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Critical Perspectives on Cross-Border Business

Report


ASSIGNMENT INSTRUCTIONS

AssessmentReport
Assessment code:010
Academic Year:2023/24
Trimester:1
Module Title:Critical Perspectives on Cross-Border Business
Module Code:MOD009194
Level:6
Module Leader:John Threlfall
Weighting:60%
Word Limit:3,000 words
Assessed Learning
Outcomes
On successful completion of this module, the student will be
expected to be able to:
1 Identify and analyse the key issues in international business
activity in the context of contemporary globalisation.
2 Apply international business theory to a particular scenario.
Submission
Deadline:
Please refer to the deadline on the VLE

WRITING YOUR ASSIGNMENT
● This assignment must be completed individually.
● You must use the Harvard referencing system.
● Your work must indicate the number of words you have used. Written assignments
must not exceed the specified maximum number of words. When a written
assignment is marked, the excessive use of words beyond the word limit is reflected
in the academic judgement of the piece of work which results in a lower mark being
awarded for the piece of work (regulation 6.74).
● Assignment submissions are to be made anonymously. Do not write your name
anywhere on your work.
● Write your student ID number at the top of every page.
● Where the assignment comprises more than one task, all tasks must be submitted in
a single document.
● You must number all pages.
2
SUBMITTING YOUR ASSIGNMENT
To achieve full marks, you must submit your work before the deadline. Work that is
submitted late: – if your work is submitted on the same day as the deadline by midnight,
your mark will receive a 10% penalty. If you submit your work up to two working days
after the published submission deadline – it will be accepted and marked. However,
the element of the module’s assessment to which the work contributes will be capped
at a maximum mark of 40%.
Work cannot be submitted if the period of 2 working days after the deadline has passed
(unless there is an approved extension). Failure to submit within the relevant period
will mean that you have failed the assessment.
Requests for short-term extensions will only be considered in the case of illness or
other cause considered valid by the Director of Studies Team. Please contact
DoS@london.aru.ac.uk. A request must normally be received and agreed upon by the
Director of Studies Team in writing at least 24 hours before the deadline. See rules
6.64-6.73: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Exceptional circumstances: The deadline for submission of mitigation in relation to
this assignment is no later than five working days after the submission date of this work.
Please contact the Director of Studies Team – DoS@london.aru.ac.uk. See rules
6.112 – 6.141: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
3
ASSIGNMENT QUESTION
Identify, outline, and critically evaluate Inditex’s cross-border management in operating
an innovative, fast fashion company in a non-European country.
Marks will be awarded according to:
Addressing the Task:
The extent to which the report has identified and outlined Inditex’s management of a
global fast fashion company in a European country, including a discussion of design,
production, foreign direct investment, joint ventures, management information
systems, logistics, marketing, branding, culture, strategy and sales.
(40 marks)
Level of Critical Evaluation:
Critical evaluation in which the report offers a coherently organised analysis of the
operation of a global fast fashion company. The evaluation should be detailed and
grounded in referenced factual evidence about the case company and its external
environment, focusing on a non-European country, together with the extent to which
the report demonstrates knowledge and understanding of the required and
recommended scholarly readings related to fast fashion and corporate social
responsibility, stakeholder theory, corporate sustainability, and green economics.
(50 marks)
Demonstration of Academic Skills:
An organised and logically structured report. Correct spelling, punctuation, syntax, and
grammar. English consistent with good practice in academic, business, and
management applications. Correct use of Harvard referencing that includes in-text
references and an alphabetized bibliography. Appropriate and consistent choice of
visual elements, including a selection of graphs, charts, and tables in relation to their
explanatory purpose.
(10 marks)
4
Required and Recommended Reading
i. Browaeys, M-J & Price, R. 2019, Understanding Cross-Cultural
Management, Pearson

ii.Hill, C. and Hult, T., 2022. International Business: Competing in the Global
Marketplace (14th ed.). McGraw Hill
Marshall, T. 2022 Divided: why we are living in an age of walls, Elliott and
Thompson
Thomas, D. and Inkman K., 2022, Cross-Cultural Management: An Introduction
Sage
Thomas D.C. and Pearson M. F., 2022, Cross-Cultural Management: Essential
Concepts, Sage

Journal articles
Porter, M. E. Clusters and Competition New Agendas for Companies, Governments, and
Institutions Harvard Business Review Compendium 2020
Niinimaki et al. 2020 The environmental price of fast fashion, Nature Reviews and Earth
and Environment
To complete the report, students are expected to draw on a range of literature
(scholarly journals and academic textbooks) as well as primary data sources.
1. As a minimum, submission students must demonstrate sustained engagement
with and therefore command over the core introductory sources connected to
contemporary international business issues and cross-cultural theory that pertain
to this specific vertical concerning the specific countries they have selected for
the essay. These core sources will be outlined and discussed in detail in class and
supported extensively on the VLE. Insights from secondary texts must be applied
and critiqued concerning the question and in relation to the Inditex.
2. Students should draw on relevant parts of the module textbook, which is
available via Kortext:
3. The academic report must also draw upon sources specifically connected to the
company. This will likely include contemporary journal articles, journalism, and
official documents/websites of the company itself.
4. You may also find that major consultancy and professional services firms such as
McKinsey, PWC, EY, etc. have produced their own analytical models for
understanding the readiness/maturity of firms to undertake cross-border
business, and this kind of resource may well be relevant.
5. It is recommended that students engage with the variety of texts and other
learning materials that are included across the VLE.
6. As this is a Level 6 assessment, it is recommended that students go beyond the
sources that have been provided via the VLE and Kortext, by conducting their
own independent research via the ARU Digital Library and/or Google Scholar.
N.B. a minimum of 8-10 sources should be cited in the reference list.
Please note that the sources listed are expected for your written assessment.
These sources will be part of the module and their content is deemed necessary to
produce a relevant assessment. Module markers will expect to see them integrated
into your work and appropriately referenced.
Failure to include these sources may result in a “Viva Voce” meeting during which
you would be required to explain your work and your reasons for not including
these key sources.
ASSESSMENT CRITERIA KEY CONTENT, and GRADING CRITERIA
1. Knowledge and understanding of the key issues in international business activity
in the context of contemporary internationalisation and cross-cultural
management.
2. Capacity to evaluate and select two appropriate national marketplaces in terms
of cultural, political, economic, ethical, and legal framework.
Ensure your submission is sequenced as follows:
– Cover page
– Executive Summary
– Table of Contents
– Introduction
– Main Body
– Conclusion
– Recommendations
– Reference List
– Appendices (optional)
Please note:
– The overall word count should be 3,000 words
– You may include appropriate graphics to support your points if you consider they
will add value to your answer
– Any tabulated data should be included within an Appendices section at the end
of the document
– Cover page, Reference List, and Appendices are not included in the word count
– You should use scholarly works and reliable data sources to support your text;
any theory used should be applied to the context of the scenario
– You must use in-text citations to evidence your work, in addition to producing a
full reference list. All of these should conform to the Harvard Referencing
format.
– The bulk of this text should be your own original work and should not be
excessively paraphrased.
ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6: the Depth stage

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets.
Students are expected to demonstrate problem-solving skills, both theoretical and practical. This is supported by an understanding
of appropriate theory; the creativity of expression and thought based on individual judgement; and the ability to seek out, invoke,
analyse, and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate,
coherent, and skilled in the appropriate medium, with some students producing original or innovative work in their specialism.
Mark
Bands
OutcomeCharacteristics of Student Achievement by Marking Band for ARU’s Generic
Learning Outcomes (Academic Regulations, Section 2)
Knowledge &
Understanding
Intellectual (thinking), Practical, Affective and
Transferable Skills
90-
100%
Achieves
module
outcome(s)
Exceptional information base
exploring and analysing the
discipline, its theory, and ethical
issues with extraordinary originality
and autonomy. Work may be
considered for publication within
ARU
Exceptional management of learning resources, with a higher
degree of autonomy/exploration that clearly exceeds the
assessment brief. Exceptional structure/ accurate expression.
Demonstrates intellectual originality and imagination.
Exceptional team/practical/professional skills. Work may be
considered for publication within ARU
80-
89%
Outstanding information base
exploring and analysing the
discipline, its theory, and ethical
issues with clear originality and
autonomy
Outstanding management of learning resources, with a
degree of autonomy/exploration that clearly exceeds the
assessment brief. An exemplar of structured/accurate
expression. Demonstrates intellectual originality and
imagination. Outstanding team/practical/professional skills
70-
79%
An excellent knowledge base that
supports analysis, evaluation, and
problem-solving in theory/
practice/ethics of discipline with
considerable originality
Excellent management of learning resources, with a degree of
autonomy/research that may exceed the assessment brief.
Structured and creative expression. Excellent academic/
intellectual skills and practical/team/ professional/problem
solving skills
60-
69%
A good knowledge base that
supports analysis, evaluation, and
problem-solving in theory/
practice/ethics of discipline with
some originality
Good management of learning resources, with consistent self
directed research. Structured and accurate expression. Good
academic/intellectual skills and team/practical/
professional/problem-solving skills

10

50-
59%
Sound knowledge base that
supports some analysis,
evaluation, and problem-solving in
theory/practice/ethics of discipline
Sound management of learning resources. Some autonomy in
research but inconsistent. Structured and mainly accurate
expression. Sound level of academic/ intellectual skills going
beyond description at times. Sound
team/practical/professional/problem-solving skills
40-
49%
A marginal
pass in
module
outcome(s)
Adequate knowledge base with
some omissions at the level of
ethical/ theoretical issues.
Restricted ability to discuss theory
and/or or solve problems in
discipline
Adequate use of learning resources with little autonomy.
Some difficulties with academic/ intellectual skills. Some
difficulty with structure/ accuracy in expression, but evidence
of developing team/practical/professional/ problem-solving
skills
30-
39%
A marginal fail
in module
outcome(s).
Satisfies
default
qualifying
mark
Limited knowledge base. Limited
understanding of discipline/ethical
issues. Difficulty with theory and
problem solving in discipline
Limited use of learning resources. Unable to work
autonomously. Little input to teams. Limited academic/
intellectual skills. Still mainly descriptive. General difficulty with
structure/ accuracy in expression. Practical/
professional/problem-solving skills that are not yet secure
20-
29%
Fails to
achieve
module
outcome(s)
Qualifying
mark not
satisfied
Little evidence of knowledge base.
Little evidence of understanding of
discipline/ ethical issues. Significant
difficulty with theory and problem
solving in discipline
Little evidence of use of learning resources. Unable to work
autonomously. Little input to teams. Little evidence of
academic/ intellectual skills. Work significantly descriptive.
Significant difficulty with structure/accuracy in expression.
Little evidence of practical/professional/ problem-solving skills
10-
19%
Deficient knowledge base.
Deficient understanding of
discipline/ethical issues. Major
difficulty with theory and problem
solving in discipline
Deficient use of learning resources. Unable to work
autonomously. Deficient input to teams. Deficient
academic/intellectual skills. Work significantly descriptive.
Major difficulty with structure/accuracy in expression.
Deficient practical/professional/problem-solving skills
1-
9%
No evidence of knowledge base; no
evidence of understanding of
discipline/ethical issues. Total
inability with theory and problem
solving in discipline
No evidence of use of learning resources. Completely unable
to work autonomously. No evidence of input to teams. No
evidence of academic/intellectual skills. Work wholly
descriptive. Incoherent structure/accuracy and expression. No
evidence of practical/professional/ problem-solving skills
0%Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to
address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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