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International Business Environment

Paper instructions:
choose one topic from

PGBM04 International Business Environment–
London Camus

Submission Week: W/c 11    August 2014 (only for Full MBA)

This is an individual assignment. It will constitute 100% of your overall mark for the module. Please choose ONE question from the following FOUR. You are asked to write an essay-style answer of about 3000 words on the topic you have chosen. All questions are equally weighted.

You are expected to develop your own arguments for each, based on your own critical reflection, as well as reading and discussion in the workshops.   This is not a closed-book assessment. You are expected to use research-based academic work, such as journal articles, books, and other sources. Remember to provide full references, using Harvard referencing, at the end of each answer for any material that you refer to.

All students must submit a Turnitin receipt with the paper copy submission.  The penalty for students who do not submit their assessed work through Turnitin is that their mark is withheld and the assessment board may deem the work to have failed.

Students may submit drafts through Turnitin prior to submission and generate reports. The last submission prior to the deadline will be deemed to be the final submission for assessment purposes.

This assessment covers all learning outcomes for the module.

Assessment Criteria:

For each question, the competent answer will be concise, accurate and clearly written in your own words. It will put forward your individual analysis of the issues raised, rather than merely offer a descriptive account. It will be logically organised and contain a conclusion.

Your assignment should also consider and apply the relevant theories and your arguments should be supported by drawing on relevant literature and examples from international business.  Where you draw on the views, words and research of others, these will be acknowledged as references and cited clearly in your answer conforming to the Harvard referencing system.

The Generic PG assessment criteria are attached as well as a module interpretation in the form of a mark sheet.

The University’s Policy on Cheating, Collusion and Plagiarism will apply.

1.    Critically analyse the strengths and weaknesses of:

•    International Product Life cycle theory;
•    Krugman’s First Mover Advantage Theory; and
•    Porter’s Diamond model;

as explanations of how modern international businesses trade.

Support your arguments with recent case study examples of companies/countries of your choice.

2.    Explain why governments may advocate free trade whilst at the same time resort to protectionism to protect their domestic industries.  In the second part of your answer, explain what types of barriers may be used and what impact they have on consumers and producers.  (Note: Each part of the question has equal weighting).

3.    Evaluate the significance of key drivers in the globalisation of the world economy.Why do some commentators argue that the international business environment hasbecome more regional than global? What would be the implications for production strategies of companies if this is the case?

4.    Assess the relative merits of the different ways in which government policies can help to build innovative capacity in a country’s companies. How do the various policy choices differ in relation to different stages of economic development of the company concerned? Support your arguments by referring to particular case study examples froma country of your choice.

Assessment      Criteria Details    Marks
Criteria        Allocated    Actual
Relevance    The Relevance of the work examined to its selected question.    20%
Knowledge    The work should have a substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein.    20%
Analysis    The analysis should be comprehensive, clear and orderly.    20%
Argument and
Structure    The argument should be well supported, focussed, clear and logically structured.    10%
Critical
Evaluation    The work should contain distinctive or independent thinking; and formulate an independent position in relation to theory and/or practice.    20%
Presentation    The work is well written, with standard spelling and grammar, in a readable style with acceptable format.    5%
Reference to
Literature    Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material.    5%
Total Marks        100%
Comment

R. Woodfield                                                           Moderated by H. Seddighi

Generic Assessment Criteria – Postgraduate – {to be interpreted according to the level at which you are working & related to the assessment criteria of the module}
Grade    Relevance    Knowledge    Analysis    Argument &Structure    Critical Evaluation    Presentation    Ref.  to Literature
Pass    86 – 100%    The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.  There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%    The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

70 – 75%    The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

60 – 69%    Directly relevant to the requirements of the assessment    A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein    Comprehensive analysis – clear and orderly presentation    Well supported, focussed argument which is clear and logically structured.    Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.      Well written, with standard spelling and grammar, in a readable style with acceptable format    Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very good use of a wide range of sophisticated material.

50 – 59%    Some attempt to address the requirements of the assessment: may drift away from this in less focused passages    Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance    Significant analytical treatment which has a clear purpose    Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)    May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.      Competently written, with only minor lapses from standard grammar, with acceptable format     Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts.  Competent use of material.
40 – 49%    Some correlation with the requirements of the assessment but there is a significant degree of irrelevance     Basic understanding of the subject but addressing a limited range of material    Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose    Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms    Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic    A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader    Evidence of use of appropriate literature which goes beyond that referred to by the tutor.  Frequently only uses a single source to support a point. Weak use of quotation
Fail    35 – 39%    Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms    A limited understanding of a narrow range of material    Largely descriptive or narrative, with little evidence of analysis    A basic argument is evident, but mainly supported by assertion and there may be a  lack of clarity and coherence    Some evidence of a view starting to be formed but mainly derivative.    Lots of deficiencies in expression and presentation; writer  achieves clarity (if at all) only by using a simplistic/ repetitious style    Barely adequate use of literature.  Over reliance on
material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.
15-29%    The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%    The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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Sample Answer

Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

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