BHK 0031 International Marketing Individualism and Collectivism Dimension Questions Question 1, Define culture and critically analyze how individualism vs.

BHK 0031 International Marketing Individualism and Collectivism Dimension Questions Question 1, Define culture and critically analyze how individualism vs. collectivism dimension affects international advertising design.Question 2, Define the main market entry strategies and critically assess the advantages and potential risks of the joint venture strategy.Answer the two questions above. 1000 words each, 15+ referencesMore details see attachment. ASSESSMENT TASK Final Individual Coursework
Module Code:
BHK0031
Module Title:
International Marketing
Assessment Task(s)
Individual Coursework
Academic Year
19-20
Learning Outcomes
This assessment task addresses the following learning outcomes from the
module specification
1 Have a detailed knowledge of the influence of globalisation on international
markets and marketing.
3 Have a thorough knowledge of the scope of the key decisions in the
international marketing planning process.
5 Evaluate the international marketing environment and its implications. 6
Apply international marketing theory to a range of strategic market
decisions.
Assessment brief
You are required to answer both questions, 1 and 2. Each question is equally
weighted and marked out of 100. Each answer should be 1000 words in length.
This component is worth 50% of overall module assessment. Your answers should
follow an essay format. Fully referenced using the APA 6th format, with a
reference list at the end. (Reference list does not count towards the word count.)
Produced using fonts Arial/Calibri/Times New Roman, size 10-12 font.
Include a front cover with your name and student number, module, name of module
tutor, word count, and submission date.
The coursework should be submitted to Brightspace.
Question 1, Define culture and critically analyze how individualism vs.
collectivism dimension affects international advertising design.
Question 2, Define the main market entry strategies and critically assess the
advantages and potential risks of the joint venture strategy.
1
You are advised to:
Carry out some extra reading on individualism vs. collectivism, market entry
strategies and joint venture. Use textbooks and journal articles for definitions, when
use examples to illustrate your points you can reference other reputable business
sources, such as FT, The Economist, BBC Business etc.
•
•
•
•
•
•
•
Avoid description of the content of material referred to – critical evaluation is
required where specified.
Work should be referenced in APA 6th style. The link below is to the library
guidance on referencing and it is recommended you use these resources to
ensure your references are in the correct format.
Read widely from textbooks, journals and authoritative commentaries in
forming your views.
Refer back to your tutorial work and notes where you have covered key
issues and developed critical argument that is relevant to the requirement of
this assessment.
Pay close attention to the Assessment Criteria at the end of this document –
this lists general assessment criteria and specific criteria to the requirements
of this assignment. These criteria will be used to inform your electronic
feedback on your marked assignment.
Use the University Referencing guide which is APA 6th. Note that poorly
referenced material will lose you marks (make sure you consult the Learning
Development Group Tutors on level 1 of the Business School for any
additional help needed). You can access APA 6th via Brightspace by clicking
on the Library button to access the easy to use online guide.
Do not exceed the word limit. A 5% mark penalty applies for work exceeding
the word limit.
Marking criteria
1. Please refer to the assessment task-specific criteria in Appendix 1. These
show you the issues that will guide your tutors in marking your work. You are
encouraged to use these at all stages of preparing your work. Please
remember that the marking process involves academic judgement and
interpretation within the marking criteria.
2. In addition to the assessment task-specific criteria, generic assessment
criteria are attached in Appendix 1 & 2.
3. The Learning Development Group are available to help you to understand
and use the assessment criteria.
2
4. The University has regulations relating to academic misconduct, including
plagiarism. The Learning Development Group can also advise and help you
about academic conventions and avoiding ‘poor scholarship’ which can result
in potential academic misconduct.
Submission information
Word Limit:
1,000 words for each question
Submission Time:
15.00
Submission Method:
Electronically via Brightspace. Papers submissions are
not required.
Tutor Reassessment
Notes:
Please refer to the Module Handbook for Assessment Guidance in Section 5.
[Module specific – if applicable]
3
Appendix 1 Assessment task-specific marking criteria
Unacceptable
0-9
10-19
20-29
Unsatisfactory
(Refer if
required)
Pass
Fair
Good
Very Good
Excellent
Outstanding
30-39
40-49
50-59
60-69
70-79
80-89
90-100
Knowledge of Theory,
Concepts and Methods
20%
Scholarship: Evidence of
Reading and Research
20%
Critical Reasoning
20%
Use of Evidence: Analysis
& Evaluation
20%
Clarity of Written
Expression
20%
4
Appendix 2 Generic marking criteria
UG Generic Assessment Criteria (covering a range of types of assessment)
Unacceptable
Work at this level
-does not address the task set or
represents a wholly inadequate attempt
-requires a complete re-write
Knowledg
e of
Theory,
Concepts
and
Methods
0-9
10-19
20-29
Does not
address
any
relevant
theories,
concepts
or
methods
Mentions
some
terminology
relating to
relevant
theories,
concepts or
methods
Mentions
some
terminology
relating to
relevant
theories,
concepts or
methods
wholly
Unsatisfactory
(Refer if required)
Work at this level
will demonstrate an incomplete
answer
-insufficient depth
of understanding
-some serious
errors and/or
major omissions a potentially
recoverable piece
of work
Pass
Work at this level
will demonstrate
-limited use of
module
material
-a basic level of
understanding
-a simply
descriptive
approach
-some errors and
omissions
Fair
Work at this level
will demonstrate
-generally good
use of some of
the module
material
-reasonable and
coherent
description of
theory
-limited analysis
and evaluation
-no major errors
Good
Work at this level
will demonstrate
-good use of
module
material
-ability to
compare and
contrast
material from a
variety of
relevant
sources
-analytical ability
underpinning
logical
argument
-well-structured,
clear and
consistent
presentation,
although there
may be a few
errors
Very Good Work
at this level will
demonstrate
-accomplished
discussion and
application of
theory
-clear ability to
compare and
contrast
material from
a wide variety
of relevant
sources
-some synthesis
based on
critical analysis
-wellstructured,
clear and
coherent
presentation,
although there
may be a few
minor errors
Excellent
Work at this level
will demonstrate a mastery of
complex
knowledge and
ideas
– originality and
insight derived
from a mature
depth of
understanding
of material that
goes well
beyond that
provided in the
module
– creative
synthesis arising
from
critical analysis
and evaluation
of relevant
information
– presentation
that is clear,
coherent and
error free
Outstanding
Work at this level
will demonstrate
-a mastery of
complex
knowledge and
ideas
– originality and
insight derived
from a mature
depth of
understanding
of material that
goes well
beyond that
provided in the
module
– creative
synthesis arising
from
critical
analysis and
evaluation of
relevant
information presentation that
is clear, coherent
and error free
30-39
40-49
50-59
60-69
70-79
80-89
90-100
Most relevant
theories, concepts
and models used
or explained in an
appropriate and
straight forward
manner with
some
assumptions and
Appropriate
selection of
relevant theories,
concepts and
models used or
explained
insightfully with
assumptions,
implications and
Appropriate
selection of
relevant theories,
concepts and
models used or
explained
insightfully with
wide range of
assumptions and
Appropriate
selection of
relevant theories,
concepts and
models used or
explained
innovatively with
full range of
assumptions and
Appropriate
selection of
relevant theories,
concepts and
models used or
explained
innovatively with
full range of
assumptions and
Mentions some
terminology
relating to
relevant theories,
concepts or
methods
inadequate
attempt at use or
explanation
Relevant theory,
concepts and
models used or
explained but
some aspects may
have been missed
or misconstrued
5
inadequate
attempt at
implications
recognised
contextualisation
recognised
use or
explanation
Scholarshi
p:
Evidence
of
Reading
and
Research
No
evidence
presented
or what is
presented
is wholly
irrelevant
Critical
Reasonin
g
No
demonstr
ation of
critical
thought
No evidence
presented or
what is
presented is
generally
irrelevant
Minimal
evidence
presented is
generally
irrelevant or
lacking
currency
Minimal evidence
presented
uncritically and
lacks evidence of
independent
research beyond
core texts
Evidence of
limited but
relevant reading
which is presented
uncritically and
tends to use
summary
description
No
demonstrati
on of critical
thought
No
demonstrati
on of critical
thought
No demonstration
of critical thought
but has potential
to be developed
Minimal
demonstration of
critical thought
implications
recognised with
implications
recognised with
implications
recognised with
highly
appropriate
contextualisatio
n
demonstrating
excellent
understanding
highly appropriate
contextualisation
demonstrating
excellent
understanding of
complex material
highly appropriate
contextualisation
demonstrating
exceptional
understanding of
complex material
Evidence of
relevant reading
which shows clear
attempt at
independent
reading and some
attempt at
synthesis
Evidence of range
of relevant reading
generally used
critically which
shows clear
attempt at
independent
reading and
ability to
synthesise
Evidence of wide
range of
relevant reading
used critically
which shows
high degree of
independent
reading and a
strong ability to
synthesise
Evidence of the
fullest range of
relevant reading
used critically
which shows a
very high level of
independent
reading and an
excellent ability to
synthesise
Evidence of the
fullest range of
relevant reading
used critically
which shows the
highest level of
independent
reading and an
outstanding ability
to synthesise
Demonstrates
critical thought
Often
demonstrates
critical thought
Consistent
application of
well integrated
critical thought
Consistent
application of
excellently
integrated critical
thought
Consistent
application of
outstandingly
integrated critical
thought
6
Use of
Evidence:
Analysis
&
Evaluatio
n
Does not
analyse or
any
analysis is
irrelevant
Clarity of
Written
Incoheren
t and
incompre
Expressio
n
Skill or
Compete
nce:
INSERT
NAME
Demonstrates
excellent ability to
analyse a range of
topics/issues
critically and
demonstrates
ability to question
‘received opinion’.
Evaluation is well
supported and
provides
convincing
conclusions (if
applicable).
Arguments are
complex, lucid and
persuasive.
Demonstrates
outstanding
ability to analyse a
range of
topics/issues
critically and
demonstrates
ability to question
‘received opinion’.
Evaluation is well
supported and
provides
convincing
conclusions (if
applicable).
Exceptionally
complex, lucid and
persuasive
arguments.
Does not
analyse or
any analysis
is irrelevant
Does not
analyse but
basic
concepts are
understood
Does not analyse
but the potential
for analysis is
evident. Shows
potential to
develop
arguments.
Demonstrates
limited analysis
with some
development of
argument and
related evaluation
(if applicable)
Demonstrates
good ability to
analyse and
evaluate (if
applicable) with
arguments
developed
coherently
Largely
incomprehe
nsible
Generally
comprehens
ible but
Language errors
often impede
understanding
The meaning is
clear but contains
language errors
Generally fluent
and accurate use
Consistently
fluent
and
accurate use of
Consistently
fluent
and
accurate use of
Consistently
fluent
and
accurate use of
Consistently
fluent
and
accurate use of
language
errors
generally
impede
understandi
ng and flow
of reading
and flow of
reading
of grammar and
spelling
grammar and
spelling
grammar and
spelling
employing
appropriate
genre
grammar and
spelling
employing
appropriate genre
and excellent
expression
grammar and
spelling
employing
appropriate genre
and exceptional
expression
Inadequatel
y
demonstrat
ed
Insufficiently
demonstrated to
be considered
competent
Sufficiently
demonstrated to
be considered to
have fair
competence level
Sufficiently
demonstrated to
be considered to
have good
competence level
hensible
througho
ut
Not
attempte
d
Demonstrates very
good ability to
analyse a range of
topics/issues
critically.
Evaluation is well
supported (if
applicable).
Arguments are
well structured
and logical.
Demonstrates
excellent ability
to analyse a
range of
topics/issues
critically and
demonstrates
ability to
question
‘received
opinion’.
Evaluation is
well supported
and provides
convincing
conclusions (if
applicable).
Arguments are
well structured,
complex and
logical.
Attempted
but not
demonstrat
ed
Sufficiently
demonstrated to
be considered to
have acceptable
competence level
7
Sufficiently
demonstrated
to be considered
to have very
good
competence
Sufficiently
demonstrated to
be considered to
have excellent
competence
Sufficiently
demonstrated to
be considered to
have outstanding
competence
Structure
Oral
Communi
cation
(monolog
ue) Inc
organisati
on,
supportin
g material
and
delivery
Presentati
on of work
No
structure
Structure
wholly
inappropria
te to the task
Structure
generally
inappropriat
e to the task
Barely
comprehe
nsible, no
connectio
n to
context.
No
audience
awarenes
s. Does
not
demonstr
ate any
understan
ding
Completely
inadequate,
Significant
lack of
clarity,
inconsistent
, indifferent
to context.
Little
audience
awareness.
Demonstrat
es minimal
understandi
ng
Significant
lack of
clarity,
inconsistent
, minimal
connection
to context.
Inadequate
audience
awareness.
Demonstrat
es an
inadequate
level of
understandi
ng
Length
requirem
ents may
not be
observed;
does not
follow
academic
conventio
ns;
Length
requiremen
ts may not
be
observed;
does not
follow
academic
conventions
; language
Length
requiremen
ts may not
be
observed;
generally
does not
follow
academic
conventions
language
and
presentati
on errors
impact on
intelligibili
ty
and
presentatio
n errors
impact on
intelligibility
; language
and/or
presentatio
n errors may
impact on
intelligibility
Structure does not
meet expectations
of the task
Insufficient clarity,
little tailoring to
context. Some
significant
inadequacies,
weak expression
with
some systematic
errors . Insufficient
audience
awareness. Does
not demonstrate
sufficient level of
understanding
Length
requirement met
and academic
conventions mostly
followed. Minor
errors in language
or presentation
Shows sufficient
awareness of
required general
structure
Generally clear,
some tailoring to
context. Some
flaws in expression,
some systematic
errors of
expression.
Generally engages
audience.
Demonstrates a
sufficient level of
understanding
through
extemporaneous
delivery
Length
requirement met
and academic
conventions mostly
followed. Possibly
very minor errors
in language or
presentation
Polished and
excellently
organised; fully
meets structural
expectations and
demonstrates a
highly imaginative
approach
Polished and
outstandingly
organised; fully
meets structural
expectations and
demonstrates a
highly imaginative
approach
Lively, eloquent
persuasive
delivery and
very effectively
tailored to
context.
Engages
audience
throughout.
Demonstrates
excellent
understanding
through
extemporaneou
s delivery
Lively, eloquent,
highly persuasive,
sophisticated
delivery, superbly
tailored to
context. Provides
audience with
high levels of
engagement
throughout.
Demonstrates
excellent
understanding
through
extemporaneous
delivery
Lively, eloquent,
highly persuasive,
sophisticated
delivery, superbly
tailored to
context. Provides
audience with the
highest levels of
engagement
throughout.
Demonstrates
outstanding
understanding
through
extemporaneous
delivery
Very good
standards of
presentation
Professional
standards of
presentation
Highest
professional
standards of
presentation
Demonstrates
good organisation
and awareness of
required general
structure
Demonstrates
consistently logical
organisation and
awareness of
required general
structure
Polished and
excellently
organised; fully
meets
structural
expectations
Appropriately
tailored to
context. Fluent
expression with
articulate delivery.
Generally engages
audience.
Demonstrates a
general level of
understanding
through
extemporaneous
delivery
Persuasive
delivery
and
effectively
tailored
to
context. Engages
audience
throughout.
Demonstrates a
high level of
understanding
through
extemporaneous
delivery
Fair standard of
presentation;
length requirement Good standards of
met and academic presentation
conventions
followed
8
Reflection
No
attempt
at
reflection
Some
evidence of
an attempt
at reflection
but does
not
constitute
reflection.
A wholly
inadequate
level of
reflection.
There is no
link
between
self and
relevant
theories,
models,
concepts,
and/or
strategies.
Viewpoints
and
interpretati
ons are
missing,
inappropriat
e, and/or
unsupporte
d. Irrelevant
exemplificat
ion.
A level of
reflection which
does not meet
minimum
expectations.
Insufficient linking
between self and
relevant theories,
models, concepts,
and/or strategies.
Viewpoints and
interpretations are
insufficiently
supported or
supported with
flawed arguments.
Irrelevant
exemplification.
An adequate level
of reflection.
There is evidence
of relevant linking
between self and
theories, models,
concepts, and/or
strategies.
Viewpoints and
interpretations are
generally
supported. Some
relevant examples,
when applicable,
are provided.
A fair level of
reflection. There
are some of
instances where
relevant links have
been made
between self and
relevant theories,
models, concepts,
and/or strategies.
Viewpoints and
interpretations
are supported.
Appropriate
examples are
provided, as
applicable
A good level of
reflection. There
are a number of
instances where
relevant links have
been made
between self and
relevant theories,
models, concepts,
and/or strategies.
Evidence of
analysis through
questioning and
challenging of
assumptions
leading to
transformation of
personal insight.
Well supported by
clear, detailed
examples as
applicable.
A very good
level of
reflection.
There are many
instances where
relevant links
have been
made between
self and
theories,
models,
concepts, and/or
strategies.
Extensive
evidence of
analysis through
questioning and
challenging of
assumptions
leading to
transformation
of personal
insight.
An excellent
reflection.
Contains a wide
range of instances
where relevant
links have been
made between
self and theories,
models, concepts,
and/or strategies.
An outstanding
reflection.
Contains a wide
range of instances
where relevant
links have been
made between
self and theories,
models, concepts,
and/or strategies.
Extensive evidence
of analysis through
questioning and
challenging of
assumptions
leading to
transformation of
personal insight.
Extensive
evidence of
analysis through
questioning and
challenging of
assumptions
leading to
transformation of
personal insight.
Well supported by
clear, detailed
examples as
applicable.
Well supported
by clear, detailed
examples as
applicable.
Ethics,
sustainabi
lity &
Responsib
ility
(subject
area)
Not
considere
d or no
relevance
Considerati
on at a
superficial
level with
minimal
relevance to
subject.
Considered
with
relevant
solutions
identified
but no
detail
relevant to
the subject.
Considered with
relevant solutions
identified but little
detail relevant to
the subject.
Considered with
relevant solutions
identified and
adequate detail
relevant to the
subject.
Wide
consideration with
relevant solutions
identified and
appropriate detail
relevant to the
subject.
9
Full consideration
of implications for
subject with range
of solutions
discussed in
detail.
Full
consideration of
implications for
subject with
wide range o…
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