ASSESSMENT: <Individual Assignment>
|Module Title:||Cross Cultural Studies|
|Assessment Type (Initial)||Individual Assignment|
|Academic Year||2021/22 Term 2|
|This assignment consists of six mini essays. Each mini essay has a word limit of 500 words. In total, you will write 3,000 words for the whole assignment. For the first four essays, each of them should refer to a specific lecture topic of your choice. You are required to develop an original elaboration on your chosen topic. You should present an original title and three key words for each of these essays. DO NOT cover the same lecture topic more than once (i.e., four essays, four lecture topics)! For the fifth essay, you are required to discuss the following topic: Critically discuss the managerial benefits and drawbacks of using Hofstede’s cultural dimensions in cross-cultural management. You should present an original title and three key words for this essay. For the sixth essay, you are required to write a personal reflection of your own cross- cultural experience. You should describe a memorable cross-cultural experience and use relevant cross-cultural theory/theories to explain the cultural differences in this experience. Discuss what you have learned from this experience and how this experience will help you in future cross-cultural interactions with others. You should present an original title and three key words for this essay. Requirements for all six mini essays: The first paragraph of each essay should include a couple of introductory sentences stating the aim of this essay. Each essay should have at least four references: at least 2 of them should come from academic sources (e.g., books and journal articles), and the others could come from other sources (e.g., newspapers, company websites, company reports). Each essay should end with the references of that particular essay. DO NOT put all 24+ references at the end of the whole assignment. Overall the assignment should not be more than 3,000 words, excluding all references, titles, and key words. Follow the specific format requirements for each essay and use the cover page provided (see Brightspace)|
|Task specific guidance: Some possible ideas on how you can elaborate on the lecture topic: 1) Conduct further research on the chosen lecture topic and discuss your findings; 2) Choose a theory/framework/model that was introduced in the lecture and critically evaluate it; 3) Challenge the assumption of a particular theory and offer your own understandings (supported by relevant literature); 4) Present an indigenous cultural phenomenon of your country (e.g., ‘guanxi’ in China, ‘wa’ in Japan, ‘wasta’ in Arabian cultures) and discuss their managerial implications. The above list is inconclusive. Please discuss your ideas with your tutor. Originality is the key to a higher grade. Please do not simply summarise lecture content.|
|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: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 firstname.lastname@example.org. If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team email@example.com. 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 limit / time / other limit.
| 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 firstname.lastname@example.org
|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: Outline and explain the concept of national culture and how it influences behaviours in the workplaceCritically comment upon the implications of the link between national culture and behaviour for organisations.Analyse and assess the impact of culture upon managers and consider management skills required working across cultures.Outline and critically assess a range of HR Practices used in support of cross cultural managersCritically analyse the factors leading to cultural change. 6 Critically appraise and make recommendations for the appropriate modifications to standard managerial approaches to fit specific national cultures. 7 Critically appraise the various cultural issues that operate within a business environment. 8 Advise on the design of an appropriate human resource package to prepare and support managers for working overseas. 9 Identify and reflect upon their culture of origin. Please note these learning outcomes are not additional questions.|
|Submission Method:||Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: email@example.com|
Appendix 1 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 Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
|90-100||80-89||70-79||60-69||50-59||40-49||30-39||20-29||10 – 19||0 – 9|
|Level||Exceptional (Outstanding+)||Outstanding (Excellent +)||Excellent||Very good||Good||Pass||Unsatisfactory||Unacceptable||Unacceptable||Unacceptable|
|Fulfilment of relevant learning outcomes||Met||Met||Met||Met||Met||Met||Not met or partially met||Not met or partially met||Not met or minimal||Not met or minimal|
|Response to the question /task||Full command of assessment task; imaginative approach demonstrating flair and creativity||Clear command of assessment task; sophisticated approach||Very good response to task; elements of sophistication in response||Well-developed response to assessment task with evident development of ideas||Secure response to assessment task but not developed sufficiently developed to achieved higher grade||Adequate response that meets minimum threshold, but with limitations of development||Nearly a sufficient response but lacks key aspects.||Insufficient response||Little response||No response|
|Knowledge and understanding|
|Conceptual and critical understanding of contemporary knowledge in the subject and its limitations (H)||Skilfully integrates conceptual knowledge from other modules or disciplinary areas to provide original/ creative critical insights into the subject and its ambiguities in a considered individual voice||Excellent conceptual knowledge and critical appreciation of the key tensions, controversies disagreements and disputes drawing on ideas from beyond the module bounds. Offers original, compelling, insightful or interesting additional perspectives.||Draws on an extended conceptual knowledge Shows very strong ability to apply/ critique ideas and a well-developed consideration of the limitations of knowledge. Performance at this level and above shows intellectual comfort with doubt, ambiguity, controversy, uncertainly and complexity -rather than seeking certainty and a single right answer.||Demonstrates competent conceptual knowledge drawing on a broader knowledge base. A good attempt at integrating and critiquing. Some solid insights into the limitations of knowledge. No major errors or misunderstanding.||Demonstrates secure conceptual knowledge, conventional critical understanding of relevant knowledge. Some awareness of the limitations of knowledge. Lacks depth of integrating ideas. Few inaccuracies.||Demonstrates adequate basic conceptual knowledge, some formulaic critical understanding and awareness of limitations of knowledge. No integration of ideas. Some errors and/or gaps in coverage and relevance||Mentions some terminology relating to theories, concepts Demonstrates insufficient grasp of a basic knowledge. Very limited critical understanding and awareness of the limitations of knowledge. Many errors in understanding and omissions.||Demonstrates little core knowledge. No critical insight or awareness of the limitations of knowledge. Major misunderstandings and significant omissions.||Demonstrates virtually no core knowledge or critical insight or awareness of the limitations of knowledge. Many errors in understanding and extensive omissions.||Wholly irrelevant.|
|Cognitive / Intellectual skills A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.|
|Application of knowledge / skills to practice / a solution(s) / proposal / conclusion||Creative & original application of knowledge /skills to produce new insights and offers a novel and comprehensive solution / proposal / conclusion which extends beyond the boundary of the brief.||Applies knowledge / skills to develop a comprehensive solution / proposal / conclusion which extends beyond the original boundary of the brief. Extended insights.||Applies knowledge / skill in a sophisticated manner to develop a well conceptualised and solution / proposal / conclusion. Alternative approaches might be considered. Thoughtful and developed insights/ creativity.||Applies knowledge/skill in a logical and developed manner to provide a considered solution / proposal / conclusion. Some good insights /creativity No logical errors.||Applies knowledge/skill in a logical manner to provide a more developed solution / proposal / conclusion. Some but limited insights/creativity. Few logical errors||Applies knowledge/skills in a basic manner to develop a simple but limited solution/ proposal/conclusion. No insights / creativity Logical errors evident.||Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion||Some use of knowledge, but mostly insufficient.||Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion.||No evidence of attempt to analyse or interpret information or provide a solution/proposal/ conclusion.|