uk
www.brandrepublic.com
www.cim.co.uk
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www.gov.uk
www.marketingweek.com
www.warc.co.uk
Assessment brief/s:
Students will be asked to prepare:
Summative Assessment 1: Group Presentation (40% – equivalent of 1,600 words)
A group presentation identifying an expansion country target for a nominated product (i.e., FMCG)
or a company (currently not marketing to that country). Students will be expected to justify their
country target by analysing the macro/microenvironments and to propose a viable entry strategy
mode.
| Criterium: | |
| Presentation and Style | 10% |
| Conforming to Instructions | 20% |
| Content and Knowledge | 30% |
| Thinking/Analysis | 20% |
| Conclusions | 10% |
| Practical/Interpersonal Skills | 10% |
Summative Assessment 2: Individual Report (60% -equivalent to 2400 word).
An individual report developing a view of an appropriate marketing/communication strategy from
the assessment 1. More details to follow in the class.
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| Criterium | Weighting |
| Presentation and style: – Coherence and organisation of report – Communication and expression within the report |
15% |
| Conforming to instructions: – Attention to purpose – Referencing |
15% |
| Content and knowledge: – Knowledge and application of relevant theories and frameworks – Use of literature/evidence of reading – Quality of sources used |
40% |
| Thinking/Analysis/Conclusion: | 30% |
Note that requests for extensions to the submission deadline are subject to the
University’s concessions procedure. If you anticipate the need to request a
submission concession you should contact the MA Programme Director at the
earliest opportunity before the submission deadline. Electronic copies of the
relevant forms are on the MA Management Studies Blackboard.
Full version of generic level 7 assessment criteria is available in appendix 2 and
can be found on Blackboard under the assessment folder.
Submission
Please include a front sheet (available in Appendix and on Blackboard
under the Assessment Tab) with ALL your work. This should detail your
name, programme and module, date, assignment number and title and tutor
name
ALL LATE SUBMISSIONS WITHOUT PRE-ARRANGED EXTENSIONS WILL BE
MARKED AS “FAIL”. EXTENSIONS WILL ONLY BE PROVIDED IN EXCEPTIONAL
CIRCUMSTANCES.
Please visit https://cccu.canterbury.ac.uk/coronavirus/late-penalties-extenuatingcircumstances-and-temporary-learning-agreements-tlas.aspx for full information
relating Late Penalties, Extenuating Circumstances and Temporary Learning
Agreements (TLA’s).
It is the student’s responsibility to ensure they keep a proper back-up
of all their work. For this reason, students are encouraged to keep a
copy of their work on the University College network. LOSS OF WORK
BECAUSE OF COMPUTER OR DISC FAILURE DOES NOT CONSTITUTE EXCEPTIONAL
CIRCUMSTANCES. If a student reports that they are unable to submit
work because they have ‘lost’ the work due to computer or disc failure
and have not kept a back-up copy, they will fail on the grounds of nonsubmission.
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Reassessment information:
Some students may be required to take reassessment for the module, following a
decision from a Board of Examiner. Do check the Your Guide to Assessment and
Award Processes and seek advice from your Personal Academic Tutor if this is
the case for you. Support from the module team will be available in preparation
for the reassessments.
Should you be required to take reassessment, the nature of the reassessment
will be:
| Original assessment | Reassessment type | Deadline for submission of reassessment, and where it should be submitted |
| Group Presentation (40%) |
Individual Presentation (40%) |
9th September 2022 |
| Individual Report (60%) | Individual Report (60%) | 9th September 2022 |
This handbook should be read in conjunction with other sources:
Student Handbook: for programme academic information applying to all
modules
Current Student Webpages: for generic student experience information
Date and validity: September 2021, valid for academic year 2021/2022
CHRIST CHURCH BUSINESS SCHOOL
| MSc International Business Suite/MBA Graduate |
| Student Name: |
| Student No: |
| Tutor’s Name: |
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FRONT COVER FOR ASSESSMENTS
| Module: |
| Assessment No: |
| Submission Date: |
Word Count: ……………………………………………… (excluding abstracts, appendices,
direct quotes, bibliography, diagrams and illustrations)
Students must sign here ………………………………………… to show that they have read and adhered to the University
plagiarism regulations as stated in the student handbook.
Please read these instructions carefully:
If submiting a hard copy, your assignment MUST be stapled securely in the top left hand corner only, please do NOT include
any plastic covers, folders or any type of casing.
Copies of any concessions documents (special requirements etc.) that you may have received from the Programme Director
or student services must be inserted after the front sheet.
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Assessment grading criteria: Level 7
| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| PRESENTATION AND STYLE | |||||||
| Coherence and organisation of assignment |
Exemplary organisation and coherence clearly enhance the work and is in a format which may be of publishable standard. |
Excellent logical organisation and coherence enhance fulfilment of the assignment objectives and is in a format which could be of publishable standard with some amendments. |
Demonstrates highly logical organisation and coherence. |
Demonstrates effective conventional organisation and coherence. |
Shows limited organisation and some lack of coherence but is partially understandable. |
Poorly presented and structured work. |
Consistently disorganised and/or incoherent. |
| Clarity of expression (incl. accuracy, spelling, grammar, punctuation) |
Exemplary writing control, appropriate to assignment, which enhances the argument. Grammar and spelling accurate. |
Highly fluent writing style, appropriate to the assignment. Grammar and spelling accurate. |
Fluent writing style. Grammar and spelling accurate. |
Meaning clear, but language not always fluent. Grammar and/or spelling mainly accurate. |
Generally understandable, but language contains some errors which detract from the argument. |
Meaning often unclear and/or frequent errors in grammar and/or spelling. |
Meaning unclear. Poor spelling, grammar and punctuation. |
| Communication and presentation (appropriate to discipline) |
Exemplary communication which demonstrates a sophisticated and full understanding of the discipline, and is potentially of publishable standard Presentation of own findings is highly suited to specialist and/or non-specialist audiences. |
Highly effective communication which demonstrates a very strong understanding of the discipline. Presentation of own findings is well suited to specialist and/or non-specialist audiences. |
Very good communication in a format appropriate to the discipline. Presentation of own findings is suited to specialist and/or non specialist audiences. |
Communication is effective, and in a format appropriate to the discipline. Presentation of own findings is suited to specialist and/or non specialist audiences. |
Communication is generally clear but contains limited evidence of discipline’s academic style. Presentation of own findings is not always suited to specialist and/or non specialist audiences. |
Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Presentation of own findings is not suited to specialist and/or non-specialist audiences. |
Communication is disorganised and/or incoherent and/or shows no understanding of the discipline. Specialist and/or non-specialist audiences have not been considered. |
| Presentation (visual) | Exemplary presentation, which shows true creativity. Visual impact enhances the message in an exceptionally effective manner for specialist and/or non specialist audiences. |
Message is presented highly effectively and imaginatively for specialist and/or non-specialist audiences, with excellent visual impact. |
Presentation is very clear and has very good visual effect. It is adapted to specialist and/or non-specialist audiences. |
Presentation has an adequate structure and some effective visual impact for specialist and/or non-specialist visual audiences. |
Visual aspect and/or structure of presentation is too basic and limited, and not always adapted to specialist and/or non specialist audiences. |
Presented in a disorganised manner and not adapted to specialist and/or non-specialist audiences. Lacks appropriate support from visual tools. |
Presentation is disorganised, incoherent, not suitable for any audiences and/or medium is non-visual. |
| Presentation (oral) | Exemplary presentation, which shows true creativity. Audibility and pace are highly appropriate to specialist and/or non-specialist audiences and used with excellent effect to enhance the presentation. |
Presentation is very well structured and engaging. Audibility and pace are appropriate to specialist and/or non-specialist audiences. |
Very clearly structured and addressed to specialist and/or non-specialist audience. Pace and audibility are very good. |
Presentation has an effective structure and addressed to a specialist and/or non-specialist audience. Pace and audibility are of adequate standard. |
Pace, audibility and/or structure of presentation are not sufficiently effective to specialist and/or non-specialist audiences. |
Delivery is disorganised and/or pace and audibility is poor. Presentation is not adapted to specialist and/or non-specialist audiences. |
Presentation is not understandable and/or inaudible and/or not an oral presentation. Presentation is not suited to any audience. |
| CONFORMING TO INSTRUCTIONS | |||||||
| Attention to purpose | Addresses the purpose of the assignment comprehensively and imaginatively. |
Addresses the full purpose of the assignment with creativity. |
Addresses the main purpose of the assignment effectively and with some creativity. |
Addresses the main purpose of the assignment effectively. |
Only some of the work is focused on the aims and themes of the assignment. |
Mostly fails to address the task set. |
Fails to address the task set. |
| Referencing | Outstanding use of sources to support discussion and personal findings. Referencing follows the highest standards of the discipline. |
Excellent use of sources to support discussion and personal findings. Referencing follows highly effectively the standards of the discipline. |
Very effective use of sources to support discussion and personal findings. Referencing follows the standards of the discipline very clearly. |
Effective use of sources to support discussion and personal findings. Referencing follows the standards of the discipline clearly. |
Sources of information acknowledged but integration between text and reference list is inconsistent. Attempts to follow systematic approach, appropriate to the discipline, does not always succeed. |
Some sources of information acknowledged but links between text and reference list unclear. Referencing does not follow a systematic approach. |
Little or no acknowledgement of sources of information in text and/or reference list. |
| Clarity of objectives and focus of work |
Defines appropriate objectives in detail and systematically addresses them comprehensively and imaginatively. |
Defines appropriate objectives in detail and addresses them comprehensively and imaginatively. |
Defines appropriate objectives in detail and addresses them coherently throughout the work. |
Outlines appropriate objectives and addresses them in a manner which gives a focus to the work. |
Uses generalised objectives to provide adequate but limited focus to the work. |
Objectives are not appropriate and/or clearly identified. |
No objectives are identified, and work lacks focus. |
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| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| Addressing the question(s) |
Exemplary engagement with the purpose of the question(s). Response provides original insights informed by the forefront of the field of study and/or professional practice. |
Excellent engagement with the purpose of the question(s). Response provides some original insights informed by the forefront of the field of study and/or professional practice. |
Very effective engagement with the purpose of the question(s). Response provides good insights informed by current research in the field of study and/or professional practice. |
Effective engagement with the purpose of the question(s). Response provides some insights informed by research in the field of study and/or professional practice. |
Makes an adequate attempt at addressing the question(s), but with some digression and limitation in focus. |
Some knowledge displayed but not clearly linked to the question(s). |
Does not address the question(s). |
| CONTENT AND KNOWLEDGE | |||||||
| Content and range of knowledge displayed |
Demonstrates an outstandingly comprehensive, detailed and in depth knowledge base, including new insights at the forefront of the discipline. Shows outstanding capacity to integrate theoretical and substantive knowledge, and an excellent understanding of the limits to knowledge. |
Demonstrates an excellent knowledge base, which is detailed, systematic, in-depth, current and informed by insights at the forefront of the discipline. Shows a very good appreciation of the provisional nature of knowledge. |
Demonstrates a comprehensive, current, well-organised theoretical and/or substantive knowledge base. Shows a good appreciation of the limits of knowledge. |
Demonstrates an adequate factual and/or conceptual knowledge base, including some current research. Uses appropriate terminology. |
Evidence of general knowledge of topic and use of appropriate terminology, but work lacks systematic awareness of current research and/or insights in the discipline. |
Some relevant and/or required knowledge missing or confused and/or significant misuse of terminology. |
Little or no relevant knowledge included. |
| Use of literature / evidence of reading |
Demonstrates outstandingly broad and/or in-depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources highly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with highly developed and/or integrated critical appraisal. |
Demonstrates very broad and/or in-depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources clearly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with well-developed and/or integrated critical appraisal. |
Demonstrates broad and/or in depth independent reading from appropriate sources, including the most current ones in the field. Choice of sources clearly enhances fulfilment of the assignment objectives. Clear, accurate, systematic application of material with developed and/or integrated critical appraisal. |
Evidence of independent reading from a wide range of appropriate sources, including current ones. Clear, accurate, systematic application of material. Shows an ability to appraise material critically. |
Limited evidence of broad and independent reading. Application of literature is too descriptive overall. |
Very limited evidence of independent reading and/or inappropriate sources used and/or engagement with the literature very superficial. |
Little or no evidence of engagement with relevant literature. |
| Quality of sources used | Outstanding use made of primary sources collated independently, in conjunction with very high quality secondary sources. Heavily draws upon current research and / or advanced scholarship, at the forefront of the field of study or professional practice. |
Excellent use made of primary sources collated independently, in conjunction with high quality secondary sources. Draws upon current research and / or advanced scholarship, at the forefront of the field of study or professional practice. |
Uses a wide range and balanced combination of primary sources, collated independently, and high-quality secondary sources. Makes some use of current research and/or advanced scholarship. |
Uses an adequate and largely balanced combination of primary sources, collated independently, and secondary sources, including some current sources. |
Scope and breadth of sources are limited, and not always current enough. |
Scope and breadth of sources are very limited and not current. |
Uses unreliable and / or inappropriate sources. |
| Knowledge and application of theory |
Application of knowledge and understanding of theory is outstanding and shows mastery of the discipline and/or professional practice. Appreciation of the limits of theory demonstrated throughout the work. Approach to assessment task is informed by the most up-to-date theories, concepts and practices in the discipline, and own research. |
Demonstrates a very detailed, accurate, systematic theoretical understanding. Appropriately selected theoretical knowledge is integrated into the overall assessment task, including up-to date theories, concepts and practices of the subject area, and own research. |
Shows a systematic and accurate understanding of key theories, including the most up to dates ones, which are appropriately applied, along with own research, within the context of the assessment task. |
Effective application of knowledge of key theories and conclusions resulting from own research. |
Selection of theory is satisfactory but application and/or understanding is limited. |
Knowledge of theory inaccurate and/or incomplete. Choice of theory inappropriate. Application and/or understanding very limited. |
Absence of relevant theoretical content and/or use of theory. |
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| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| Originality in application of knowledge and in problem solving |
Demonstrates outstanding originality, creativity and innovation in the application of knowledge and/or practice and in problem solving. Has definite potential for publication/exhibition and ability for doctoral research. |
Demonstrates excellent creativity and innovation in the application of knowledge and/or practice and in problem solving, with potential originality. Has potential for publication/exhibition and ability for doctoral research. |
Demonstrates some creativity and innovation in the application of knowledge and/or practice and in problem solving. |
Effective application of knowledge and problem solving, but with limited original features. |
Application of knowledge and problem solving is limited in depth and scope, with no original features. |
Inability to apply relevant knowledge and solve problems effectively to the task or to show original features. |
No attempt at applying relevant knowledge to the task or solving problems. |
| THINKING / ANALYSIS / CONCLUSION | |||||||
| Conclusions | Outstandingly well-developed conclusions which show considerable originality. They form an integrated part of the overall argument and/or discussion, reflecting commanding grasp of theory and/or evidence and/or literature and appropriate forms of conceptualisation. They contribute to the work being of publishable standard. |
Very well-developed conclusions, which show clear originality. They are thoroughly grounded in theory and/or evidence and/or literature and use appropriate forms of conceptualisation, forming an integrated part of overall argument and/or discussion. They contribute to the work being of potential publishable standard. |
Conclusions show very good development and original insight and relate clearly and logically to evidence and/or theory and/or literature. |
Conclusions are drawn which are clearly derived from evidence and/or theory and/or literature, with some limited originality. |
Conclusions drawn are derived from limited understanding of evidence and/or theory and/or literature. |
Limited or ineffective attempt to draw together conclusions. |
Lack of conclusions, or unsubstantiated and/or invalid conclusions drawn. |
| Critical analysis | Shows mastery of relevant analytic techniques, and the ability to apply these to new and/or abstract information and situations. Shows an outstanding appreciation of the limits and/or appropriate uses of particular analytic approaches. Ready for doctoral research and potential publication in the discipline area. |
Makes excellent use of a range of relevant analytic techniques and applies these to new and/or abstract information and situations. Shows excellent ability to compare alternative theories and/or analytic approaches (where relevant). |
Makes very good use of established techniques of analysis relevant to the discipline. Shows good ability to compare alternative theories and/or analytic approaches (where relevant). |
Makes good use of established techniques of analysis and gives some critique of these techniques relevant to the discipline. |
Makes satisfactory but limited use of established techniques of analysis, relevant to the discipline. |
Attempts at analysis ineffective and/or uninformed by the discipline. |
Lacks any analysis. |
| Critical reasoning | Highly sophisticated, critical evaluation of recognised and current theories and/or concepts and/or assumptions and/or data which informs the overall approach taken to the assignment. Arguments are very clear, coherent, tenable, and demonstrate considerable originality and independence of judgement. |
Sophisticated, critical evaluation of recognised and current theories and/or concepts and/or assumptions and/or data which informs the overall approach taken to the assignment. Arguments are clear, coherent, tenable, and demonstrate originality and independence of judgement. |
Very effective critical evaluation of various theories and/or concepts and/or assumptions and/or data which informs the overall approach taken to the assignment. Arguments are clear, coherent, tenable, and demonstrate some originality and independence of judgement. |
Effective critical evaluation of theories and/or concepts and/or assumptions and/or data which informs the overall approach taken to the assignment. Arguments are generally clear, coherent, tenable, and demonstrate sound judgement. |
Demonstrates limited critical insight and judgement. Recognises alternative positions. |
Critical thought and/or judgement very limited and/or incoherent. |
No evidence of critical thought. |
| METHODOLOGY/IES | |||||||
| Selecting research methodology and techniques (Relationship between methodology chosen and the nature of the enquiry) |
Highly convincing, self determined choice of methodology and research techniques enables the successful collection and recording of self-determined information and/or data. |
The process and rationale for selection of methodology and research techniques is thoroughly explored, enabling the effective collection of information and/or data. |
Methodology and research techniques selected are very effective and appropriate to the aims and objectives of the task and a good rationale for its selection is provided. |
Methodology and research techniques chosen are appropriate to the task and attention is given to the selection of a methodology from the range of prescribed ones. |
Methodology used is appropriate to the task but limited in reach. |
Choice of methodology and relationship to information and/or data being collected is confused and unhelpful. |
Issue of methodology not addressed and/or inappropriate methodology used and/ or little planning used to complete the task. |
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| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| Applying methods / use of techniques for gathering evidence |
Conducts research highly effectively to construct original arguments which seek to answer self-identified gaps in own or others’ knowledge. |
Conducts research effectively to construct original arguments which seek to answer gaps in own or others’ knowledge. |
Information and/or data is organised using self-selected structures and processes provided to construct emergent knowledge to answer given question(s). |
Information and/or data is organised using effective structures and processes to answer given question(s). |
Information and/or data is collected and analysed in an adequate manner but leads to limited findings. |
Clear gaps in the collection of information and/or data limited analysis. |
Information and/or data is poorly organised and is not analysed to develop conclusion(s) or generate valid ideas. |
| Evaluation of process and the quality of information / data developed |
Shows mastery in the evaluation of information and/or data using appropriate criteria that are self determined. Critiques established research techniques and methodologies convincingly and proposes new hypotheses where appropriate. |
Excellent evaluation of information and/or data using appropriate criteria that are self determined. Critiques established research techniques and methodologies effectively. |
Very effective evaluation of information and/or data and the enquiry process, including critique of the techniques used. |
Effectively evaluates information and/or data and the inquiry process using prescribed guidelines. |
Shows only a basic evaluation of the enquiry methodology and information and/or data generated. |
Evaluation of process and the information and/or data is incomplete. |
Limited or no attempt to evaluate either process or outcomes. |
| PRACTICAL / INTERPERSONAL SKILLS | |||||||
| Work within a framework of professional values / code of conduct |
Mastery in implementation of professional values and/or code of conduct. Develops specific, achievable objectives which show creativity. Objectives are fully consistent with professional values and/or code of conduct and appropriate to the clientele. |
Excellent implementation of professional values and/or code of conduct. Develops specific objectives which are achievable, consistent with professional values and/or code of conduct and appropriate to the clientele. |
Very good implementation of professional values and/or code of conduct. Develops objectives which are consistent with professional values and/or code of conduct and appropriate to the clientele. |
Good implementation of professional values and/or code of conduct. Develops objectives which are consistent with professional values and/or code of conduct and generally appropriate to the clientele. |
Uses objectives which are consistent with professional values and/or code of conduct but are set by the clientele. Limited consideration of appropriateness and practicability. |
Inadequate attempt to ascertain needs of clientele and develop a workable brief. Limited use of professional values and/or code of conduct frameworks. |
No attempt to ascertain needs of clientele and develop a workable brief. Fails to work within the prescribed professional values and/or code of conduct framework. |
| Information gathering / processing |
Outstanding use of initiative to seek out original sources of information and new insights. Highly effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice. |
Excellent use of initiative to seek out original sources of information and new insights. Very effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice. |
Very good use of initiative to seek out varied sources of information and new insights. Very effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice. |
Adequate use of initiative to seek out sources of information and new insights. Effective evaluation of their validity against existing information to address current issues in the discipline or area of professional practice. |
Selects some appropriate information, and processes some of it adequately but with limited impact overall. |
Random information gathering. Inappropriate use of processing tools. |
Fails to collect appropriate data in any systematic way. |
| Creative process | Demonstrates strikingly innovative creative imagination to create a piece of work/performance art which reaches near professional levels in its application of creative methods and techniques, resulting in material which is consummately well-crafted. High potential for exhibition/publication and dissemination. |
Creative work shows highly developed technique in the service of a lively imagination. Processes involved are handled with assurance to achieve innovative results. Personal style consistently marked in work which builds on models with originality, flair and style. Potential for exhibition/publication and dissemination. |
Creative work shows well developed imagination and technique. Processes involved are manipulated to achieve creative results. Builds on models and moulds influences with originality and distinctive personal style. |
Creative works shows imagination and technique. Processes involved have creative application and outcomes. Personal style is evident at times in work which shows some original application and adaptation of models. |
Creative work shows a basic level of imagination and technique. Processes involved have little creative consequence. Personal style is lacking in favour of work which is derivative in origin. |
Undeveloped ideas and/or work with little creativity or technique. Minimal personal style or skill; little insight gained into effective working processes. |
No evidence of progression. Skills and techniques remain undeveloped. No evidence of creativity or innovation. |
13
| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| Performance | Compelling, communicative and precise performance demonstrating professional level of authority, thorough awareness of style, mastery of technical and interpretative issues. Improvisations are imaginative, creative and stylistically assured. Accurate, flexible, focused, well rehearsed, convincing and precise performance. Stage craft presentation suitable for professional performance. High potential for exhibition. |
Highly focused, convincing performance demonstrating communication, commitment and thorough understanding of style with careful attention to detail, displaying consistently high level of technical ability and interpretive skills. Improvised passages are creative, stylistically assured and considered. Performance well prepared, assured and thoroughly persuasive. Stage craft presentation of a very high standard. Potential for exhibition. |
Focussed performance demonstrating communication, commitment and a thorough understanding of the style with careful attention to detail, displaying consistently high level of technical ability. Improvisation is stylistically correct and considered. Performance well- prepared and/or rehearsed, assured and focussed. Stage craft presentation of a high standard. |
Performance demonstrates communication, commitment and understanding of the genre with reasonable attention to detail, displaying a good level of technical ability. Improvised passages show a sound understanding of style. Well rehearsed. Stage craft presentation of a good standard. |
Performance that reasonably demonstrates communication, commitment and understanding of the genre but with little attention to detail and displaying a low level of technical ability. Improvised passages show little understanding of style. Lacks confidence and little attention given to presentation. |
Performance in which communication and commitment are lacking and little consideration paid to style. Technical ability weak. Improvised passages show poor understanding and appropriateness. Performance is unconvincing, displaying little evidence of preparation. Stage conducts barely addressed, inappropriate, and /or unacceptable. |
Performance in which fluency and focus is prevented by lack of technical control. No evidence of understanding of style or conventions of performance within it. Under rehearsed and lacks confidence which detracts. Presentation has not been addressed. |
| Form and content in a practical context |
Demonstrates an outstanding ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles more widely. Clear awareness of and ability to experiment with conventional forms. Work shows compelling evidence of intellectual rigour and/or creativity. Technical and professional excellence throughout. |
Demonstrates an excellent ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles. Work shows clear evidence of intellectual rigour and/or creativity. Experiments with conventional forms. Technically and professionally competent throughout. |
Clear evidence of critically relating theory to practice. Demonstrates very well developed ability to analyse, synthesise and experiment with relationships between form and content. Good evidence of creativity. Technically and professionally competent in most respects. |
Some evidence of critically relating theory and practice. Work tends to be conventional but shows good ability to relate form and content. Some aspects of creativity present. Structure and content are displaying robust technical and professional competence. |
Evidence of an appropriate relationship between form and content. Moderate degree of technical and professional competence. Limited presence of creativity. |
Little or no evidence of an understanding of the relationship between form and content. Lacks creativity and is technically poor. |
Neglects to address the brief in any acceptable way. |
| Reflection (including self-criticism / awareness) |
Exemplary reflection on own performance, strengths and weaknesses, leading to highly effective decision-making in complex situations. Successfully challenges received opinion, prejudices and value sets operating. |
Excellent reflection on own performance, strengths and weaknesses, leading to effective decision-making in complex situations. Effectively challenges received opinion, prejudices and value sets operating. |
Very good reflection on own performance, strengths and weaknesses, leading to appropriate decision-making in complex situations. Shows understanding of criteria for judgements. Often challenges received opinion, prejudices and value sets operating. |
Some self-direction in reflection, but still dependent on criteria set by others when making decisions on complex situations. Recognises own strengths and weaknesses. |
Is largely dependent on criteria set by others, though can recognise own strengths and weaknesses. |
Limited self-awareness leading to poor judgement. |
Distorted self-criticism leading to inaccurate view of the situation. |
| Reflective practice | Consistently analyses practice by critically reflecting on personal contributions and that of others and the rationale behind these, including in complex and unpredictable contexts. Demonstrates systematic reflexive awareness, articulating imaginative thinking about potential alternatives and their implications for further practice. |
Analyses personal contribution and that of others to practice through systematic reflection, including in complex and unpredictable contexts. Considers possibilities and their consequences in a range of contexts. Develops effective action plans. |
Evaluates personal contribution and that of others to practice, including in complex and unpredictable contexts. Develops plans of action for future practice. |
Able to evaluate own practice and that of others using a number of frames of reference, including in complex and unpredictable contexts. Considers actions for future practice. |
Able to interpret own practice and that of others, but only based on specific frames of reference. |
Limited interpretation of own practice and that of others restricting further action. |
Incomplete interpretation of practice leading to insufficient action. |
| Independence / autonomy (including planning and managing learning) |
Demonstrates the attitudes and independent learning ability needed to plan own academic and professional development and develop skills to a higher level. |
Within unfamiliar tasks, critically analyses feedback to identify areas of learning needing improvement. Manages own learning using a full range of resources which go beyond those readily available. |
Identifies learning needs by actively seeking out feedback from a range of sources and makes effective use of available resources. |
Identifies learning needs and acts independently to improve performance. Is autonomous in utilising learning resources. |
Undertakes directed work independently but unable to identify own learning needs. Uses the standard learning resources. |
Demonstrates limited ability to work independently, needing significant guidance on methods and resources. |
Unable to work independently, needing significant guidance on methods and resources. |
14
| CRITERION | 100-80 Distinction |
79-70 Distinction |
69-60 Merit |
59-50 Pass |
49-40 Borderline Fail |
39-20 Fail |
19-0 Fail |
| Self-presentation / interpersonal skills |
Creative and confident self presentation and sophisticated interpersonal skills allow highly effective management of the situation(s). |
Adopts a very confident style of self-presentation, employing a wide range of interpersonal skills consistent with the individual’s aims and appropriate to the setting(s). |
Demonstrates flexibility in the style of presentation and interpersonal skills adopted which are highly appropriate to the setting(s). |
Adopts both a formal and informal style, depending on the context, and uses good interpersonal skills appropriately. |
Demonstrates an ability to adopt both a formal and informal style. Uses basic interpersonal skills but not always matching the needs of the situation. |
Limited self-awareness and/or interpersonal skills. |
No obvious self-awareness and/or interpersonal skills. |
| Time management / self management |
Meets deadlines. Time management and planning strategies are used highly effectively to enhance the quality of the work. |
Meets deadlines. Plans well ahead. Sets self-determined targets and contingency plans allowing sufficient time to receive and act on guidance. |
Meets deadlines. Plans and monitors progress to allow sufficient time for development of the work. |
Makes plans and implements them in a satisfactory manner to meet deadlines. |
No systematic attention to deadlines. Exhibits limited evidence of planning. |
Little evidence of attention to deadlines and time management. |
Rarely meets deadlines. Appears unable to make and implement plans. |
| Interactive and group skills (including teamwork, negotiation, understanding group dynamics and empathy) |
Demonstrates a highly flexible and advanced approach to negotiation and co-operation to develop relationships which are mutually beneficial to achieving group objectives. |
Uses a wide range of networking skills effectively within a learning or professional group. Negotiates and handles conflict well, seeking to establish relationships which serve the group needs. |
Interacts effectively within a learning group, giving and receiving information and ideas and modifying responses where appropriate. |
Meets obligations to others (tutors and/or peers) providing contributions to support shared objectives. Recognises and assesses alternative options. |
Uses basic interactive skills appropriately to contribute to the group aims. |
Avoids working with others or does not contribute effectively to the group. |
Does not contribute or disrupts the group. |
| Critical review (to be used in peer assessment) |
Demonstrates judgement and discrimination in utilising and providing different sources of feedback. Offers clear strategies for improvement. |
Assesses and/or evaluates the work of others using a range of criteria. Provides rationale for judgements and offers specific insights into how work could be developed. |
Assesses and/or studies the work of others and judges against existing criteria, indicating possibilities for improvement. |
Examines work of others and identifies its strengths and weaknesses using existing criteria. |
Comments in general terms on the work of others. |
Demonstrates limited ability to make reasoned comment on the work of others. |
Appears unable to make reasoned comment on the work of others. |
| Initiative (taking action, taking risks in relation to approach and/or theme of research, independence) |
Shows a highly creative, proactive and independent approach to achieving goals in a manner appropriate to complex and unpredictable situation(s). If in a group setting, shows a sophisticated appreciation of the needs and views of others. Real willingness to take considerate risks and successful outcomes. |
Systematically uses imagination and self-direction to assess the needs of complex and unpredictable situations and take independent actions to achieve goals. If in a group setting, takes account of the needs and views of others. Willingness to take considerate risks and some successful outcomes. |
Effectively assesses the needs of complex and unpredictable situations and takes independent action necessary to achieve goals. If in a group setting, recognises the needs and views of others. Some risk taking with mixed outcomes. |
Assesses needs of complex and unpredictable situations and takes action towards achieving goals. If in a group setting, shows some awareness of the needs and views of others. Tendency to play safe or risk taking which has limited impact. |
Where goals and methods are defined, will undertake tasks requiring some independence, but have limited autonomy in more self-directed situations. If in a group setting, shows limited awareness of the needs and views of others. Work is largely routine or derivative, or ill-judged risk taking. |
Demonstrates limited ability to undertake tasks beyond those prescribed. If in a group setting, fails to take account of the needs and views of others. Work is routine or derivative, or very ill-judged risk-taking. |
Appears unable to undertake tasks beyond those prescribed. If in a group setting, fails to take account of the needs and views of others. Work does not contain any personal initiative. |
| Decision making | Uses a range of appropriate information, exercising autonomy and initiative when exploring options in complex and unpredictable situations. Makes clear decisions which give due weight to alternatives. |
Uses a range of appropriate information to evaluate options in complex and unpredictable situations. Applies clear criteria to demonstrate reasons for final decision and/or choice and/or outcome. |
Uses appropriate information to evaluate options in complex and unpredictable situations. Selection of final outcome clearly derived from evaluation. |
Uses available information to evaluate possible options in complex and unpredictable situations. Final decision is clear and linked to the evaluation. |
Recognises benefits and disadvantages of some possible options but provides limited clarity on rationale for final decision in complex and unpredictable situations. |
Rationale behind the final outcome or choice is unclear or untenable. |
Final outcome or choice is unclear or absent. |
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