ASSESSMENT GUIDE
COMM1150
Global Business Environments
Term 3, 2023
UNSW Business School 1
Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Culture Reflection Video
(BCom students: myBCom course points for PLO6)
15% Week 4 Friday, 4:00 PM, 06 Oct 2023 CLO 5, 6
PLO 1, 2, 3, 5, 6
Assessment 2: Lenses and Levels Report (Individual)
(BCom students: myBCom course points for PLO3)
34% Week 9 Friday, 4:00pm, 10 Nov 2023 CLO 1, 2, 3, 4, 5, 6
PLO 1, 2, 3, 5, 6
Assessment 3: Group Sustainability Presentation
• Group Sustainability Presentation
• Individual Presentation Engagement
35%
25%
10%
Week 11 Friday, 4:00pm, 24 Nov 2023 CLO 1, 2, 3, 4, 5, 6
PLO 1, 2, 3, 5, 6, 7
Assessment 4: Quiz for pre-learning modules 16%
Weekly
CLO 1, 2, 3, 4, 5, 6
PLO 1, 2, 6
* Due dates are set at Sydney time (AEST/AEDT). If you are located in a different time-zone, you can use the time and date converter.
Course Learning Outcomes (CLO)
1. Explain the complexity and diversity of an organisation’s global business environment. [PLO 1, 3]
2. Evaluate how key features of the business environment are determined by individuals, organisations, and governments interacting within
interrelated systems. [PLO 1, 2]
3. Identify, integrate and apply various lenses (e.g., economic, political, sociocultural, and sustainability) and their associated analytical models to the
global business environment. [PLO 1, 2, 5]
4. Articulate the key elements of the sustainability lens and their application to the business context. [PLO 3, 5]
5. Develop a comparative understanding of diverse value systems and normative goals using the analytical lenses from the course. [PLO 2, 6, 7]
6. Cultivate a global mindset for analysing local processes and phenomena. [PLO 6, 7]
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Contents
Assessment Summary ............................................................................................................................................ 1
Assessment Details ................................................................................................................................................ 3
Icon legend........................................................................................................................................................... 3
Academic integrity and plagiarism .................................................................................................................... 3
AI policy ................................................................................................................................................................ 3
Late Submissions ................................................................................................................................................ 4
Special consideration .......................................................................................................................................... 4
Assessment 1: Culture Reflection Video ............................................................................................................... 5
Approach to the assessment task ..................................................................................................................... 5
Video making and submission ........................................................................................................................... 5
Assessment 2: Levels & Lenses Report ................................................................................................................ 7
Approach to the assessment task ...................................................................... Error! Bookmark not defined.
Detailed Description of Final Report ................................................................... Error! Bookmark not defined.
Formatting and Submission ................................................................................ Error! Bookmark not defined.
Supporting resources and links ........................................................................... Error! Bookmark not defined.
Assessment 3: Group Sustainability Presentation ............................................................................................. 11
Approach to the assessment task ................................................................................................................... 11
Step One: Group formation and team agreement ....................................................................................... 11
Step Two: making video presentation .......................................................................................................... 13
Assessment 4: Pre-learning modules .................................................................................................................. 15
Marking Rubric ...................................................................................................................................................... 16
Marking rubric for Assessment 1: Culture Reflection Video ........................................................................ 16
Marking rubric for Assessment 2: Levels & Lenses Report ......................................................................... 17
Marking rubric for Assessment 3: Group Sustainability Presentation ........................................................ 18
Marking rubric for Assessment 3:  Individual Presentation Engagement ................................................... 19
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Assessment Details
Icon legend
Due Date Weighting Format Length/Duration Submission
Academic integrity and plagiarism
Plagiarism involves a person using words or ideas of others and passing them off as their own or
republishing their own previously submitted work and presenting it as new findings or work without
referencing the earlier work. It undermines academic and research integrity and is not tolerated at the
University.
Is it very important that you respect academic integrity and avoid all forms of plagiarism. This
includes buying essay/writing services from third parties, engaging another person to complete your
assessment for you (regardless if you paid them or not) or selling copies of lecture or tutorial notes to
other students. The University takes academic integrity very seriously - if you have been found to breach
the Student Conduct, the University may take disciplinary action under the Student MisConduct Procedure.
Turnitin is an originality checking and plagiarism prevention tool that enables checking of submitted written
work for improper citation or misappropriated content. Each Turnitin assignment is checked against other
students' work, the Internet and key resources selected by your Course Coordinator.
If you are instructed to submit your assessment via Turnitin, you will find the link to the Turnitin submission
in your Moodle course site. You can submit your assessment well before the deadline and use the Turnitin
Similarity Report to improve your academic writing skills before submitting your final version. You can find
out more information in the Turnitin information site for students.
AI policy
In this course, the assessment tasks involve some planning or creative processes, you are permitted to use
generative AI software to generate initial ideas and writing (i.e., ChatGPT). However, you must develop or
edit those ideas to such a significant extent that what is submitted is your own work, i.e. only occasional AI
generated words or phrases (with less than 3 words) may form part of your final submission. If a large
part of your submission is from the outputs of generative AI (such as ChatGPT), it will be regarded as
serious academic misconduct and subject to the standard penalties, which may include 00FL, suspension
and exclusion.
• Learning to use AI is an emerging skill and you can view this article on how to use them.
• If you use AI tools for assessments, please acknowledge that you use it. Please include a
paragraph at the end of any assignment that uses AI explaining what you used the AI for and what
prompts you used to get the results.
• Don’t trust anything it says. If it gives you a number or fact, assume it is wrong unless you either
know the answer or can check with another source. You will be responsible for any errors or
omissions provided by the tool. It works best for topics you understand.
• The outputs from these AI tools are often not accurate, appropriate, nor properly referenced. You
should ensure that you have moderated and critically evaluated the outputs from generative AI tools
before submission.
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Late Submissions
The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. For
COMM1150, if you submit your assessments after the due date, you will incur penalties for late submission
unless you have Special Consideration (see below). Late submission is 5% per day (including weekends),
calculated from the marks allocated to that assessment (not your grade). Assessments will not be
accepted more than 5 days late.
Special consideration
You are expected to manage your time to meet assessment due dates. If you do require an extension to
your assessment, please make a request as early as possible before the due date via the special
consideration portal on myUNSW (My Student profile > Special Consideration). You can find more
information on Special Consideration and the application process below. Lecturers and tutors do not have
the ability to grant extensions.
Special consideration is the process for assessing the impact of short-term events beyond your control
(exceptional circumstances), on your performance in a specific assessment task.
What are circumstances beyond my control?
These are exceptional circumstances or situations that may:
• Prevent you from completing a course requirement,
• Keep you from attending an assessment,
• Stop you from submitting an assessment,
• Significantly affect your assessment performance.
Available here is a list of circumstances that may be beyond your control. This is only a list of examples,
and your exact circumstances may not be listed.
You can find more detail and the application form on the Special Consideration site.
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Assessment 1: Culture Reflection Video
Week 4 Friday, 4:00 PM, 06 Oct 2023 (AEST/AEDT)
15% (BCom students: myBCom course points for PLO6)
Short video
3 minutes (+/- 10%)
Via Moodle assignment link
In our discussion of the socio-cultural lens, we introduced the concept of culture and its various
dimensions and features. Culture is about what we value and how we live and do things. Culture is dynamic
and cultural changes can be precipitated by many factors such as economic development, secularisation,
or technological development. This assessment is designed for you to apply an analysis to the impact of
culture.
Approach to the assessment task
You are an executive assistant working for SABOH, a multinational consumer products company, in
your home country. A new General Manager (GM) has just been appointed for the division in your home
country. You have been asked to develop a briefing for this new GM. The focus of your briefing is culture,
as the new GM is unfamiliar with the culture in your home country.
Use the concepts and frameworks related to culture in this course and your personal experiences
(provide 1-2 specific examples) to explain to the new GM ONE recent cultural change in your home country
and how it is relevant to the business.
Requirements
• You need to come to Week 2 or 3 tutorial to discuss your Assessment 1 ideas with your classmates
or your tutors. Otherwise, you lose 5% of the assessment 1 total mark.
• Culture concepts and frameworks in this course: refer to lecture slides and tutorial learnings.
• When constructing your culture reflection, please give specific examples for the cultural dimension
or feature, and the transformative change you are thinking about.
• Your video should show your head and shoulders, speaking to the camera as if you were explaining
to a friend.
• Avoid reading from a script. Engagement with your audience is much improved if you talk to the
video recording naturally.
• You can add images and/or text to make your video more dynamic.
• The video file must be smaller than 200MB to upload to Moodle; resizing for web optimisation
Handbrake is recommended.
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• Alternative upload methods:
o Upload to YouTube (or similar platform), put the link in a Word document and submit the
Word document to Moodle. Make sure to set your video status to unpublished/ unlisted to
protect your privacy.
o Upload your video to the UNSW OneDrive folder; put the link in a Word document and submit
the Word document to Moodle.
• Acceptable video formats: .mov, .mp4, .mpeg. If your video is in a format inaccessible by the tutor, it
cannot be marked.
• You must check permissions and access to this video. If your video is inaccessible by the tutor, it
cannot be marked.
• It is your responsibility to make sure your submission is successful. You are advised to submit at
least 10-15 minutes earlier and ensure Internet quality during submission.
• Note: Videos are large files that take time to upload. Be aware of the submission deadline and plan
your upload. Check the quality and accessibility, or you will incur late penalties.
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Assessment 2: Levels & Lenses Report
Week 9 Friday, 4:00pm, 10 Nov 2023 (AEST)
34% (BCom students: myBCom course points for PLO3)
Written Report
2,000 words (+/- 10%) (excluding executive summary, reference list, and appendices)
Via Turnitin on Moodle course site
Task overview
1. In this assessment, you are an external consultant of a firm, providing a report that analyses the
external business environment relevant to the firm to help facilitate their strategic planning for the
next 5 years.
2. By identifying and analysing issues existing in the external business environment from perspectives
of the four lenses, you will be able to generate insights regarding the opportunities and threats that
might impact a business in the next 5 years.
3. This exercise aims to enhance your understanding of and ability to apply the key concepts of the
four lenses learnt in this course to a specific business scenario and develop your ability to
communicate your analysis according to academic and professional standards.
Task instruction:
1. Select an organisation (can be commercial or non-profit, but not government) to be your client (you
can choose a company that you wish to work for after graduation) with specific details including
company name, location, major products/business. If the organisation has more than one location
(e.g., multinational corporation), your focus should be on analysing the business environment from
one location.
2. Identify issues existing in the external environment relevant to the client and apply key concepts
pertaining to the four lenses learnt in this course to analyse the external issues (at least 1 issue per
lens). In your analysis, you should:
a. Identify which levels of the global business environment where the issues exist (city, state,
national, regional, global).
b. Explain why using the lenses to analyse the identified issues are important and relevant to
your client business environment.
c. Analyse the identified issues using the key concepts pertaining to the four lenses learnt in
this course and relate them to the client business. While doing so, try to integrate between
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different lenses to enrich your analysis and demonstrate better your understand of the
course content. Make sure to use relevant data and evidence from credible sources to
support your analysis.
d. Identify opportunities and threats that might affect your client business in the next 5 years
based on the analysis of the relevant issues.
Assessment Criteria: Your analysis will be evaluated based on the following criteria:
1. Research and analysis: your analysis demonstrates your understanding of the key concepts learnt
in this course and their relevant to business context.
2. Integration and Synthesis: your analysis successfully brings together levels and lenses to provide a
global overview of the external business environment for the client organization and identify
opportunities and threats that might affect the client business for the next 5 years.
3. Report presentation: Your report maintains a formal and professional style of communication and is
supported by appropriate citations from relevant and credible sources.
Notes:
1. There are many course concepts in this course, it is not possible to use all of them. You must select
the most appropriate concepts for the issue you found and demonstrate you understand not only the
issue, but also the concept. There is more value in selecting a few relevant concepts and going into
depth with them, than trying to mention a broad range. Remember that assessment 2 is about
changes happening now and in the future, so this should help inform your selection of relevant
concepts for your report.
2. You should NOT be analysing the internal aspects of the organisation, such as the company’s
products, finances, HR, marketing, etc. You should be focused on issues/factors in the world that
are external to the organisation.
3. All sources must be referenced in Harvard Referencing style (i.e., in-text citation) and a detailed
reference list provided. If you do not reference your claims/facts/concepts/information in-text (e.g.,
Hofstede, 1984), you are showing that that particular sentence is not based on fact but your
personal opinion – which means it is not up to the University level academic standards.
4. An ideal assignment is your opinion, supported by evidence from respected/reliable sources,
expressed in your own words, and fully referenced as to the source of ideas, facts, and quotations.
‘In your own words’ is critical in displaying your understanding of the material, rather than being an
expert at copying and pasting. Your Turnitin similarity score should be less than 15%, excluding the
reference list.
5. We may reach out to you about your writing if we have questions in the process of marking. Please
keep drafts of your writing to show your thought and work process. If a large part of your report
submission is from the outputs of generative AI (such as ChatGPT), it will be regarded as serious
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academic misconduct and subject to the standard penalties, which may include 00FL, suspension
and exclusion. Please refer to AI Policy in this Guide.
Detailed Description of Final Report
Use a Professional Report structure. In general, your project report must include the following sections:
1. Executive Summary
a. A summary of the entire report in a single page. This should be written after the rest of the
report has been completed.
b. The aim of this section is to allow a busy manager to get an overview of the entire report without
needing to read the full document.
2. Introduction: What is the purpose of this document? For which organisation is it developed? What
will be covered?
3. Body: Analysis of the Business Environment
a. In this assessment, you should prioritise your analysis of the business environments. The
analysis serves as the support for your identification of relevant opportunities and threats.
Therefore, it is vital that the analysis section (Body) is more extensive and detailed than the
subsequent discussions on opportunities and threats, which should be presented towards the
end of your report (Conclusion).
b. You may have a different emphasis on different lenses, but each of the lenses will be relevant.
Which course concepts will you use for each lens? (in your chosen order)
• Sustainability lens
• Sociocultural lens
• Political/legal lens
• Economic lens
Note: You can organise your body part based on your way of storytelling, not necessarily organised
by the lenses.
4. Conclusion
a. Briefly wrap up your report.
b. Identification of Opportunities and Threats: What are the opportunities and threats from the
external business environment for the organisation over the next 5 years?
c. Highlight how you have addressed the complexity of the business environment.
5. Reference list
a. Include a reference list in Harvard format. See this link details of Harvard referencing
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6. Appendices
a. If you have additional information that is important and relevant but cannot fit within the body of
your report, you may include this in an appendix. Anything included in an appendix must be
referred to in the body of the report. However, the story of the report must make sense without
having to refer to an appendix. This should not be a data dump. If you can provide a reliable link
or a summary, this will add more value.
Submission Requirements
1. Title page must include Name, zID number and client company name (e.g Zhang Lin – z11223344
(ANZ Australia). Footer must have page numbers.
2. 1.5 line spacing, Arial font, font size 12-point, Australian spelling.
3. Include graphics, tables, graphs, etc.
4. You must include in-text referencing and a reference list in Harvard format. Your work cannot be
marked if these are omitted. See UNSW guide on Harvard referencing. The standard academic
rules apply regarding use of other people’s words, ideas, and facts.
5. Submit via Turnitin on Moodle course site.

Other requirements
1. In Week 7 or Week 8 tutorials, you need to discuss your Assessment 2 ideas and outlines with your
classmates or your tutors. Otherwise, you lose 5% of the assessment 2 total mark.
Supporting resources and links
1. Professional Report structure: see this link for Writing a Report Guide
2. Check Report Writing Support for UNSW students
3. UNSW Library resources for company and industry
4. UNSW Library Expert on Demand: Librarians are available to assist you with your research
questions in 1-to-1 session.
5. Check the Assessment 2 Tab on Moodle before completing your assessment.
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Assessment 3: Group Sustainability Presentation
Week 11 Friday, 4:00pm, 24 Nov 2023 (AEST/AEDT)
Group Sustainability Presentation (Group mark): 25%
Individual Presentation Engagement (Individual mark): 10%
Video of Group Presentation
7 minutes +/- 10% leeway
(each student individually must present in camera for at least 1 minute)
Via Moodle assignment link
Sustainability is one of the biggest concerns in the Global Business Environment. The United Nations
Sustainable Development Goals are an important step forward to achieving global sustainability. Your task
is to create a video informing incoming first-year UNSW students about how one of these SDGs impacts on
the business environment and how the SDGs are interrelated to the global business environment. You
should demonstrate your understanding of the complexity of the business environment by integrating the
different lenses.
Approach to the assessment task
This assessment has both group and individual assessment components. Your groups for the presentation
will be formed in tutorials and there will usually be 3-5 students in a team. Tutors will give you more
information on group formation.
In this assessment, you are looking at the SDG and examining its future progress through the course
concepts (not looking at a specific business). You will identify one specific SDG to examine. Some SDGs
have too many targets to cover in your presentation time. You may be more specific and focus on one of
these targets for this assessment.
Step One: Group formation and team agreement
You will have formed your group in Week 5 tutorials. In your groups, you will develop a Team Agreement
and elect a Group Coordinator.
You need to come to Week 5 or 9 tutorial to discuss your Assessment 3 group formation and ideas with
your classmates or your tutors. Otherwise, you lose 5% of the assessment 3 total mark.
In your group, you will nominate a short list of SDGs (3-4) and the most relevant targets that you consider
important to the global business environment. This shortlist will be included with your Team agreement
and a summary explanation of why each listed SDGs are critical to the global business environment you are
analysing.
Working in your groups, you will need to have an initial meeting to complete the team agreement using the
template provided on Moodle. This will include:
• Undertaking the Diversity Audit
• Determining team goals
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• Building effective team processes
• Managing team conflict (i.e., one team member does not contribute or participate in the meetings)
Reading and applying concepts from the following resources to your team agreement is critical for this
task.
• Neeley, T. (2009). Global Teams that Work: A Framework for bridging social distance. Harvard
Business Review, 93 (10), 74-78. and
• Markman, T. (2018). 3 Ways to Identify Cultural Differences on a Global Team. Harvard Business
Review, accessed from https://hbr.org/2018/06/3-ways-to-identify-cultural-differences-on-a-global-
team.
• Allocate video editing and production roles for your group presentation and ensure an equitable
share of tasks, i.e., slide design, editing, introduction presentation, and additional research (more
than one person can work on any task).
Manage group dynamics
No free riding in this group project. Equal contribution is expected.
Management of group dynamics is your responsibility. You are expected to actively manage the group
meetings and activities and record members’ contributions. For a group to perform well, it is essential to:
• have clear responsibilities for each member.
• have consistent group norms, such as regular meetings, communication, division of labour, and quality
of work.
• clearly document procedures and agreed outcomes.
• take note of the meeting discussions and group dynamics. Individual group members should keep a
journal detailing all the activities undertaken in relation to their project.
• Peer evaluation form: If you believe that some members of your team contributed very little to the
group work, you may fill in the peer evaluation form and e-mail it to your tutor. Your tutor will ask all
other group members to fill out the forms as well and make adjustments accordingly. Be prepared to
provide independent evidence that supports your claims of about the group members – typically
records of shared collaboration sites, team meetings and processes, etc.
• You can find the “Peer evaluation form” in the course Moodle Assessment 3 section.
Group coordinator
Each group has a group coordinator. The responsibilities of a group coordinator are the following:
• Manage group dynamics;
• Organize group meetings;
• Keep a journal of group activities and member contributions;
• Organize video presentation practice, and ensure presentation goes smoothly and every member of
the group is involved equally.
Sometimes you need to address situations where one or more members do not attend meetings or complete
work. If you feel one or several of group members are not equally/timely contributing, you should:
1) Clearly and early address such problems within the group (in a meeting, and keep a written record).
The group coordinator has the responsibility to discuss the issues with the group member as early
as possible.
2) If (1) does not help, consult the tutor. If there are any complaints against a group member, the tutor
can request group members to submit their journals.
3) If (2) does not remedy the situation, the tutor will re-adjust marks (keep evidence of unequal
contributions as well as evidence of having tried to solve the issue, in case that your group
members disagree).
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4) Marking group members up/down is the last option, getting group members to perform is the
priority.
Team Agreement submission instructions
• Save the Team Agreement in pdf format.
• Please submit your completed Team Agreement to your tutor via email by Week 10 Tuesday at
12pm. Only one member submits to the tutor: no need for repeated submission from other
members.
• If you do not submit your Team Agreement on time, your video of the group presentation will not be
marked.
• If you do not participate in the Team Agreement and are not included in the document, you will not
receive a grade for this assessment.
Step Two: making video presentation
You will have a group activity in tutorials to decide on one of the SDGs from your shortlist. You will present
your chosen sustainable development goal and create a video that uses the different lenses covered in the
course to explain the importance of the SDG from multiple perspectives. Explain the purpose of the SDG
and provide an in-depth analysis of this goal from a socio-cultural, economic, political/legal and
sustainability perspective.
Your video should answer the following questions (this does not need to be sequential):
• Why is the SDG important? And why should the audience care? How does your chosen SDG interact
with other SDGs? Do the interactions make it easier or harder to achieve the goals?
• What elements of the global business environment make the situation worse or better? What are
the course concepts from the other three lenses that are relevant? Include concepts that cover both
long-term and short-term situations.
• Why should companies get involved in achieving the SDG? What are the risks and opportunities for
firms getting involved? Please give reasons and examples.
Tips on producing your videos
• Remember your audience is incoming first-year UNSW students: How can you present the
information in an engaging way and maintain their attention for the entire video?
• Think about more creative ways to present your content and engage the audience, for example, 1)
panel discussion in the TV newsroom, 2) role plays and one member as CEO, another as policy
maker, another as marketing manager, another as a consumer, another employee, etc. The more
creative the presentation is, the more engaging you are and thus more marks.
• Storyboard your video before beginning. This is a helpful strategy in planning a group video.
Group sections
• The whole group is responsible for combining individual perspectives into a cohesive and
professional presentation. This will include a combination of slides, images, and video.
• All group members are to share the video equally. Each member within a group should present for a
similar amount of time.
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• Any person who does not present in the video will get 0 for Assessment 3 unless the person has
Special Consideration approval.
• Credits: include a slide detailing the contributions of each member, i.e., if one student does the
introduction and another does edit, these should be acknowledged. A Reference List must also be
provided, including all sources directly cited in the presentation.
Individual sections
• Each team member must present in the video for at least 1 minute.
• The video must clearly show your face while you are presenting. Each person must be clearly
identified either verbally or with a name caption.
• The individual section will be graded on your clear presentation of the material from your analyses
with extra points for engagement and creativity.
Video submission instructions
• The video file must be smaller than 200MB to upload to Moodle; resizing for web optimisation
Handbrake is recommended. An alternative is to upload your video to the UNSW OneDrive folder;
then you can put the link in a Word doc and submit the Word doc in Moodle. Do not upload to
YouTube or Gmail, which often causes access issues for markers.
• Video format: can be .mov, .mpeg, .mp4. You must check permissions and access to this video. If
your video is inaccessible by the tutor, it cannot be marked.
• Note: Videos are large files that take time to upload. Be aware of the submission deadline and plan
your upload.
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Assessment 4: Pre-learning modules
In this course, we offer a pre-learning module for each week that prepares students for that week’s lecture
and tutorial learning. The pre-learning modules contain essential course concepts, relevant explanation
readings and videos, and preparation work for tutorials.
• We would like to each student to study the pre-learning module for each week and test students’
learning for each week by quizzes. That is, each pre-learning module will contain a quiz, consisting
of several multiple-choice questions.
• Each student will have 2 attempts for each week’s quiz questions and the best attempt will count.
• We have 9 quizzes for week 1-5, 7-10 modules.
• Each quiz accounts for 2% of course credits. Answering all questions correctly will get you 2% for
each quiz.
• Out of a total of 9 quizzes, the best 8 will count into your course mark at 2% each. That is, you can
get maximum 16% course credits by completing all quizzes.
• If you only complete 7 quizzes, you will get maximum 14% course credits by completing all quizzes
and get 100% correct for each quiz. The same rule applies when you complete 0 to 6 quizzes.
• Each quiz will be open for 7 days only. No make-up quizzes are available if you miss the deadline.
o Week 1 quiz opens from Week 1 Monday 5am to Week 2 Monday 5pm.
o Week 2 quiz opens from Week 2 Monday 5am to Week 3 Monday 5pm.
o Week 3 quiz opens from Week 3 Monday 5am to Week 4 Monday 5pm.
o Week 4 quiz opens from Week 4 Monday 5am to Week 5 Monday 5pm.
o Week 5 quiz opens from Week 5 Monday 5am to Week 6 Monday 5pm.
o Week 7 quiz opens from Week 7 Monday 5am to Week 8 Monday 5pm.
o Week 8 quiz opens from Week 8 Monday 5am to Week 9 Monday 5pm.
o Week 9 quiz opens from Week 9 Monday 5am to Week 10 Monday 5pm.
o Week 10 quiz opens from Week 10 Monday 5am to Week 11 Monday 5pm.
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Marking Rubric
Marking rubric for Assessment 1: Culture Reflection Video
Criteria % Fail Pass Credit Distinction High Distinction
Identification & Application
Demonstrate understanding
about culture by identifying
cultural change in your home
country and applying course
concepts and frameworks to
business scenarios.
40% Little to no evidence of
identifying cultural change in
your home country, with no
attempt to apply course
cultural concepts to business
scenarios.
Basic identification of
cultural change in your
home country, with limited
application of course
concepts to business
scenarios.
Adequate identification of
cultural change in your home
country, with adequate
application of course cultural
concepts with some relevance
to business scenarios.
Strong identification of cultural
change in your home country,
with substantial application of
course cultural concepts,
demonstrating a clear
understanding of their
relevance to business
scenarios.
Exceptional identification of
cultural change in your home
country, with outstanding
application of course cultural
concepts, to offer deep insights
into their significant influence on
business scenarios.
Critical Self-Reflection
Reflects with your personal
experiences on how the cultural
change is relevant to the
business.
40% Little or no reference to the
personal experiences.
No clear account of how the
cultural change is relevant to
the business.
Attempts to develop a
personal perspective.
Provides a basic account of
how the cultural change is
relevant to the business.
Develops and communicates a
personal perspective on the
culture change.
Provides a sound account of
how the cultural change is
relevant to the business.
Develops and communicates a
strong personal perspective on
the culture change.
Provides a critical account of
how the cultural change is
relevant to the business.
Develops and communicates a
sophisticated and in-depth
personal perspective on the
culture change.
Provides a critical and nuanced
(positive and negative)
understanding of how the cultural
change is relevant to the
business.
Communication
Clear and concise
communication
20% Does not present main
argument, Ideas and
information logically or
coherently, e.g., does not
have a clear focus; possibly
contains irrelevant or
repetitive material.
Does not express complex
ideas and information clearly
in appropriate language
(using own words where
possible).
Word choice makes meaning
unclear.
Poor eye contact with
audience. Reads from script.
Poor body language. Difficult
to follow.
No or little variation of tone
or expression.
Attempts development of
ideas relevant to the
assignment but lacks depth
and focus; key points are
identified.
Has an adequate structure,
such as having an
introduction and conclusion,
although may be
underdeveloped.
Generally, expresses
complex ideas and
information in mostly
appropriate language (using
own words as much as
possible).
Some eye contact with
audience. Some reading
from script. Some body
language to support
message delivery.
Somewhat difficult to
follow. Some variation of
tone and expression to
make the presentation
engaging.
Development of ideas is
generally clear and logical but
could be more consistent; key
points are identified.
Has an adequate structure,
such as having an introduction
and conclusion.
Generally, expresses complex
ideas and information clearly
in appropriate language (using
own words as much as
possible).
Adequate eye contact with
audience. No script
reading.Good level of interest
from audience.
Adequate body language to
support message delivery.
Engaged audience adequately
with voices.
Development of ideas is clear
and logical; key points are
clearly distinguished from
supporting material.
Is well sequenced, easy to
follow and mostly engages the
audience’s interest.
Has a clear, coherent structure
including very good
introduction and conclusion.
Expresses complex ideas,
arguments and information
clearly and concisely in
appropriate language (using
own words as appropriate).
Good eye contact with
audience. No script reading.
Good body language to
support message delivery.
High level of interest from
audience.
Engaging audiences with
voices that vary in tones,
paces, intonation, and stresses
& emphases.
Development of ideas is logical
and insightful; key points are
clearly distinguished from
supporting material.
Is well sequenced, easy to follow
and engages the audience’s
interest.
Has a clear, coherent structure
including an outstanding
introduction and conclusion.
Consistently expresses complex
ideas, arguments and information
clearly and concisely in
appropriate language (using own
words as appropriate).
Uses fluent, accurate expression.
Very good eye contact with
audience, and very good body
language to support message
delivery. No script reading.
Engaging presentation which
uses energetic expression and
variation in tones, paces,
intonation, and stresses &
emphases.
UNSW Business School 17
Marking rubric for Assessment 2: Levels & Lenses Report
Criteria %  Fail  Pass  Credit  Distinction  High Distinction 
Research and analysis
Demonstrating
understanding and analysis
of the levels and lenses and
their key components
relevant to the business
context, including change
over time, levels of analysis
and connections to other
lenses.
40%  Inadequate knowledge and
understanding of the topic.
Unclear identification of the
relevant issues and/or the
global context.  
Does not address change,
levels of analysis or
connection to other lenses.
Limited or no constructive
analysis of issues and data.
Basic but adequate knowledge
and understanding of the issues
in a global context and some
related issues. 
Addresses some aspects of
change with an attempt at
analysis – but only on a
superficial level. No or minimal
reference to connections to
other lenses.
Attempts to analyse the issues
to the organisational context but
is mainly descriptive.
Relevant and sound knowledge and
understanding of the issues in a
global context; demonstrated
evidence of some reading and
targeted research in-text.
Soundly addresses change over time
and shows some evidence of
meaningful analysis. Reference to
the connections to other lenses is
apparent but could be more
developed.
Good analysis of the issues and data
to the organisational context with a
mixture of description and analysis.
Thorough knowledge and a strong
understanding of the issues in a
global context. Demonstrated
evidence of reading and research in-
text in the paper.
Strong integration of change over a
period with a clear and more
meaningful level of analysis.
Reference to the connections
between the lenses is apparent and
well-developed.
Very good analysis of the issues and
data to the organisational context
and is mainly analytical.
Thorough knowledge with exceptional
breadth and depth of understanding of
the lens in a global context, including
issues and limitations; demonstrated
evidence of reading and research
beyond the provided key material in-
text. 
A highly sophisticated integration of
change over time, depth of analysis
and succinct reference to the
interconnectedness of all the lenses.
Outstanding analysis of the issues and
analytical data to the organisational
context.
Integration and Synthesis 
Integration: successfully
brings together the levels
and lenses to provide a
global overview of the
environment for the
organisation.
*Synthesis: use analysis and
integration of levels and
lenses to identify
opportunities and threats
change over the next 5
years for the organisation.
40% Does not mention any course
concepts. Or used minimally –
may be mentioned in one or
two lenses briefly.
No or generic
opportunities/threats are
identified.
Inadequate synthesis of the
report. No connection made
between the lenses or basis
for an overview.  
Course concepts are used,
however may not be used for
each lens. Course concepts may
not be explained well.
There are some
opportunities/threats identified,
may not be clearly linked to
relevant evidence and course
concepts. Some discussion on
changes over the next 5 years.
The report is provided with a
basic synthesis of the different
levels and lenses; attempt to
draw conclusions and to provide
a global perspective overview.  
Identifies relevant course concepts
for that relate to the issues
identified. Shows some
understanding of the course
concepts and attempts to apply
them to help explain the issues.
There are relevant
opportunities/threats identified.
Good discussion on changes over
next 5 years.
Good synthesis of the different
levels and lenses; research and
analysis are reflected to draw
conclusion and to provide a global
perspective overview.  
Demonstrated understanding of the
course concepts for each lens,
applying this understanding to
explain the issues identified.
The opportunities/threats identified
are relevant to analysis and
integration. Coherent discussion on
changes over next 5 years.
Coherent synthesis of the different
levels and lenses; research and
analysis are strong and used
effectively to draw conclusions and
to provide a global perspective
overview.
Demonstrated insightful
understanding of the course concepts
for each lens, applying this
understanding to explain the issues
identified.
The opportunities/threats identified
are specific, insightful, and strongly
linked to evidence. Coherent and
insightful discussion on changes over
next 5 years.
Coherent and synthesis of the different
levels and lenses; research and
analysis are insightfully and effectively
used to draw conclusions and to
provide a global perspective overview.
Report Presentation 
Professional writing and
academic standards
of presentation, presents
text professionally and
references sources
accurately.
20%  The written presentation of
the report is inadequate and
reflects little understanding of
academic standards.
Materials difficult to read—no
tables or figures; contains
multiple errors, incorrect
referencing, poor structure.
Does not follow formatting
instructions. Sentences are
not clear; ideas are hard to
follow.
The report is presented clearly
but does not reflect academic
standards. 
Structure is generally clear and
logical. Some diagrams, but not
explained well.
References are supplied in-text
and as list but with errors of
style. Some points remaining
unreferenced/ unsupported.
Formatting according to
instructions. Sentences are clear
and complete. Poor paragraph
structure. 
Adequate presentation with an
understanding of academic
standards. 
Structure is generally clear, logical.  
Format is used to aid the audience
including relevant graphics, style and
content are mostly consistent. 
The Harvard style is used throughout
in-text and Reference list with only
minor errors. Formatting according
to instructions.
Sentences are clear and complete.
Some paragraph structure problems.
Well-presented report reflecting a
thorough understanding of
academic standards. 
Structure is clear, logical and assists
comprehension; seamless
integration of sections.
Excellent use of relevant
graphics. Both in-text and Reference
list was consistent Harvard style. 
Formatting according to
instructions.
Sentences are well constructed.
Language is concise. Well-
developed paragraphs.
Excellent presentation reflecting a high
level of understanding of academic
standards. 
Structure is clear, logical and assists
comprehension; seamless integration
of sections.
Exceptional use of clearly relevant
graphics.  Both in-text and the
Reference list is consistent Harvard
style. Formatting according to
instructions.
Format is clear, logical, and consistent.
Sentences are well constructed. Clear
and well-developed paragraphs.
*Synthesis refers to combining information and ideas from multiple sources to support claims, illustrate commonality between ideas, or to create new arguments.
UNSW Business School 18
Marking rubric for Assessment 3: Group Sustainability Presentation
Criteria %  Fail  Pass  Credit  Distinction  High Distinction 
Identification & Key
Points
Identifies and
summarises key points
for an SDG and the
interactions with other
SDGs.
40% Key points are not clearly
identified.
Little or no mention of why
the SDG is important, key
points are not clearly
identified.
Inadequate knowledge and
understanding of the
sustainability (e.g., SDGs)
and its importance.  
No or very limited evidence
of reading and research.
Does not address any of the
SDGs, no provision of
related examples.
Identifies key points and
attempts to explain one of the
SDGs.
Relevant and sound
knowledge and understanding
of the sustainability (e.g.,
SDGs) and its importance.
Evidence of some reading and
research and some knowledge
of sustainability topics.
Reference to the connections
between the discussed SDGs
and examples is apparent but
could be more developed.
Identifies key points and
explains how the SDG is
important and how the SDG
interacts with other SDGs.
Relevant and sound knowledge
and understanding of the
sustainability (e.g., SDGs) and its
importance.
Evidence of some reading and
research and some knowledge
of sustainability topics.
Reference to the connections
between the discussed SDGs
and examples is apparent but
could be more developed.
Accurately identifies key points and
explains how the SDG is important and
how the SDG interacts with other SDGs,
with some support of concepts, terms,
and ideas from the course.
Demonstrated a strong understanding
of the sustainability (e.g., SDGs) topics.
Evidence of reading and research and
substantial knowledge of sustainability
topics. Evaluates impact of risks and
opportunities on the SDG.
Reference to the connections between
the discussed SDGs and examples is
apparent and well-developed.
Accurately identifies key points and explains
how the SDG is important and how the SDG
interacts with other SDGs, with strong
support of course concepts and ideas.
Demonstrated an exceptional understanding
of the SDGs topics to an extreme extent.
Evidence of reading and research beyond the
provided course material and thorough
knowledge with exceptional breadth and
depth of SDGs topics. Provides insightful
evaluation. Synthesises impacts of risks and
opportunities on the SDG.
Provided in-depth integration of the
discussed SDGs and succinct examples of
the discussion.
Analysis, Cohesion and
Synthesis 
The video successfully
brings together different
lenses to provide a
global overview of the
business environment,
highlighting risks and
opportunities related to
the chosen SDG.
40%  Inadequate integration and
synthesis of the course
concepts, levels, and lenses
into their discussion, No or
limited connection with the
sustainability issues
identified. 
Inadequate overview and
synthesis. No connection
made between the lenses or
basis for an overview.  
Conclusion does not
summarise the purpose of
the report or the key findings
well. Lacks references.
The report is provided with a
basic synthesis of the course
concepts, levels, and lenses
into their discussion, attempt
to apply this understanding to
explain the SDGs issues. 
The video is provided with a
basic synthesis of the
different levels and lenses;
attempt to draw conclusions
and to provide a global
perspective overview.  
Conclusion attempts to
summarise the purpose and
key findings of the video but
lacks succinctness and
cohesion.
Good integration and synthesis
of the course concepts, levels,
and lenses into their discussion,
applying this understanding to
explain the sustainability issues
identified. 
Good overview and synthesis of
the different levels and lenses;
research and analysis are
reflected to draw conclusion and
to provide a global perspective
overview.  
Conclusion is mostly relevant
and attempts to highlight the
main purpose and key findings
of the video in a mostly concise
and cohesive manner.
Demonstrated a good understanding of
the course concepts, levels, and lenses
into their discussion, applying this
understanding to explain the
sustainability issues identified.
Coherent overview and synthesis of the
different levels and lenses; research
and analysis are strong and used
effectively to draw conclusions and to
provide a global perspective overview
with a focus on sustainability. 
Conclusion is relevant and accurately
portrays the purpose and key findings
of the video in a concise and cohesive
manner. Aspects of the business
environment complexity are also
addressed.
Demonstrated an excellent and insightful
understanding of the course concepts, levels,
and lenses into their discussion, applying this
understanding to explain the sustainability
issues identified.
Coherent and insightful overview and
synthesis of the different levels and lenses;
research and analysis are insightfully and
effectively used to draw conclusions and to
provide a global perspective overview with an
integrated focus on sustainability. 
Conclusion is highly relevant and very
accurately portrays the purpose and key
findings of the video in a concise and
cohesive manner. Significant aspects of the
business environment complexity are also
addressed insightfully.
Communication and
engagement
Overall ability of the
group to create an
engaging and
meaningful video
20% Does not present main
argument and information
logically or coherently, e.g.,
does not have a clear focus;
possibly contains irrelevant
or repetitive material.
Development of ideas is not
clear or logical; key points
are not clearly identified.
Attempts to develop ideas
relevant to the assignment but
lacks depth and focus.
Has some structure, such as
having an introduction and
conclusion (although may be
underdeveloped).
Development of ideas is
generally clear and logical but
could be more consistent.
Has an adequate structure, such
as having an introduction and
conclusion.
Development of ideas is clear and
logical; key points are clearly
communicated.
Is well sequenced, easy to follow and
engages the audience’s interest from
time to time.
The video has some creativity and a
clear, coherent structure.
Development of ideas is logical and
insightful; key points are communicated in
clear and engaging ways.
Is well sequenced, easy to follow and
engages the audience’s interest all the time.
The video creativity enhances the audience’s
understanding and has a clear, coherent
structure.
UNSW Business School 19
Marking rubric for Assessment 3:  Individual Presentation Engagement
Criteria %  Fail  Pass  Credit  Distinction  High Distinction 
Communicates clearly
and concisely
30% Does not express (or explain
where necessary) complex
ideas and information clearly
in language appropriate for
the intended audience and
purpose (using own words
where possible).
Word choice makes meaning
unclear.
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information in language mostly
appropriate for the intended
audience and purpose (using own
words as much as possible).
Some repetition of ideas.
Explain complex ideas and
information clearly in language
appropriate for the intended
audience and purpose (using
own words as much as
possible).
Easy to follow and understand.
Explain complex ideas, arguments,
and information clearly and
concisely in language appropriate
for the intended audience and
purpose (using own words as
appropriate).
Demonstrate the ability to
communicate clearly and
confidently.
Explain complex ideas, arguments, and
information clearly and concisely in
language appropriate for the intended
audience and purpose (using own words
as appropriate). Uses fluent, accurate
expression/ grammar.
Demonstrate the ability to communicate
clearly, confidently, and precisely.
Engaging the listener
as an individual
70% Poor eye contact with
audience.
A lot of script reading.
Poor body language.
Poor visual aids.
Difficult to follow.
No or little variation of tone or
expression.
Some eye contact with audience.
Some reading from script.
Some body language to support
message delivery.
Somewhat difficulty to follow.
Some visual aids.
Some variation of tone and
expression to make the
presentation engaging.
Adequate eye contact with
audience.
Good level of interest from
audience.
Adequate body language to
support message delivery.
Engaged audience adequately
with voices.
No script reading.
Good eye contact with audience.
No script reading.
Good body language to support
message delivery.
High level of interest from audience.
Have impact on audience. Some
lapses in attention noted.
Engaging audiences with voices that
vary in tones, paces, intonation, and
stresses & emphases.
Engaging presentation which is
animated and with some creativity.
Very good eye contact with audience, and
very good body language to support
message delivery.
No script reading.
Very good visual aids.
Delivered information engagingly and
memorably. Engaging presentation which
uses energetic expression and variation in
tones, paces, intonation, and stresses &
emphases.
Engaging and creative presentation style.
Showed creativity and flair.