IBUS2309 Assignment Guide Page 1 of 26
IBUS2309 Assignment Guide

Assignment Summary Table
Assessment Task & Type Components Final Mark Weighting
Assignment 1: Group
Assignment
* There will be peer review
moderation.
Part 1: Group Cultural Immersion Reflection
Analysis
Part 2: Group Oral Presentation
Part 3: Group Take-Away Lesson
20% - Due Week 6: 29
August 2024, 13:00
(7.5%) - Dates TBA in
tutorial
(7.5%)- Dates TBA in
tutorial
Individual In-Tutorial Quiz
Based on Group Presentations
In-Tutorial Quiz Based on Group Presentations 15%
Assignment 2: Individual Cross-
Cultural Incident Analysis
Incident, 4 alternative explanations, research,
rationales for the best explanation
25% - Due 17 October
2024, 13:00
Final Examination The final exam will address all materials covered
in the course, seminars, and readings.
25%
• All parts of this course assessment evaluate students' abilities, skills, and knowledge without
the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop
responses is strictly prohibited and may constitute student misconduct under the Student Code of
Conduct. This includes dictionary and translation applications (APPs). ............................................ 3
Group Charter is due in Week 4: 15 August 2024; 13:00 (AEST) on the Blackboard
site: “Group Charter Submission Site”. .............................................................................. 5
Part 1: Group Written Analysis (20% of final mark; Approximately 3,000 words -
10% latitude); Due 29 August, 2024, 13:00. ...................................................................... 5
Compulsory: Individual Contributions for the group written assignment is due in Week 6 on assignment
submission date and time (29 August 2024; 13:00); via Blackboard “Individual Contribution(s) Written
Analysis Submission Site”. You may submit it earlier. Note your group may have set an earlier deadline to
submit to your respective groups. ......................................................................................................................... 5
Individual Contributions for the presentation is due on the day of your presentation 13:00 via
Blackboard, “Individual Contribution(s) Presentation Submission Site”. ....................................................... 5
Part 2: Group Oral Presentation (7.5% of the final mark; Maximum of 18-minutes including the Take
Away Lesson; date to be determined in week 3), and ......................................................................... 5
Part 3: Group Take-Away Lesson (7.5% of final mark) ..................................................................... 5
Group Presentation Slides are due one week prior to the presentation, 13:00 (AEST), via Blackboard
and Turnitin “Group Presentation Slides Submission Site”. You may submit it earlier. Note your group
may have set an earlier deadline to submit to your respective groups. ......................................................... 5
IBUS2309 Cultural Immersion Reflection Analysis Criteria Summary*: 20% of final
mark (Approximately 3,000 words, not including references and appendix; 10%
word limit latitude). ............................................................................................................. 8
IBUS2309 Written Analysis Rubric ................................................................................................... 9
Sample Structures of Group Cultural Immersion Reflection Analysis ............................................. 10
IBUS2309 Oral Presentation Criteria Summary ............................................................................... 11
IBUS2309 Oral Presentation Rubric ................................................................................................. 12
Group Dynamics ................................................................................................................ 13
PEER EVALUATION IBUS2309 (Written Assignment)* .............................................................. 14
PEER EVALUATION IBUS2309 (Oral Presentation – Part 2 & 3)* .............................................. 16
Individual In-Tutorial-Quiz Based on Group Oral Presentations (15% of the final
mark) ................................................................................................................................... 18
IBUS2309 Assignment Guide Page 2 of 26
IBUS2309 In-Tutorial Presentation Quiz (Timed Open Book Quiz) ................................................ 19
IBUS2309 Presenting Group ............................................................................................................ 20
Assignment 2: Individual Cross-Cultural Incident Analysis Assignment (25% of final
mark) ................................................................................................................................... 21
IBUS2309 Individual Cross-Cultural Incident Analysis Assignment Rubric .................................. 24

All times listed in the course are Australian Eastern Standard Times (AEST).
Students must submit all assessments to pass the course.
IBUS2309 Assignment Guide Page 3 of 26
Guidelines For Assignments
1. Ensure you have consulted the assignment guide.
2. Ensure that when submitting assignments electronically that all parts are included.
3. Assignments must be typed; font size should be legible (12-point); double spaced, margin of 2.5 cm on all
sides of the page. Number all pages (except the title page) consecutively. A list of works consulted works
must be included and referenced appropriately; see referencing style criteria below.
4. The language of operations associated with all activities and assessments is the English language.
Non-compliance can lead to assessments awarded the mark of zero, and non-compliance in group settings
be interpreted as exclusionary behaviour, a form of bullying and a serious offence.
5. You must submit your assignments as an electronic file only via Turnitin in a Word document file.
6. If you have not completed an integrity tutorial, you must do so before submitting your assignment. See the
Blackboard site for information.
7. Appropriate referencing is compulsory. The course recommends APA 7th referencing style.
(https://guides.library.uq.edu.au/referencing/apa7). If you do not reference properly, it may be
interpreted as plagiarism.
• The following are examples of plagiarism where appropriate acknowledgement or referencing of
the author or source does not occur:
• Direct copying of paragraphs, sentences, a single sentence, or significant parts of a sentence;
• Direct copying of paragraphs, sentences, a single sentence, or significant parts of a sentence with an
end reference but without quotation marks around the copied text;
• Copying ideas, concepts, research results, computer codes, statistical tables, designs, images, sounds
or text or any combination of these;
• Paraphrasing, summarising or simply rearranging another person's words, ideas, etc., without
changing the basic structure and/or meaning of the text;
• Offering an idea or interpretation that is not one's own without identifying whose idea or
interpretation it is;
• A ‘cut and paste' of statements from multiple sources;
• Presenting as independent, work done in collaboration with others;
• Copying or adapting another student's original work into a submitted assessment item.
• Please note that there is a distinction between a bibliography and references.

• All parts of this course assessment evaluate students' abilities, skills, and knowledge
without the aid of Artificial Intelligence (AI). Students are advised that the use of AI
technologies to develop responses is strictly prohibited and may constitute student
misconduct under the Student Code of Conduct. This includes dictionary and
translation applications (APPs).
• Academic integrity policy is in effect in this course. It is the responsibility of each
individual and group to adhere to academic integrity. Any work that has breached
academic integrity will receive zero marks.

Any work you submit online has a legal declaration, thus by submitting your work you are agreeing
to the declaration.
“Legal Declaration: By submitting your work via this website, you formally declare that: 1)
It is your own original work, and no part of the work has been copied from any other
source or person except where due acknowledgement is made; 2) No part of the work has
been previously submitted for assessment in this or any other institution; 3) No Artificial
Intelligence Application has been used to aid producing the work; and 4) you have read
and completed the UQ Academic Integrity and Plagiarism Policy and understand its
implications as mandated in the course:

http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct.
https://ppl.app.uq.edu.au/content/student-code-conduct-policy “

• NOTE: If you have successfully submitted your file, you should be shown a screen with all the
information listed on the screen (see sample below).
IBUS2309 Assignment Guide Page 4 of 26
• For your benefit, you should print your digital receipt or take a screenshot of your submission. If you
do not see a screen stating your submission is complete or a receipt, then you have NOT successfully
submitted your assignment. It is your/group’s responsibility to make sure that you have successfully
submitted your assignment.
IBUS2309 Assignment Guide Page 5 of 26
Assignment 1: Group Assignment (35% of final mark, group assignment consists of three parts)
Students must follow the criteria found in the assignment guide provided on Blackboard or risk failing the
assignment.

Group Charter is due in Week 4: 15 August 2024; 13:00 (AEST) on the Blackboard site: “Group Charter
Submission Site”.
• The language of operations associated with all activities and assessments is the English language. Non-
compliance can lead to assessments awarded the mark of zero, and non-compliance in group settings be
interpreted as exclusionary behaviour, a form of bullying and a serious offence.

Part 1: Group Written Analysis (20% of final mark; Approximately 3,000 words - 10% latitude); Due 29
August, 2024, 13:00.

Compulsory: Individual Contributions for the group written assignment is due in Week 6 on assignment
submission date and time (29 August 2024; 13:00); via Blackboard “Individual Contribution(s) Written
Analysis Submission Site”. You may submit it earlier. Note your group may have set an earlier deadline to
submit to your respective groups.

Individual Contributions for the presentation is due on the day of your presentation 13:00 via Blackboard,
“Individual Contribution(s) Presentation Submission Site”.
• Although the submission will not be marked, not submitting the individual contribution materials will
exclude you from receiving the group’s mark, since it implies you made no contribution(s) to the group
assignment. Make sure you document your contribution. If your group use online files, use track changes
to show your contribution, and save the files as evidence.
• Academic Integrity policy is in effect. Note: It is the responsibility of each individual and group to adhere
to Academic Integrity. Plagiarised materials (high similarity match) will receive zero marks. You must
include a reference list of the materials you used.

Part 2: Group Oral Presentation (7.5% of the final mark; Approximately 18-minutes including the Take
Away Lesson; date to be determined in week 3), and

Part 3: Group Take-Away Lesson (7.5% of final mark)
Group Presentation Slides are due one week prior to the presentation, 13:00 (AEST), via Blackboard and
Turnitin “Group Presentation Slides Submission Site”. You may submit it earlier. Note your group may
have set an earlier deadline to submit to your respective groups.
• Groups will randomly be created by the course coordinator/facilitator. Once the groups are created you must
contact your group by the end of week 3 or risk failing the assignment and losing out on group marks. You are
not allowed to change groups by yourself; the group change deadline is week 3.
o It is the student's responsibility to ensure that they are in a group, by the end of week 3. If one is not in
a group by the end of week 3, one risks failing Assignment 1, and all its associated marks.
• The charter must be submitted on the Monday of week 4 (as per ECP dates) or the charter is void.
• The charter is binding to all group members assigned to the group, regardless of whether they have signed it or
not.
• All are in the same situation, so please take note of your presentation time and adjust your schedule
accordingly.
IBUS2309 Assignment Guide Page 6 of 26
Part 1: Group Cultural Immersion Reflection Analysis (20% of your final mark)
A) Description of cross-cultural immersion (approximately 750 to 1000 words)
• During your cross-cultural immersion think about the following since you will use the experience to
develop a research topic that is relevant to international business/management (IB/M) situations. In your
write-up include the following:
• For a little fun, an appropriate group selfie (photo) at the venue or outside.
• Describe the context (relevant information such as the scene and any important environmental factors;
people's cultural and professional backgrounds - if possible).
• What happened, where and when; who was involved?
• What were your thoughts and feelings during the experience?
• What events were most interesting, different and/or confusing to your group, and why?
Keep in mind that the goal is to identify events or concepts that are relevant to IB/M situations.
• How did these events meet or not meet your expectations?
• What information was lacking, or what change occurred during the cultural immersion?
• Emotions your or your group encountered; how did you/your group feel?

B) Cross-Cultural Analysis of Cultural Immersion (approximately 1500 to 2000 words)
• Choose events to focus on that are most interesting, important, different and/or confusing to your group during
the cross-cultural immersion; write an essay that analyses and explains your/your group’s experience.
• Use appropriate theories and/or frameworks relevant to the course and/or from other fields, to develop
your understanding of the events from a cross-cultural perspective. If relevant and applicable, you may also
analyse other factors that help you to understand the events, for example, environmental factors - economic,
legal, organisational, political, technological, etc.
o For example, if during your cross-cultural immersion you observed that men and women were separated
during activities. What are the theories, underlying factors, and other factors that help you to understand
these behaviours?
• Abstract concepts from the events you have experienced and focus on the most interesting, important, different
and/or confusing to your group - that, if applied or occurs in an organisational setting, can affect managing
across cultures in a domestic or international organization.
• Discuss how the concept(s) your group abstracted from the event(s) affect managing across cultures in a
domestic or international organisation either positively or negatively. It can be related to the culture(s) you
encountered. Based on your research, provide best practice recommendation(s).
o For example, if during your cross-cultural immersion you observed that men and women were separated
during activities. What are the implications of this if this was practised or occurred in an IB/M setting
and/or multicultural environment? (i.e., how it relates to topics or concepts in the course; remember that
in IBUS2309, cultural microcosm as valid cultures).

The rest of the assignment is worth 15% of your final mark; it consists of Parts 2 and 3.
Based on your group's written research assignment (cultural immersion) you are to present your research findings
to your tutorial class that engages the class. Each group will be required to conduct further research to create a
take-away lesson and class discussion that engages the class and explains the phenomenon depicted in the take-
away lesson. Further, you must discuss at least one alternative explanation of how the concept(s) occurs using a
logical explanation, theory(ies) or framework(s) using theory and/or framework other than Hofstede in the take-
away lesson.

Part 2: Group Oral Presentation (7.5% of final mark; date to be determined in week 3)
Based on your group's written research assignment (cultural immersion):
A) Present the research topic you develop.
B) By using appropriate theories and/or frameworks relevant to the course, present the research topic and how the
issue(s) affects managing across cultures in a domestic or international organisation.
C) We suggest approximately a 12 to 15-minute research oral presentation, and
D) Provide presentation slides/handouts with a reference list to the tutor.
E) All members must present to be awarded marks.
F) All groups must be ready to present on the day of presentation with their presentation materials on a USB or
alternative device to use the seminar room facilities.

Part 3: Group Take-Away Lesson - to be presented on the same day of presentation (7.5% approximately 3-
5 min)
IBUS2309 Assignment Guide Page 7 of 26
Based on the research topic you developed and presented, each group will be required to conduct further research
to create a take-away lesson from the concept(s) that you abstracted from the cultural experience that is applicable
in an IB/M and/or managing in multicultural environments. Therefore, it requires your group to develop a realistic
situation that teaches the class about concepts that you developed concerning managing across cultures in a
domestic or international organisation.
• The take-away lesson can be anything creative, such as a game, role-play, skit, or case study, etc. that depicts
what you learnt from the cultural experience and how the topic/issues affect managing across cultures in a
domestic or international organisation.
• The take-away lesson should teach the class about the concepts depicted in your written assignment and their
application in at least one culture. As such, it may involve further research to investigate elements of the culture
that are relevant to IB/M and/or managing in a multicultural practice(s) discussed in your oral presentation. This
must include at least one alternative explanation of how the concept(s) occurs using a logical explanation,
theory(ies), or framework(s) other than Hofstede.
• Note: The take-away lesson is not a re-enactment of the activity - it is teaching the class what you learnt
based on the abstraction of concepts from the movie and the group research. It is also not just asking
questions using Kahoot! Use of Kahoot only will receive low marks.
• Lead a class discussion that engages the class and explains the phenomenon depicted in the take-away lesson.
• We suggest approximately a 3 to 5-minute engaging take-away lesson presentation inclusive of discussion.
• All members must present to be awarded marks.

Maximum of 18-minutes for the whole presentation. Your tutor will then wrap up with a discussion of how the
concepts presented are relevant for managing across cultures. Have fun with the assignment!

All students in the group will receive the same mark for the written assignment, presentation, and take-away lesson.
However, an opportunity to evaluate the contribution of group members will be provided at the write-up due date
and after the presentations. This peer evaluation may result in the increase or decrease of individual marks and, as
such, will be taken seriously. Peer reviews are compulsory, not submitting peer reviews may decrease marks.

Note: Individual group members must upload their contributions to the group on the Blackboard.
• Each group member must again submit their individual contribution to the group assignment to this
submission system before the assignment due date so that all have a record of members' contribution(s).
Although the submission will not be marked, not submitting the individual contribution materials
will exclude you from receiving the group’s mark.
• You must submit your contribution(s) as a file. e.g., Word doc. file, pdf file, pictures, etc., so when you are
ready to submit, go to the site and submit your file using the "attach files" function.
• Each member can submit multiple files under their name. Each submission will be recorded as an
"Attempt", so if you submitted three files, you will have three attempts listed in this submission folder.
However, to submit multiple times, you must click "Continue" on the submission page.
• The submission must meet the UQ Academic Integrity and Plagiarism Policy.

Please submit the IBUS2309 Group Charter to the Blackboard submission site. The Group Charter is a
binding document amongst group members.

IBUS2309 Assignment Guide Page 8 of 26
IBUS2309 Cultural Immersion Reflection Analysis Criteria Summary*: 20% of final mark
(Approximately 3,000 words, not including references and appendix; 10% word limit latitude).

Student Name & ID Number:
Detailed rubric can be found in subsequent sections of this assignment guide.
Criteria Weight & Mark
Writing, Coherence of Argument/Information
 Clearly defined issue/topic to be discussed.
 Met word quantity criteria.
 Concepts/topics developed throughout the essay and relevant issues addressed.
 Information is well structured, integrated, and comprehensible.
15% of total
Research and Effective Application
 Culture stimulus activity analysis.
 Extensive research/reading demonstrated.
 A minimum of 7 peer-reviewed journal articles, at least 3 after 2018. If you only meet
the minimum criteria, then only minimum marks are awarded.
 Materials should go beyond assigned readings, including journal articles.
 Research effectively and appropriately used to develop the topic.
 Culturally relevant research.
15% of total
Analysis of Culture Immersion
 Demonstrates understanding of relevant aspects of issue/topic.
 Clear elaboration of how culture influenced issue/topic (15/60%).
 Use of appropriate theories and/or frameworks to analyse the topic and demonstrated
understanding (20/60%).
 Successfully conveyed relevance of the topic for managing across cultures.
 Independent interpretation/original approach.
60% of total
Presentation
 Professional/concise presentation.
 Correct grammar and punctuation.
 Neatly presented, including correct and consistent citations.
10% of total
Overall Mark
Grade 1
Serious Fail
2
Fail
3
Fail
4
Pass
5
Credit
6
Distinction
7
High Distinction
% Range 0-29 30-44 46-49 50-64 65-74 75-84 85+

• Students must follow the criteria found in the assignment guide provided on Blackboard or
risk failing the assignment.
• Feedback is provided in the assignment text via Blackboard. Only the person who
submitted the assignment can access the feedback through the assignment submission site or
grade centre. Please see the instructions in the Week 9 Learning Resources folder.
IBUS2309 Assignment Guide Page 9 of 26
IBUS2309 Written Analysis Rubric
The assignment’s grades are allocated according to the following criteria, each will carry the weight shown in the rubric.

Writing, Coherence of Argument/Information (15%)
1 The essay is incoherent and has major style and structure problems.
2 The essay has major style problems and/or fails to meet word quantity and structure.
3 The essay has style problems and/or fails to meet word quantity and structure requirements.
4 The essay meets the basic style and structure requirements for the assignment. UQBS writing style guidelines are not
adhered to.
5 The essay is well written and meets the style requirements specified. UQBS writing guidelines are generally adhered to,
but some inconsistencies still present.
6 The essay meets the requirements outlined and is clearly written and well presented. Adherence to UQBS writing
guidelines is good.
7 The essay shows excellence in writing style, structure, and presentation. UQBS writing guidelines are adhered to fully.
Research and Effective Application (15%) - must include “culture stimulus activity analysis”.
1 The essay has not attempted to conceptually draw upon research and/or course textbooks; not met minimum research
criteria. Have not demonstrated understanding of the materials, not applied them effectively and appropriately.
2 The essay has attempted to conceptually draw upon research and/or course textbooks; not met minimum research criteria.
Have not demonstrated understanding of the materials but attempted to apply the research materials.
3 The essay has not adequately drawn upon literature; not met minimum research criteria. Relevant information from
research was not included. Only demonstrated minimal understanding of the materials and used them at a surface level.
4 The essay has conceptually drawn upon research and/or course textbooks to a basic standard; only just met minimum
research criteria. Only demonstrated minimal understanding of the materials and used them at a surface level.
5 The essay has demonstrated the ability to conceptually draw upon research and demonstrated a selection of relevant
literature; met minimum research criteria. Have also demonstrated some understanding of the materials, used them
effectively and appropriately.
6 The essay has successfully conceptually drawn upon research and a selection of mostly relevant academic literature
(peer-reviewed). Extensive research over and above criteria, and demonstrated understanding of the materials, used them
effectively and appropriately.
7 The essay has successfully conceptually drawn upon research and a selection of relevant academic literature (peer-
reviewed). Has demonstrated extensive research over and above criteria, also clearly demonstrated understanding of the
materials, and used them effectively and appropriately.
Analysis (60%)
1 The essay neither developed an international business/management (IB/M) topic nor analysed how culture influenced the
topic.
2 The essay attempts to develop an IB/M topic but does not analyse how culture influenced the topic.
3 The essay only describes an IB/M topic, only attempts to analyse how culture influenced the topic.
4 The essay develops an IB/M topic and demonstrates a basic analysis of how culture influenced issues/topics.
5 The essay develops a clear IB/M topic and demonstrates a clear analysis of how culture influenced issues/topics relevant
to IB/M and/or managing in a multicultural environment.
6 The essay develops the topic well and demonstrates an excellent analysis of how culture influenced issues/topics relevant
to IB/M and/or managing in a multicultural environment.
7 The essay demonstrates an excellent development of the topic and excellent analysis of how culture influenced
issues/topics relevant to IB/M and/or managing in a multicultural environment supported by research. The essay reflects
an excellent understanding of all the concepts and issues that affect IB/M operations and/or managing in a multicultural
environment.
Presentation (10%)
1 The essay is not presented in a neat and/or in the prescribed format, has numerous grammatical and/or punctuation errors,
numerous missing and/or incorrect citations, and references.
2 The essay attempts to present a neat and/or in the prescribed format, have numerous grammatical and/or punctuation
errors, numerous missing and/or incorrect citations, and references.
3 The essay demonstrates effort to present in a neat and/or in the prescribed format, has numerous grammatical and/or
punctuation errors, numerous missing and/or incorrect citations, and references.
4 The essay is presented in a neat and in the prescribed format, has some grammatical and/or punctuation errors, has some
missing and/or incorrect citations, and references.
5 The essay is presented in a neat and in the prescribed format, has minor grammatical and/or punctuation errors, has minor
errors in citations and references.
6 The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct, has
minor errors in citations and references.
7. The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct,
flawless citations, and references.
IBUS2309 Assignment Guide Page 10 of 26
Sample Structures of Group Cultural Immersion Reflection Analysis
Your group do not need to follow these sample structures. The structure of the write-up is dependent on your group’s
experience, what the events were and your group’s observations.

Sample 1
1. Introduction
2. Description of Cross-Cultural Immersion
• Events observed A, B, C, etc.
3. Research on Phenomena and Concepts Observed
• A, B, C, etc.
4. Analysis
• A, B, C, etc.
5. Conclusion
6. References
Sample 2
1. Introduction
2. Description of Cross-Cultural Immersion
3. Experience analysis
• A, B, C, etc.
4. Implications of Concept for Management
• A, B, C, etc.
5. Conclusion
6. References
7. Appendix
Sample 3
1. Introduction
2. Description of Cross-Cultural Immersion
3. Analysis
• A, B, C, D, E
4. Managerial implications
• A, B, C, etc.
5. Conclusion
6. References

IBUS2309 Assignment Guide Page 11 of 26
IBUS2309 Oral Presentation Criteria Summary
Maximum of 18-minutes; including Take-Away Lesson. All members must present to be awarded marks.
Research Presentation 7.5% of final mark (12-15 Min)
Take-Away Lesson 7.5% of final mark (3-5 min.)

Student Name & ID Number:
Detailed rubric can be found in subsequent sections of this assignment guide.

Criteria Weight & Mark
Research
 Demonstrates understanding of relevant aspects of concepts/topics.
 Clear elaboration of how culture influenced concepts/topics.
 Use of appropriate theories and/or frameworks to analyse concepts/topics and
demonstrated understanding; other than Hofstede.
 Concept effectively addressed; using theory and/or framework other than Hofstede.
 Independent interpretation/novel approach.
 The presentation stimulates thought or debate.
 Contributed to learning of concepts related to cross-cultural management and/or
international business.
 Handout of presentation with reference list; all groups must be ready to present on the
day of presentation with their presentation materials on a USB or alternative device to use
the seminar room facilities.
75% of total
Oral Presentation Delivery
 Appropriate use of materials (visual etc.).
 Innovative/original approach.
 Good time management.
 Clear presentation, well structured, professional presentation (as in a corporate setting),
and delivery.
 All members demonstrated understanding of materials.
10% of total
Interactivity
 Created class discussion & engaged class throughout presentation (not just during the
take-away lesson).
 Fielded and answered questions from the class.
15% of total
Take-away lesson
 Clear discussion & analysis of concepts/topics.
 Demonstrated understanding & research in presenting the take-away lesson.
 Successfully conveyed relevance of concepts/topics for cross-cultural management;
using theory and/or framework other than Hofstede.
 Engaged class during the take-away lesson.
Out of 100
Overall Mark
Research Presentation
Take-away lesson
Grade 1
Serious Fail
2
Fail
3
Fail
4
Pass
5
Credit
6
Distinction
7
High
Distinction
% Range 0-29 30-44 46-49 50-64 65-74 75-84 85+
IBUS2309 Assignment Guide Page 12 of 26
IBUS2309 Oral Presentation Rubric
The assignment’s grades are allocated according to the following four criteria. Each criterion will carry the weight shown in
the Rubric.
Research and Effective Application in Presentation (80%)
1 The presentation does not draw upon research and/or course textbook materials (show evidence) and has not used
theories, frameworks, concepts.
2 The presentation has attempted to conceptually draw upon research and/or course textbook (show evidence) but not met
minimum research criteria, and have not used theories, frameworks, concepts.
3 The presentation has not adequately conceptually drawn upon research, and only attempted to apply theories,
frameworks, and concepts.
4 The presentation has drawn upon research and/or course textbooks to a basic standard; only just met minimum research
criteria thus only show superficial understanding of issues, as well as superficial use of theories, frameworks, and
concepts.
5 The presentation has demonstrated good evidence research and demonstrated a selection of relevant literature, stimulated
thinking, and demonstrated the use of theories, frameworks, concepts.
6 The presentation has successfully applied research and demonstrated the selection of relevant literature, stimulated
thinking, and successfully used theories, frameworks, and concepts to provide insights into the phenomenon.
7 The presentation demonstrates excellent application of research, in some depth to stimulate thinking and successfully
used theories, frameworks, concepts to provide deep insights into the phenomenon and learning in IB/M and/or
multicultural environment.

Presentation Delivery (10%)
1 The presentation does not use visual materials, excessively long or short, and poorly structured.
2 The presentation has some visual materials, too long or short, and poorly structured.
3 The presentation used visual materials, too long or short, and poorly structured.
4 The presentation used visual materials, on time, but poorly structured.
5 The presentation has creative visual materials, attempted to be innovative, on time, and organised.
6 The presentation has creative engaging visual materials, innovative, on time, and organised, professional presentation and
delivery.
7 The presentation has excellent creative engaging visual materials, very innovative, on time, and organised, professional
presentation and delivery.

Interactivity (10%)
1 The presentation has no interactivity with audience during research presentation and take-away lesson.
2-3 The presentation has no interactivity with audience during research presentation, but some during take-away lesson.
2-3 The presentation has some interactivity with audience during the research presentation, but not during take-away lesson.
4 The presentation has some interactivity with audience during research presentation and but not during take-away lesson.
5 The presentation has some interactivity with audience during research presentation and some during take-away lesson.
6 The presentation has good interactivity with audience during research presentation and during take-away lesson.
7 The presentation has excellent interactivity throughout.

Take-away lesson
1 The take-away lesson does not draw upon research and/or course textbook materials (show evidence) and has not
addressed a cultural concept; have not used theories, frameworks, concepts; have not engaged audience.
2 The take-away lesson has attempted to conceptually draw upon research and/or course textbook (show evidence) but not
met minimum research criteria, has not addressed a cultural concept, and have not used theories, frameworks, concepts
have not engaged audience.
3 The take-away lesson has not adequately conceptually drawn upon research, thus have not elaborated on a cultural
concept effectively and only attempted to apply theories, frameworks, concepts; have attempted to engage audience.
4 The take-away lesson has drawn upon research and/or course textbooks to a basic standard; only just met minimum
research criteria thus only show superficial understanding of issues and cultural concepts; attempted to suggest an
alternative explanation apart from Hofstede, as well as superficial use of theories, frameworks, concepts; have engaged
audience.
5 The take-away lesson has demonstrated good evidence research and demonstrated selection of relevant literature,
addressed a cultural concept to stimulate thought; presented an alternative explanation apart from Hofstede, demonstrated
the use of theories, frameworks, concepts; engaged audience.
6 The take-away lesson has successfully applied research and demonstrated selection of relevant literature, addressed a
cultural concept to stimulate thought; successfully presented alternative explanation apart from Hofstede, successfully
used theories, frameworks, concepts to provide insights to the phenomenon; engaged audience well.
7 The take-away lesson has impeccably applied research and relevant literature, addressed a cultural concept to stimulate
thought; successfully presented more than one alternative explanation apart from Hofstede, and impeccably used theories,
frameworks, concepts to provide insights to the phenomenon; engaged audience well.
IBUS2309 Assignment Guide Page 13 of 26
Group Dynamics

• Although we hope all group members will work happily with each other and learn from each other, problems can
occur. If so, please first deal with this issue immediately with your group member. To excel as business leaders,
you will need to deal openly, constructively, and promptly with any issues in your group.
• Consistent problematic issues regarding group member participation will prompt a meeting with the course
coordinator with the intent to reintegrate the erring member. Uncooperative members run the risk of having their
grade reduced to account for their behaviour’s assumed negative effect on their group’s project and as a deterrent to
social loafing.
• It is strongly recommended that each group appoint a Secretary-Recorder, which can be a rotating or shared role,
who will maintain a log of all group activities (including attendance at meetings and group member follow-through
on commitments) for course coordinator review upon request in the event of issues arising within a group.
• You are encouraged to have a Captain to facilitate the group work. Again, this can be a rotating or shared role to
allow everyone to lead.

Please submit the IBUS2309 Group Charter to the Blackboard submission site. The Group Charter is a
binding document amongst group members.

The University of Queensland Business School is committed to developing and maintaining an inclusive
environment that supports intellectual freedom, personal and academic integrity, and ethical standards. As
members of the University community, all students have a shared responsibility to conduct themselves in a manner
consistent with the University’s values and guiding principles.

The Student Charter promotes a sense of community and personal accountability while also recognising that all
members of the University community deserve respect from others in both formal and informal contexts. The
University strongly opposes any conduct which might reasonably be perceived as discrimination, harassment or
bullying or which is otherwise intimidating.

When disagreement occurs, students are still expected to treat others with courtesy, being able to voice alternative
points of view in rational debate.

We ask that all students familiarise themselves with the Student Charter and internalise the values and
responsibilities that it sets out.
IBUS2309 Assignment Guide Page 14 of 26
PEER EVALUATION IBUS2309 (Written Assignment)*

The purpose of this evaluation is to assess a member’s contribution to the group effort. Group members may
contribute to the group along various dimensions. These include their organisation/project management,
knowledge/research, communication, and responsibility, including supporting the group and members in any way.
Use the 9-point rating scale given below to rate yourself and members of your group. Please be as objective as
possible, taking behaviours rather than personal style into consideration. Peer reviews are compulsory to ensure
that a contribution score is available for all moderation.
Instructions: You are required to assess your peers on their contribution to the group assignment by allocating
each group member a mark in each of the four criteria. For each criterion, allocate a mark between one and six,
where a mark of one (1) indicates no contribution or submitting contribution passed the agreed group deadline,
and a mark of nine (9) indicates that they made the maximum contribution possible.
1 = Person demonstrated no contribution in this criterion or submitted contributions past the agreed-upon group
deadline.
1.01 – 1.99 = Person demonstrated a low contribution to the group in this criterion.
2 – 3.99 = Person demonstrated a medium-low contribution to the group in this criterion.
4 – 5.99 = Person demonstrated a medium-level contribution to the group in this criterion.
6 – 8.4 = Person consistently demonstrated a medium-high level of contribution to the group in this criterion.
8.5 - 9 = Person consistently demonstrated high-level contribution to the group in a criterion.

• A mark of six (6) or less (1 to 6), based on the above guide (out of 9) for any criteria, requires a comment;
otherwise, it is invalid.
• To take account of the possibility that a student does not contribute to one or all criteria, 1 signifies that a
student has not contributed.
• Peer reviews are compulsory and must be submitted within five days of the assessment due date, not
submitting peer reviews may decrease marks. If no peer review is received from a student after 5 days,
then no contribution scores are calculated and not available for all moderation. No exceptions!

Important Mark Moderation Based on Peer Review – highest score is 9, see explanation below.
The moderation of individual marks will be based on the following overall average review):
• 8.5 to 9.0 (consistently demonstrated full contribution to group), no deduction from group mark.
• 8.0 to 8.4 (demonstrated medium-high level contribution) 5% deduction from group mark.
• 6.0 to 7.99 (demonstrated medium level contribution), 15% deduction from group mark.
• 3.0 to 5.99 (demonstrated medium-low contribution), 25% deduction from group mark.
• 1.01 to 2.99 (demonstrated low contribution in several criteria or submitted contribution passed agreed
group deadline), 50% deduction from group mark.
• 1, no individual mark will be awarded.

*No contribution in the written analyses will imply zero marks for ALL group work, since the subsequent works
are dependent on the written assignment.
For each criterion, allocate a mark between 1 (no contribution) and 6 (maximum contribution) to each
group member (a mark of 6 or less requires a comment).

Criteria 1: Organisation/Project Management
Role in contributing to the process needed to complete the assignment. Consider their approach to setting up
meeting times and work submission deadlines as well as their willingness to listen to other group members'
opinions.

Criteria 2: Knowledge/research
Contribution of research, knowledge, opinions, and skills to group discussions and work completion.
• Maintaining academic integrity (ensuring original work; no plagiarised and/or AI-generated materials).

Criteria 3: Communication
IBUS2309 Assignment Guide Page 15 of 26
How well one collaborated and communicated with others in the group and fulfilled their roles within the group.
To determine your mark, consider if each group member:
• was present at all meetings, as long as feasibly possible (either in person or via phone/online) (barring
legitimate reasons),
• played an active role in facilitating agreement and resolving conflict and,
• provided timely responses to all communications and queries.

Criteria 4: Responsibility
Taking responsibility for the group’s outcome, and consistently acting in a manner that demonstrated they were
keen for the group to perform well (e.g., supporting the group).
• This includes ensuring that the English language is used in all forms of communication. Since the official
language of Australia is English, non-compliance can lead to assessments awarded the mark of zero, and
non-compliance in group/group settings be interpreted as exclusionary behaviour, a form of bullying and a
serious offence.

IBUS2309 Assignment Guide Page 16 of 26
PEER EVALUATION IBUS2309 (Oral Presentation – Part 2 & 3)*

The purpose of this evaluation is to assess a member’s contribution to the group effort. Group members may
contribute to the group along various dimensions. These include their organisation/project management,
knowledge/research, communication, and responsibility, including supporting the group and members in any way.
Use the 9-point rating scale given below to rate yourself and members of your group. Please be as objective as
possible, taking behaviours rather than personal style into consideration. Peer reviews are compulsory to ensure
that a contribution score is available for all moderation.

Instructions: You are required to assess your peers on their contribution to the group assignment by allocating
each group member a mark in each of the four criteria. For each criterion, allocate a mark between one and six,
where a mark of one (1) indicates no contribution or submitting contribution passed the agreed group deadline,
and a mark of nine (9) indicates that they made the maximum contribution possible.

1 = Person demonstrated no contribution in this criterion or submitted contributions past the agreed-upon group
deadline.
1.01 – 1.99 = Person demonstrated a low contribution to the group in this criterion.
2 – 3.99 = Person demonstrated a medium-low contribution to the group in this criterion.
4 – 5.99 = Person demonstrated a medium-level contribution to the group in this criterion.
6 – 8.4 = Person consistently demonstrated a medium-high level of contribution to the group in this criterion.
8.5 - 9 = Person consistently demonstrated high-level contribution to the group in a criterion.
• A mark of six (6) or less (1 to 6), based on the above guide (out of 9) for any criteria, requires a comment;
otherwise, it is invalid.
• To take account of the possibility that a student does not contribute to one or all criteria, 1 signifies that a
student has not contributed.
• Peer reviews are compulsory and must be submitted within five days of the assessment due date, not
submitting peer reviews may decrease marks. If no peer review is received from a student after 5 days,
then no contribution scores are calculated and not available for all moderation. No exceptions!
Important Mark Moderation Based on Peer Review – highest score is 9, see explanation below.
The moderation of individual marks will be based on the following overall average review):
• 8.5 to 9.0 (consistently demonstrated full contribution to group), no deduction from group mark.
• 8.0 to 8.4 (demonstrated medium-high level contribution) 5% deduction from group mark.
• 6.0 to 7.99 (demonstrated medium level contribution), 15% deduction from group mark.
• 3.0 to 5.99 (demonstrated medium-low contribution), 25% deduction from group mark.
• 1.01 to 2.99 (demonstrated low contribution in several criteria or submitted contribution passed agreed
group deadline), 50% deduction from group mark.
• 1, no individual mark will be awarded.
*For each criterion, allocate a mark between 1 (no contribution) and 9 (maximum contribution) to each
group member (a mark of 6 or less requires a comment).

Criteria 1: Organisation/Project Management
Role in contributing to the process needed to complete the assignment. Consider their approach to setting up
meeting times and work submission deadlines as well as their willingness to listen to other group members'
opinions.

Criteria 2: Knowledge/research
Contribution of research, knowledge, opinions, and skills to group discussions and work completion.
• Maintaining academic integrity (ensuring original work; no plagiarised and/or AI-generated materials).

Criteria 3: Communication
How well one collaborated and communicated with others in the group and fulfilled their roles within the group.
To determine your mark, consider if each group member:
• was present at all meetings, as long as feasibly possible (either in person or via phone/online) (barring
legitimate reasons),
IBUS2309 Assignment Guide Page 17 of 26
• played an active role in facilitating agreement and resolving conflict and,
• provided timely responses to all communications and queries.
Criteria 4: Responsibility
Taking responsibility for the group’s outcome, and consistently acting in a manner that demonstrated they were
keen for the group to perform well (e.g., supporting the group).
• This includes ensuring that the English language is used in all forms of communication. Since the official
language of Australia is English, non-compliance can lead to assessments awarded the mark of zero, and
non-compliance in group/group settings be interpreted as exclusionary behaviour, a form of bullying and a
serious offence.
IBUS2309 Assignment Guide Page 18 of 26
Individual In-Tutorial-Quiz Based on Group Oral Presentations (15% of the final mark)

Starting Week 7, there will be a quiz during the tutorial based on what the group(s) present each week. You will be
allocated a minimum of 25 minutes (depending on the time left after the presentation) to complete the quiz. The
quizzes will be short essays to help your practice for exams. This means that the audience will be quizzed on what
your peers have just presented, thus you must be present and complete the quizzes to gain these marks. The group
presenting will not take part in the quiz but will be required to provide a marking guide to the questions.
• Five quizzes will be averaged to make up the quiz mark. Due to the large size of the tutorials, groups
presenting in weeks 8 to 13 will only have 4 quizzes to their name. To take this into account, those
presenting in weeks 8 to 13 will have their best score will be counted twice. Please note, that this may
approach may change depending on class size.
• Each student will get to forward their best mark from the four taken, to be averaged.
o For example, Andre might score the following marks on four quizzes: 1) 7/10, 2) 10/10, 3) 9/10, 4)
10/10. Since Andre’s best score is 10/10, he will have an additional 10/10, forwarded to be
averaged: 7, 10, 9, 10 and an additional 10.
It is strongly recommended that tutorial members who are not presenting attend the oral presentations to complete
the in-tutorial quizzes. Further, the oral presentations and the materials presented will be useful for the individual
assignments.
IBUS2309 Assignment Guide Page 19 of 26
IBUS2309 In-Tutorial Presentation Quiz (Timed Open Book Quiz)
Name: Tutorial Time:
Student ID: Date:
Question 1: Logically explain the situation or concept presented in the take-away lesson(s) by using an
appropriate theory and/or framework from this course or other courses (10 points). Note: If Hofstede’s
dimension has been used to explain the situation or concept presented in the take-away lesson(s), then
you need to find another theory or framework to explain the situation or concept; otherwise, you will only
receive half your marks.
Question 2: Imagine yourself as an international manager. Describe one of the cross-cultural
concept(s) presented by your colleagues; discuss how you can apply the concept(s) (it can be the take-
away lesson) in an organisation to improve an IB/M operation and/or managing in a multicultural
environment. (10 points).
Marking Criteria
• Coverage of the issue(s): The extent you have identified relevant points (particular lesson(s)] in
responding to the question(s). (30%)
• Depth of analysis: Extent of depth addressing the application of the lesson. (40%)
• Logic and reasoning: Extent your arguments make sense and applied the appropriate theory(ies)
and/or framework(s). (30%)
IBUS2309 Assignment Guide Page 20 of 26
IBUS2309 Presenting Group: Please outline a model answer for each of these questions based on what
you presented.
Date: Tutorial Time:
Question 1: Logically explain the situation or concept presented in the take-away lesson(s) by using the
appropriate theory and/or framework from this course or other courses (10 points). Note: If Hofstede’s
dimension has been used to explain the situation or concept presented in the take-away lesson(s), then
you need to find another theory or framework; otherwise, you will only receive half your marks.
Please outline alternative theories that can explain the take-away lesson(s) you presented in the 18-minute
oral presentation. (i.e., example of alternative theories to explain the phenomena analysed). Please make
sure you link the alternative theories listed with the major lessons.
Question 2: Imagine yourself as an international manager. Describe one of the cross-cultural
concept(s) presented by your colleagues; discuss how you can apply the concept(s) (it can be the take-
away lesson) in an organisation to improve a multicultural or cross-cultural management situation. (10
points).
Please outline all the major concepts you presented in the 18-minute oral presentation (i.e., how they link
to alternative theories to explain the phenomena analysed as applications in multicultural or cross-cultural
situations).
IBUS2309 Assignment Guide Page 21 of 26
Assignment 2: Individual Cross-Cultural Incident Analysis Assignment (25% of final mark)
(Approx. 2000 words - 10% word limit latitude, not counting references and appendix)
Students must follow the criteria found in the assignment guide provided on Blackboard or risk
failing the assignment.

Your task is to describe, propose causes, and analyse an actual cross-cultural clash incident from your
own experience or vicariously. The task is not simply a descriptive exercise! You must then conduct
academic research to analyse the cross-cultural clash and the nature or underlying reasons for the
clash by using appropriate theories and/or frameworks relevant to the course and/or from other fields.

Assignment (4 parts)
Part 1) In writing, describe a significant incident from your own experience (or vicariously) involving
a cross-cultural clash between two or more individuals from different cultures, which has left one
(Person A) with the question, “What happened?” Write in the third person, be creative. The incident
(Part 1) should not be more than 500 words.
The incident should have the following criteria:
i) At least one of the individuals held erroneous assumption(s) about the culture of other
individual(s) (both individuals can have erroneous assumptions) and proceeded to say or do
something that was culturally incorrect.
ii) The mistaken behaviour of the first person (Person A) was followed by a response from the
person(s) of the second culture (Person B, can be more than one individual), which was not
understood by the first person (Person A) and which he or she found disconcerting or upsetting,
wondering what has happened. For example:
At a function, Joe from Australia (Person A) was being introduced by his friend to Arya (Person
B), who just hugged Joe’s friend. In meeting Arya for the first time, Joe attempted to shake
Arya’s hand - she seemed shocked and stepped back. Joe’s reaction was also shock, wondering
what happened, and thought …she must not like me.

Part 2) Provide 4 possible and logical explanations for why the incident occurred, with one being the
best explanation (most probable) for the cross-cultural clash. Compose each of the possible
explanations carefully and attempt to render each one plausible. Each of the four possible explanations
should not exceed 75 words. Thus, Part 2 should not exceed 300 words in total; see the word count
outline below. For example:
(A) Arya is haphephobic.
(B) Arya does not like Joe.
(C) Arya’s societal culture prohibits males and females from touching.
(D) Arya saw Joe lick his fingers after eating a canapé.

Part 3) Based on academic research and facts, provide a comprehensive cross-cultural analysis of the
incident, which explains the behaviours you described from both people’s perspectives (briefly from
Joe’s perspective and more detailed from Arya’s perspective). Use appropriate theories and/or
frameworks relevant to the course and/or from other fields, and evidence to show how the cross-
cultural clash could have occurred, thus why all four possible explanations are plausible. Limit this
Part 3 to no more than 1000 words, but you may want to allocate the largest portion of the research to
the most probable explanation.
Part 4) Write four paragraphs, a narrative of each of the four possible explanations, highlighting the
evidence presented in Part 3 to show why one is the correct or best answer and why the other three
explanations are not correct. Each of the four narratives should be approximately 150 words, but
again but you may want to allocate the largest portion to the correct or best explanation and the other
three explanations shorter. In short, Part 4 should not exceed 600 words in total.
IBUS2309 Assignment Guide Page 22 of 26
Example Outline
1) Incident (approximately 350-500 words).
2) Explanation A (approximately 50-75 words); Explanation B (approximately 50-75 words)
Explanation C (approximately 50-75 words); Explanation D (approximately 50-75 words).
3) Comprehensive, research-based cross-cultural analysis of the incident (less than 1000 words)
4) Rationale A, why or why this option is not the best explanation (approximately 100-150 words);
Rationale B, why or why this option is not the best explanation (approximately 100-150 words);
Rationale C, why or why this option is not the best explanation (approximately 100-150 words);
Rationale D, why or why this option is not the best explanation (approximately 100-150 words).

This assessment task evaluates students' abilities, skills, and knowledge without the aid of
Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop
responses is strictly prohibited and may constitute student misconduct under the Student Code
of Conduct.
IBUS2309 Assignment Guide Page 23 of 26
IBUS2309 Individual Cross-Cultural Incident Analysis Assignment Criteria Summary*: 25% of
final mark (Approximately 2000 words; 10% latitude)
Student Name & ID Number:
Detailed rubric can be found in subsequent sections of this assignment guide.
Criteria Weight & Mark
Writing, Coherence of Argument/Information
 Clearly presented a cross-cultural incident.
 Met word quantity criteria.
 The incident is developed throughout, and relevant issues addressed.
 Information is well structured, integrated, and comprehensible.
15% of total
Research and Effective Application
 Extensive research/reading demonstrated.
 A minimum of 7 peer-reviewed journal articles, at least 3 after 2018. If you only
meet the minimum criteria, then only minimum marks are awarded.
 Materials should go beyond assigned readings, including journal articles.
 Research effectively and appropriately used to develop the topic.
 Culturally relevant research.
15% of total
Analysis of Incident and 4 Alternatives
 Demonstrates understanding of relevant aspects of the incident.
 Clear elaboration of how culture influenced incident.
 Use of appropriate theories and/or frameworks to analyse the incident, demonstrated
understanding and appropriate analyses of the 4 explanations. (20/60%).
 Successfully presented the 4 explanations based on academic research and facts from both
person’s perspective (10/60%).
 Successfully presented other possible explanations based on academic research and facts
(15/60%).
60% of total
Presentation
 Professional presentation.
 Correct grammar and punctuation.
 Neatly presented including correct and consistent citations.
10% of total
Overall Mark Comments

Grade 1
Serious Fail
2
Fail
3
Fail
4
Pass
5
Credit
6
Distinction
7
High Distinction
% Range 0-29 30-44 46-49 50-64 65-74 75-84 85+
• Students must follow the criteria found in the assignment guide provided on Blackboard
or risk failing the assignment.
• Feedback is provided in the assignment text via Blackboard. You can access the
feedback through the assignment submission site or grade centre. Please see the
instructions in the Week 9 Learning Resources folder.

IBUS2309 Assignment Guide Page 24 of 26
IBUS2309 Individual Cross-Cultural Incident Analysis Assignment Rubric
The assignment’s grades are allocated according to the following four criteria. Each criterion will carry the weight shown
in the rubric.
Writing, Coherence of Argument/Information (15%)
1 The assignment is incoherent and has major style and structure problems.
2 The assignment has major style problems and/or fails to meet word quantity and structure requirements.
3 The assignment has style problems and/or fails to meet word quantity and structure requirements.
4 The assignment meets the basic style and structure requirements for the assignment. UQBS writing style guidelines
are not adhered to.
5 The assignment is well written and meets the style requirements specified. UQBS writing guidelines are generally
adhered to, but some inconsistencies still present.
6 The assignment meets the requirements outlined and is clearly written and well presented. Adherence to UQBS
writing guidelines is good.
7 The assignment shows excellence in writing style, structure, and presentation. UQBS writing guidelines are adhered
to fully.

Research and Effective Application (15%)
1 The assignment has not attempted to conceptually draw upon research and/or course textbooks; not met minimum
research criteria. Have not demonstrated understanding of the materials, not applied them effectively and
appropriately.
2 The assignment has attempted to conceptually draw upon research and/or course textbooks; not met minimum
research criteria. Have not demonstrated understanding of the materials but attempted to apply the research materials.
3 The assignment has not adequately drawn upon literature; not met minimum research criteria. Relevant information
from research was not included. Only demonstrated minimal understanding of the materials and used them at a
surface level.
4 The assignment has conceptually drawn upon research and/or course textbooks to a basic standard; only just met
minimum research criteria. Only demonstrated minimal understanding of the materials and used them at a surface
level.
5 The assignment has demonstrated the ability to conceptually draw upon research and demonstrated a selection of
relevant literature; met minimum research criteria. Have also demonstrated some understanding of the materials, used
them effectively and appropriately.
6 The assignment has successfully conceptually drawn upon research and a selection of mostly relevant academic
literature (peer-reviewed). Extensive research over and above criteria, and demonstrated understanding of the
materials, used them effectively and appropriately.
7 The assignment has successfully conceptually drawn upon research and a selection of relevant academic literature
(peer-reviewed). Has demonstrated extensive research over and above criteria, in addition, clearly demonstrated
understanding of the materials, and used them effectively and appropriately.

Analysis of Incident (60%)
1 The assignment does not describe a cross-cultural incident.
2 The assignment attempts to describe a cross-cultural incident.
3 The assignment only describes a cross-cultural incident.
4 The assignment describes a cross-cultural incident, demonstrated understanding and appropriate basic analyses of the
theoretical issues involved in the four explanations..
5 The assignment describes a cross-cultural incident, demonstrates a clear analysis of the theoretical issues involved in
the four explanations, and provides a comprehensive cross-cultural explanation of the behaviours from both persons’
perspectives.
6 The assignment describes a cross-cultural incident, demonstrates a clear analysis of the theoretical issues involved in
the four explanations, and provides a comprehensive cross-cultural explanation of the behaviours from both persons’
perspectives. The assignment also contains analysis based on academic research and facts showing why one answer
is the correct or best answer and why the other three answers are not correct.
7 The assignment describes a cross-cultural incident, demonstrates excellent analysis of the theoretical issues involved
in the four explanations, in addition, provides a comprehensive cross-cultural explanation of the behaviours from
both persons’ perspectives. The assignment also contains excellent analysis based on academic research and facts
showing why one answer is the correct or best answer and why the other three answers are not correct. The
assignment reflects excellent understanding of all the concepts and issues discussed within the assignment.

Presentation (10%)
1 The essay is not presented in a neat and/or in the prescribed format, has numerous grammatical and/or punctuation
errors, numerous missing and/or incorrect citations, and references.
2 The essay attempts to present a neat and/or in the prescribed format, have numerous grammatical and/or punctuation
errors, numerous missing and/or incorrect citations, and references.
IBUS2309 Assignment Guide Page 25 of 26
3 The essay demonstrates effort to present in a neat and/or in the prescribed format, has numerous grammatical and/or
punctuation errors, numerous missing and/or incorrect citations, and references.
4 The essay is presented in a neat and in the prescribed format, has some grammatical and/or punctuation errors, has
some missing and/or incorrect citations, and references.
5 The essay is presented in a neat and in the prescribed format, has minor grammatical and/or punctuation errors, has
minor errors in citations and references.
6 The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct, has
minor errors in citations and references.
7. The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct,
flawless citations, and references.