Starbucks; Case study

Starbucks; Case study;

Guidance for the Case Study Assignment

Students will answer the following questions on Starbucks

Questions

1.   Identify the organisation’s strategic position?
2.   How do the key external drivers of change affect the organisation?
3.   How does the organisation add value to its strategic position?
4.   From the analysis carried out, comment on the sustainability of Starbucks position? (this is the conclusion of the previous analysis)

Hand In Date

A Wordprocessed report of 3,000 words (+/- 10% inclusive of appendices) is to be submitted via the module Turnitin link by:

Monday 19th January 2015

News & Web Links
The links below provide some starting points but students are expected to add their own detailed research to develop the analysis:
http://www.usatoday.com/story/money/business/2014/09/03/asu-starbucks-college-program/15035493/
http://news.starbucks.com/uploads/documents/Starbucks_Fiscal_2013_Annual_Report_-_FINAL.PDF
http://www.starbucks.co.uk/
http://www.theguardian.com/business/starbucks
http://www.bbc.co.uk/news/business-28518701

Marking Criteria
(The marks for each criterion are to illustrate where the main effort should be spent and are not meant to be a strict marking scheme)

Presentation               10%
Analysis               60%
Structure               10%
Use of supporting evidence       10%
(news & academic references)
Style of writing           10%
Please remember that an assignment is not meant to DESCRIBE what you have found. Analysis means commenting on your findings and EXPLAINING what the evidence suggests about the companies.

General Guidance to students

Structure

?   The introduction should be brief. It is not meant to provide a history of Starbucks
?   Use the first three questions in the assignment brief to structure the report findings
?   The Conclusion needs to draw the analysis to a close and comment on the sustainability of Starbuck’s strategic position. Remember you do not introduce new findings into the Conclusion
?   If you include Appendices you must refer to them in the relevant section of the report findings
?   References should clearly list all the material that has been referred to in the report and set out as follows:

Models/Content

?   Remember to use the models in a ‘dynamic’ way i.e. place relevant examples onto the models. Do not simply copy and paste ‘generic’ examples from the lecture slides
?   Words in the models are not included in the word limit. HOWEVER, the models lose their value if they are full of text. They should aid understanding not confuse the reader because too much has been stuffed into them
?   Models should be included in the main body of the report. Only place them in the appendices if they are close to a full page
?   You may well refer to points made in earlier parts of the report to show the connections in the analysis. However, do not try to force connections e.g. all points in the PEST and 5 Forces models do not need to be directly linked, they are looking at separate things, though examples in the PEST will inform drivers in the 5 forces,
?   You will struggle to stay within the word limit so focus on the KEY DRIVERS in your analysis
?   You will not be able to use all of the examples if you have done the level of reading required so ‘cherry pick’ those that best illustrate the key drivers
?   Facts and figures need to be supported with sources clearly referenced.

Presentation

?   Be your own independent work and free from plagiarism by ensuring that work that is not your own is clearly referenced
?   Use Harvard style citation and referencing using the Drop-in centre published guidelines
?   Be written in appropriate academic style
?   Be professionally presented
?   Be word processed using font size 12 for the main text and 1.5 line spacing
?   Have numbered pages
?   Have been spell checked and proof-read
?   Be anonymous and have your Student Enrolment number on every page
?   Have a clearly labelled front page detailing the module code and title, title of the assignment, tutors name, your enrolment number and the date of submission
?   Be submitted via the Turnitin link on the module Blackboard site

29 or Less (fail)   30-39 (marginal fail)   40-49 (pass, 3rd Class)   50-59 (pass, 2:2)   60-69 (pass, 2:1)   70+ (pass, 1st Class)
Presentation (10%)   Very poor presentation, very poor spelling and grammar.   Adequate presentation but with poor spelling and grammar.   Adequate presentation with some simple spelling and grammar errors.   Good overall presentation with mostly good spelling and grammar.   Very good presentation with very good spelling and grammar.   Excellent presentation with excellent spelling and grammar.
Analysis (60%)   Very weak or no analysis with limited use of models. Where models are used, generic examples are included. Little or no reference to the case study organisation.   Some analysis carried out with limited use of models. Mostly generic examples use with little reference to the case study organisation.   Adequate analysis of the organisation using some of the models introduced. In some cases, examples used relate to the case study organisation.   Good analysis and use of most models introduced. A number of examples and references used relate to the case study organisation.   Very good analyis of the organisation and environment using the models required. Very good examples and references used which have been related to the case study organisation.   Excellent analysis of the organisation and its environment using the models required. Analysis is dynamic, with some parts of the models being linked to show relationships. Excellent use of examples and references, clearly showing how they relate the case study organisation.
Structure (10%)   No structure to the assignment as required by the assignment brief. Relevant sections not included and a report format has not been followed. The work does not address the four questions set in the assignment brief.   Some relevant sections have been included and there is some structure to the assignment. Questions in the assignment brief have not been properly addressed and the report format has not been followed.    The report is structured adequately, using the report format required and addressing some of the questions set in the assignment brief. There are some relevant sections included. Diagrams and tables, where used, are basic and contain errors.   Good structure, with questions from the assignment brief addressed. Most sections required are included and the report uses a good format. Some relevant diagrams included.   Very good structure, with all questions from the assignment brief addressed. Required sections are included and the report uses a very good format, including diagrams.   Excellent structure, with all questions from the assignment brief addressed and included within a report format. All required sections are included and the report makes excellent use of diagrams, models and tables which highlight the main points of the analysis.
Supporting Evidence (10%)   Very poor or no use of literature and references. Where used, they are from very poor or non-credible sources. Errors in referencing.   Some use of references from relevant and credible sources. Some accurate references but there are a number of errors.   Adequate use of literature from mostly relevant and creidle sources and mostly accurate references with small errors.   Good use of literature and references using relevant and credible sources. A good mix of current references are used and the referencing is mostly accurate with small errors.   Very good use of literature and references from a wide range of relevant and credible sources. Current and contemporary references are used and the referencing is accurate. References are linked to the models being discussed and the organisation well.   Excellent use of literature and references from a wide range of relevant, credible and contemporary sources. Referencing is accurate. References are excellently linked to the models being discussed and the analysis of the organisation.
Writing Style (10%)   Very poor style. Very muddled style with a lack of structure, which makes the report difficult to read. No academic content or discussion. No connection between sections of the report. Conclusion not linked to the report analysis.   Poor style. A little muddled style with a lack of structure, which affects readability. Little academic content or discussion. Little connection between sections of the report. Conclusion has limited links to report analysis.   Adequate style of writing with some academic content and discussion. Some connection between sections and some links between analysis and conclusions.   Good style. The report reads well and relevant sections are connected well, providing good readability. Some good links between analysis and conclusions.   Very good style. A report which reads very well, makes connections between sections where relevant and links the conclusions to the analysis and discussion carried out.   Excellent style of writing which is very easy to read, connects the sections of the report together and summarises the main and most relevant points of the analysis and discussion within the conclusions.

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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.

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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.

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