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COMM1180-无代写
时间：2024-10-03
ASSESSMENT GUIDE
COMM1180 Value Creation
Term 3, 2024
UNSW Business School 1
Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Learning Community Challenges
On a weekly basis, students will work in groups during tutorials and respond to set
challenges for the week: solving problems, analysing information, responding to case
studies, and other tasks.
• Part A: Weekly peer evaluations
• Part B: Collaborative Learning Insights
(BCom students: myBCom course points for PLO4)
25% Part A: Weekly
Part B:
Week 5 and Week 10
CLO 1, 2, 3, 4, 5
Assessment 2: Individual Research Project
Students analyse a company of their choice in terms of their action, relationship to
stakeholders, value proposition and value creation.
25% Week 8
CLO 1, 2, 5
Assessment 3: Final Exam
The Final Exam consists of 2 parts, one asking students to solve quantitative financial
problems, the other to address qualitative problems from all areas of the course.
50% Exam period
CLO 1, 2, 4, 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.
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Course Learning Outcomes (CLO)
CLO1: Apply critical thinking and ethical decision making, to define and measure value from different
perspectives to know when value is (and is not) created.
CLO2: Compare basic strategies to create value for and from customers, and a recognition that such value
can be financial and non-financial.
CLO3: Collaborate effectively in a team to address business problems, incorporate different perspectives,
produce e quality work according to agreed plan, and provide constructive feedback
CLO4: Explain how to value financial assets and measure the value created or destroyed by investment
decisions.
CLO5: Explain how information systems enable strategies to drive value creation for organisations by
transforming people, processes, and technology.
Due Date Weighting Format Length/Duration Submission
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 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.
The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. 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.
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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, or in the UNSW Special
Consideration Application and Assessment Information for Students.
Submission of your assessments in Turnitin is taken as indication of your agreement to the following statement. This
electronic consent replaces the assignment cover sheet.
I declare that this assessment item is my own work, except where acknowledged, and has not been
submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for
the purpose of assessing this item:
Reproduce this assessment item and provide a copy to another member of the University; and/or,
Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a
copy of the assessment item on its database for the purpose of future plagiarism checking).
I/we certify that I/we have read and understood the University Rules in respect of Student Academic
Misconduct.
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PART A – Peer Evaluations PART B - Collaborative Learning Insights
Every Friday 11:59pm in W1-5,7-10
Week 5 and Week 10 (AEST)
10%
15% (6% + 9%)
Weekly submission of EXCEL template
2 x individual Turnitin submission
10 minutes per week
600 ±100 words in Week 5
800 ±100 words in Week 10
Via Moodle assignment link – see Moodle
Via Turnitin links – see Moodle
BCom students: myBCom course points for PLO4.
During your tutorial classes each week, you will form teams and collaborate with your peers to critically
analyse information, respond to case studies, and solve problems. Your tutor will shuffle teams across the
term to allow you to explore different group environments and to assume different roles within the group,
e.g. discussion leader, peer mentor, presenter, or note keeper.
Tutorials are essential for student learning, especially in the IFY, and thrive when students actively engage
with the material and each other. To foster this environment, we aim to incentivize students to come
prepared, communicate effectively, and support one another. This collaborative approach will help all group
members develop teamwork skills and achieve better academic outcomes.
There are two parts to this assessment task:
Peer Evaluation: Students will evaluate themselves (not assessed for marks) and their group members
(assessed for marks) weekly on three dimensions: 1) Preparedness; 2) Communication; and 3)
Supportiveness.
Collaborative Learning Insights: Students will write two short essays, due in Weeks 5 and Week 10,
evaluating and reflecting on their learning and contributions as group members. These essays will cover,
among other things, your roles taken within the group, personal growth along the three dimensions over the
term, and key moments of learning of course concepts.
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Purpose of the assessment
Part A is designed to incentivize you to come to tutorials prepared, actively participate in group discussions,
and support your peers in their learning journey. This will help you develop essential skills such as teamwork,
communication, leadership, and the ability to create a positive and inclusive community.
Evaluating yourself and your peers should only take a few minutes per week after the tutorial. Your
evaluations will be anonymous, and you will not see the individual scores assigned by your peers. Instead,
you will receive an indicative mark (an average of peer evaluations to date) after Week 5 and a final mark at
the end of the term. When evaluating your peers, please bear in mind that this assessment is not about the
correctness of your group’s output or the speed with which you arrived at the solution. Instead, you will be
assessing yourself and your peers based on three key criteria:
Preparedness: Consider how well you and your peers come prepared to the tutorials, having watched the
lecture and completed any pre-work. Evaluate their (your own) active participation in discussions and their
(your own) understanding of the material.
Communication: Assess how effectively you and your peers communicate within the group, listen to others,
and contribute to a positive group dynamic. Look for clear and respectful communication and efforts to
ensure everyone’s voice is heard.
Supportiveness: Evaluate how you and your peers support each other, help others understand the material,
and take on leadership roles. Recognize those who mentor their peers, provide constructive feedback, and
help the group stay focused and organized.
By focusing on these criteria, you will help create a learning environment where everyone can thrive. Your
honest and thoughtful evaluations are crucial in recognizing and rewarding the efforts of your peers.
Criteria \ Points 1 – 2 3 – 4 5
Preparedness
This criterion relates
to level of
preparedness for and
engagement during
tutorial activities
• Little preparation for tutorial
activities
• Minimal participation
• Often distracted or disengaged
• Adequate preparation for tutorial
activities (watched lectures and
has done pre-tutorial activities)
• Participates occasionally
• Shows some understanding of
the course material
• Very prepared for tutorial
activities
• Actively and constructively
participates
• Demonstrates thorough
understanding of course material
e.g. generates relevant ideas that
apply to the tutorial activities
Communication
This criterion is about
communication and
collaborative skills
• Communicates ineffectively or
inappropriately with team
members e.g. does not listen to
others
• Contributes minimally to
supporting collaboration in the
team, or undermines
cooperation in the team
• Communicates adequately with
team members
• Provides generally constructive
contributions to a collaborative
group dynamic
• Excellent communication, and
does so respectfully and
inclusively
• Positively influences and
enhances collaborative
atmosphere in the team
Supportiveness
This criterion relates
to behaviours which
support teammates
• Minimally supports and helps
others
• No or minimal involvement in
advancing discussions or
motivating the team
• Occasionally supports and helps
others
• Occasionally helps to guide and
advance discussions and
motivate the team
• Consistently supports and helps
others
• Actively supports team progress
and helps to enhance others’
understanding of material
discussed in tutorial
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How is your mark for Part A calculated?
Assuming you have regularly attended your tutorials and submitted a correct peer evaluation in a timely
manner every week, your mark for this component will be computed as follows:
1. Every week, for each criterion, the highest and lowest score of the evaluations by your peers with be
discarded to limit the influence of outliers, and the remaining scores will be averaged (this assumes
4 or more peers; with 3 peers, we keep the middle score plus the average of the highest and lowest
score; with 2 peers, we keep all scores). We then sum across the 3 criteria for a total score for the
week.
2. After week 5, we compute the average across the first 5 weeks and post an indicative mark in the
gradebook for your information (scaled to 10% of the course mark).
3. After week 10, we compute the average across the term to arrive at your mark (scaled to 10% of the
course mark).
Deductions and Special Considerations
• You can miss one tutorial and/or fail to submit one peer evaluation (out of 9) without deduction.
From the second non-submission, your grade will be subject to an absolute deduction of 1% of the
course grade (reducing the component mark for this assessment by 1 percentage point).
• Non-submissions with a valid Special Consideration (SC) will not trigger deductions. Please make it
very clear in your special consideration application for which week or weeks you are applying for SC.
Select “Assessment 1”, “Other” as type, and weight as “10%”.
• Students who collude with each other by assigning 5s across the board or punish their peers by
assigning only very low marks may be asked to explain their choices and are potentially subject the
same 1% deduction that applies if they did not submit. Such scores will be ignored for the purposes
of calculating the mark for your peers.
Note: Your self-assessment does not flow into the calculation of your mark, but it will help you at the end of
the term when you evaluate your own growth and progress along the 3 important dimensions of teamwork
over the course of the term. Check Part B below for details.
Step-by-Step guide for the weekly peer evaluation and submission
1. Every week, attend your tutorial, come prepared (e.g. watch the lecture), actively participate,
communicate, and support your peers in the group break-out activities. Make sure you and your
team members fill in their names in the shared worksheets on TEAMS, so you are able to find them
in the peer evaluations form later.
2. Download the EXCEL Template for that week, “COMM1180 PeerEval WeekXX_zID.xlsx” (where XX is
the number of the week), from the Moodle course page. Save it as a local copy and replace in
the file name with your own zID (“z” followed by 7 digits). Do not copy the contained table into a new
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file or change the file in other unintended ways (this will change formatting and make your
submission invalid).
3. After the tutorial of that week (not during!), fill out the template by assigning scores to yourself and
your group members. Start by selecting the tutorial code, your name and the names of your group
members from the drop-down menus and then assign scores between 1 and 5 under the 3 criteria.
Assuming groups of 5, this requires a total of 5x3=15 scores. Provide a brief comment in cases
where you assign very low or very high marks to a peer.
4. Before the end of each week (Friday midnight), upload the file to a Moodle Assignment labelled
“Week XX Peer Evaluation Submission”.
Figure 1: EXCEL Peer Evaluation form. Select from menus or enter information in light cells. The shaded cells are pre-filled or fill
automatically once you enter your information.
Technical note on selecting peer names in the EXCEL template:
Make sure you use the specific template for that week only as each template is linked to the enrolment
data from the start of that week. To keep the length of the name drop-down lists reasonable, you must first
select the tutorial of the peer you are evaluating. Almost always, this will be the same code for all group
members, whichever the code of the tutorial is you are enrolled in, e.g. “T09A”. On rare occasions, students
from other tutorials may attend your tutorial (due to sickness of student or tutor). In these instances, the
visiting student should make it known to their peers, which tutorial they are from by adding the tutorial code
behind their name in the tutorial worksheet (e.g. “Brian Johnson (W18C)”). Sometimes, a student changes
tutorial enrolment in the time between when the template for that week was created and the time of the
tutorial. In these instances, those students again should denote their previous tutorial code to give their
peers a chance to find them in the drop-down list. Peers who enrolled in the course after the start of the
week may not be able to evaluate nor to be evaluated until the following week. This is an unfortunate
limitation of the system but necessary given the scale at which this class operates. We suggest that
students that cannot find themselves in this template for this reason contact the teaching team.
Fairness and Compliance
While your peers will not see your evaluation of them, it is important to be fair and kind. Evaluate your peers
based on their contributions, effort, and teamwork. Treat others as you want others to treat you! Briefly
reflect on your teamwork experience during the tutorial with the 3 criteria in mind. Judge the contributions
by your peers objectively and reward those that truly did a great job, e.g. those that were truly prepared, led
discussions well, or raised up their team members etc. Avoid letting personal feelings or assumptions
influence your judgment.
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If your valuation is honest and thoughtful there should be some variation across criteria as well as across
peers. It seems very unlikely that everybody deserves the same mark across the board, be it 5’s, 3’s or 1’s.
We understand the incentive to “play nice” and give each other very high marks. Please avoid filling out the
evaluation in the presence of your team members to avoid awkward moments or peer pressure. As a
reference, it would make sense that the average score assigned to your group would typically fall into the 3-
4 range, but this does not mean you should refrain from assigning 5s and 2s (or even the occasional 1)
when they are deserved.
Students who assign very low marks (1s) or very high marks (5s) to all their peers may be asked to explain
their scores and may be subject to deductions. The obvious danger in peer evaluations is that the group
colludes to lift each other’s marks up. This is fundamentally unfair to peers outside of your group that do
not collude.
Students that did not attend their tutorial in a particular week, must not submit a peer evaluation. The same
applies to students who cover for an absent peer by adding the peer’s name to the evaluation form.
Students that do either will be subject to a 2% deduction of the course grade per violation.
Personal accountability
In a class with over 1,000 students and up to 9 weekly submissions, resulting potentially in some 45,000+
evaluations, teaching team and tutors cannot check the correctness of every submission and alert students
to errors. Thus, it is your individual responsibility to ensure …
• … you have entered your full name into the weekly tutorial worksheet to allow your peers to identify
you. When you are visiting from a different tutorial or in the process of changing your enrolment, you
must let your peers know in which tutorial they might find your name. [Your peers cannot be asked
to search every tutorial for your name!]
• … you use the correct template for that week.
• … you save the file with your zID instead of the original template name, which is the same for all
students.
• … you do not edit the file in a way that interferes with its form or function, e.g. adding rows or
columns.
• … you enter valid entries into the respective cells, i.e. select names from the drop-down list and valid
numerical values for the scores.
• … you upload the completed and correctly named file by the due date of that week.
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Purpose of the Assessment
Part B is designed to help you learn from your teamwork experiences throughout the term, analyse your
contributions and identify areas of and for growth. By engaging in these types of reflections, you will gain a
deeper understanding of your development with regards to accountability, communication skills, and
leadership—key attributes that are highly valued in the job market.
Authentic scenario: Applying for a Role in Project Management
Imagine you are applying for the role of Project Manager. In this role, you will be expected to work
collaboratively with colleagues to manage projects, solve complex problems under time pressure, and
present suitable solutions to stakeholders – not too different from some of our in-tutorial activities. Hiring
managers may ask you to tell them about your previous teamwork experience, either as part of the written
application or during the interview process. This may involve you providing examples and recent evidence
of your ability to …
• … evaluate team dynamics: Understand how team members contribute to projects and identify
areas for improvement.
• … communicate effectively: Share ideas clearly and listen to feedback to ensure successful project
outcomes.
• … demonstrate leadership: Support your team and take initiative to lead projects to completion.
All of this requires the ability to reflect and show self-awareness, skills we are not automatically good at,
but which are crucial in honestly assessing your performance and growth. By becoming aware of your
strengths and weaknesses, you can provide a balanced and authentic account of your achievements and
demonstrate to potential employers that you have the introspective ability to learn from your experiences
and continuously improve.
Deliverables
Mid-Term Insight (guidance 600 words, due in Week 5): Imagine you are applying for a Project Manager
position, and the hiring manager asks you the following (based on your experiences with team dynamics so
far in the course):
1. Describe a notable event having to do with the actions or behaviour by one of your teammates (it
may help to look at the 3 criteria from the peer evaluations to jog your memory).
2. How did you feel about your interactions with your peers during that event?
3. Analyse what could have been improved before or during the event?
4. What insights did you gain about teamwork and your own skills so far? Identify a specific teamwork
skill (or skills) you wish to improve for the remainder of the term and outline your plan to achieve
this.
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End-of-Term Insight (guidance 800 words, due in Week 10): Imagine now that the hiring manager asks
you the following (based on your entire term’s experience):
1. Describe a key learning experience during your tutorials where through the words or actions of a
peer you gained a deeper understanding of a Value Creation concept. What concept was this and
how did your understanding evolve?
2. Reflect on whether your feelings and your attitude towards group work have evolved over the term.
Were some of the fears you might have had at the start of the term realized?
3. Using your self-generated self-assessment data from the 9 weeks, evaluate how you have grown
along the 3 key criteria. What factors contributed to your growth? Were you successful in improving
the teamwork skill(s) that you set up to develop in the Mid-Term Insight? What was helping or
hindering you in this process? What might you do differently the next time you are working in a
team?
Include a well-formatted visual representation of your self-assessment data in this submission.
Final Thoughts
This assessment is more than just a reflective exercise; it’s an opportunity to prepare for your future career.
By understanding your strengths and areas for improvement, you will be better equipped to articulate your
value to potential employers and succeed in collaborative, problem-solving roles like project management.
Submission procedure
For both deliverables of Part B, please upload your word document to the respective Turnitin link provided
on the Moodle course page by the deadline.
Formatting
• While the questions/tasks may be numbered above, please do not use numbering or headers in your
document. It should read as one continuous piece of text.
• Each Insight should be in Calibri or Aptos font size 12 with 1.5 line spacing and normal sized
(2.54cm) margins all around. The footer must have the page numbers clearly indicated.
Referencing
• UNSW guide on Harvard referencing
Writing self-evaluation and reflections
When writing self-evaluation or reflections, think deeply about your experience, moving beyond just
recounting what happened. Frequently, it is useful to follow these steps:
1. Describe:
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o Briefly describe the key events. Consider what you did, when you did it, and who was
involved.
2. Express feelings:
o Reflect on your thoughts and feelings. Use phrases like "I think," "I feel," "I learned," "I
questioned," etc. Express how these experiences impacted you.
3. Evaluate and Analyse:
o Dive deeper into why things happened and how they came about. Ask yourself: Why did this
happen? How could it have been different? What if there was another way to approach it?
4. Conclude and formulate an action plan:
o Draw conclusions about what you learned from the experience. This includes identifying
what could have been done differently. How will you apply what you have learned in future
situations?
This process will help develop your reflective writing skills, allowing you to analyse and learn from your
experiences, not just describe them.
Supporting resources and links
• UNSW Reflective Writing Guide
• See Moodle course site for details of relevant Academic Skills workshops
UNSW Business School 12
Criteria % Fail Pass Credit Distinction High Distinction
Depth of reflection 40%
Fails to address key
aspects; little to no
analysis or reflection.
Superficial reflection with
minimal analysis and vague
examples.
Addresses key aspects but
lacks depth, with limited
critical thinking or self-
awareness.
Solid understanding with
relevant examples, though less
detailed or nuanced.
Deep and insightful analysis with
well-supported examples,
showing significant self-
awareness and growth.
Relevance and use
of examples
40% Lacks relevant examples,
or examples do not
contribute to the
analysis.
Few or weak examples with
unclear connection to the
reflection
Includes examples, but they
may be general or only
somewhat relevant.
Relevant examples that
support the analysis but may
lack detail.
Specific and highly relevant
examples that effectively
enhance the reflection.
Clarity and
structure
20%
Poorly written,
disorganized, with
illogical presentation and
unclear language
Difficult to follow with poor
organization and unclear
expression.
Understandable but with
organizational issues;
language mostly appropriate
but may lack precision.
Clear and mostly well-
organized, though some
transitions may be awkward.
Clearly written, well-organized,
and easy to follow with logical
transitions and appropriate
language.
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Tuesday 8PM of Week 8 (AEST)
25%
Pitch to corporate sponsor via video
Up to 4 minutes of video presentation plus transcript (with in-text citations and references)
Via Turnitin on Moodle course site
Scenario: You are a key member of a (fictitious) student club (or community group). Your job is to persuade
a for-profit corporation to sponsor your club or an event the club is putting on in a meaningful way. To this
end, you will need to submit a 4-minute video recording addressing a group of company representatives
(these may include representatives from Public Relations, Sales, Marketing, and Strategy).
You are required to centre your pitch on the following 2 key questions:
1) Why the club is interested in the company: Discuss the values, mission statement etc.
communicated by the company, their actions and value creation for stakeholders in a way that
plausibly connects the company to your club or cause [aim for 30% of speaking time].
2) Why the company should be interested in the club: Use AT LEAST ONE of the key concepts you
learned in the course from marketing, technology and/or pricing to convince the company that
supporting the club (event/cause) will create value for them, i.e. make financial sense for them. [aim
for 60% of speaking time].
Spend the remaining time on a very brief introduction of the club or cause (only to the extent necessary to
make the connection in Part 1 clear to the target audience) and a very short conclusion or final appeal at
the end.
How to approach this assessment?
• Choice of corporate sponsor: To enable you to do some research, your chosen company should be
large with a sufficiently visible public profile. Generally, publicly listed companies are the best
choice (annual reports, media interest). You are required to support your claims about the company
with sources.
• Preparation: Spend some time to research the company thoroughly to understand its values,
mission, and stakeholder engagement to adequately address Question 1. Also, get a sense of their
customer segments, products and business models to adequately address Question 2.
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• Basic structure: Outline and develop the key arguments at the centre of your pitch.
• Scripting: Given the short duration of your recording, avoid losing time to fillers (“uhm”, “ah”).
Writing a script, or at least very detailed bullet points is strongly encouraged.
• Clarity and Persuasion: Use clear, persuasive language and support your arguments with evidence
and/or examples.
• Timing: Practice your pitch to ensure it fits within the 4-minute timeframe before recording. Editing
and cutting a bad or too long delivery takes a lot more time than delivering your speech a few times.
Submissions that exceed the time limit by more than 10 seconds are subject to deductions.
• Style: Address the audience appropriately by selecting suitable demeanour, tone, language and
video background (i.e. don’t ask a bank for money while wearing a hoodie and doing your late-night
grocery run).
Additional tips:
• The assessment presents an authentic wrapper within which students can provide evidence for
their ability to research and critically analyse key documents/resources by a company, evaluate the
values and stakeholder relationships of a company, and most importantly, apply key learnings from
the course to the real world. Thus, make sure you address the underlying substance of the
assessment rather than get sidetracked by the delivery format.
• The focus of Question 2 is not quantitative. No calculations are required. Markers will pay a lot of
attention to the plausibility of your argument around value creation (e.g. new customers, new
products, new sales channels, new insights, different prices …) and its connection to course
concepts. Tell a convincing story.
• By contrast, do not spend a lot of time on devising an intricate backstory to the student club, cause
or event.
• Generally, you may assume that the sponsorship is solely financial. But in some cases, you may find
it useful to suggest to the company an alternative way of sponsoring if it connects to the value
creation argument in Question 2.
• Do not overload your pitch and stuff it with 10 course concepts. Strip it back to only what is
absolutely necessary to be coherent, logical and persuasive.
• Don’t rush your words. In public speaking, especially when trying to convince an audience, pauses
and speaking slowly are much more effective than the world’s best argument delivered in a flat,
rushed speech.
• As you will have to submit a transcript (annotated with sources) anyways, you might as well write it
beforehand.
• Note: No need to speak out loudly any in-text citations during your speech. Those would interrupt
the flow and are for the written, edited transcript only.
Submission instructions
• Upload i) an accessible video file OR link to your video file AND, ii) your edited transcript (including
appendix containing references and AI conversations, if any) to Turnitin at the same time.
• Video specifications:
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o File size must be less than 200MB for upload to Moodle. Accepted video file formats: .mov,
.mp4, .mpeg. Alternatively, upload your video to your UNSW OneDrive folder (sign in with
your zID@ad.unsw.edu.au) and post the file-sharing link as your submission in Moodle.
o Accessibility and file-sharing permissions: It is your responsibility to check sharing
permissions and ensure markers can access the video. If your video cannot be accessed by
the tutor, it cannot be marked.
o Check and make sure video and audio quality are acceptable – your face must be clearly
visible and your voice must be clearly audible.
• Note: Videos are large files which take time to upload. Be aware of the submission deadline and
plan your upload. Make sure the video is accessible by markers.
• File sharing instructions:
o Microsoft OneDrive login and access instructions – UNSW IT
o How to share files using OneDrive – Microsoft
Formatting
• The video transcript needs to be in Calibri or Aptos font size 12 with 1.5 line spacing and normal
sized (2.54cm) margins all around. The footer must have the page numbers clearly indicated.
Referencing
• UNSW guide on Harvard referencing
Supporting resources and links
• 10 tips for speaking to an audience – UNSW Academic Skills Resources
• Academic Communication Essentials – UNSW Business School
• English Language Success – UNSW Academic Skills Toolkit
• UNSW Academic Skills Resource Library
• Microsoft OneDrive login and access instructions – UNSW IT
• How to share files using OneDrive – Microsoft
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Criteria % Fail Pass Credit Distinction High Distinction
Analysis and
relevance of
company’s
values and
actions.
20%
Analysis of company’s values,
purpose, mission statement
and interactions with
stakeholders is incoherent or
incomplete.
Fails to explain how the
company is relevant to the club
(or community group).
Basic analysis of company’s
values, purpose, mission
statement and its interactions
with stakeholders.
Provides basic or incomplete
reasoning and justification of
the company’s relevance to the
club/group.
Relevant insights and clear
analysis of company’s values,
purpose, mission statement
and its interactions with
stakeholders.
Provides adequate reasoning
to support relevance of the
company to the club/group.
Thorough and insightful
analysis of company’s values,
purpose, mission statement
and its interactions with
stakeholders.
Convincing reasoning
supporting the relevance of
the company to the
club/group.
Perceptive and
comprehensive analysis of
company’s values, purpose,
mission statement and its
interactions with
stakeholders.
Very convincing reasoning to
support relevance of the
company to the club/group.
Application and
relevance of
value creation
concepts to the
company
40%
Inappropriate or incorrect
application of course
concepts, showing little
understanding of the company
and its market.
Fails to identify financial
benefits or fails to justify
relation to concept, relevance
to the student group, or
potential for added value.
Basic choice and superficial
application of at least one
course concept, with limited
understanding of the company
or its market.
Identifies some financial
benefits. However, their
relation to the concept(s), their
relevance to the student group,
or potential to add value are
minimally supported.
Appropriate choice and
application of at least one
course concept,
demonstrating broad
understanding of the company
and its market.
Identifies some financial
benefits related to both the
concept(s) and the student
group and provides a largely
plausible justification of their
potential to add value.
Good choice and
knowledgeable application of
at least one course concept,
demonstrating thorough
understanding of the company
and its market.
Identifies relevant financial
benefits related to both the
concept(s) and the student
group and provides a solid
justification of their potential to
add value.
Excellent choice and in-depth
application of at least one
course concept,
demonstrating profound
understanding of the company
and its market.
Identifies highly relevant and
strategic financial benefits
related to both the concept(s)
and the student group and
provides a very comprehensive
justification of their potential to
add value.
Communication
and audience
engagement
20%
Uses inappropriate language or
communication style for the
audience or is frequently
difficult to understand.
Minimal audience engagement,
with very limited eye contact
and vocal expression.
Uses basic language and
communication style
somewhat appropriate for the
audience. Speaks at a
generally suitable pace but
may have clarity issues.
Limited audience engagement,
with inconsistent degree of eye
contact and lack of vocal
expression.
Uses language and
communication style
appropriate for the audience.
Speaks at a suitable pace and
is easily understood.
Demonstrates good audience
engagement through relative
consistent eye contact and
vocal expression. Some areas
could be improved, such as the
pace of speaking or reliance on
notes.
Uses effective language and
communication style well-
suited for the audience.
Speaks at a consistent and
appropriate pace, with clear
articulation and some effective
pauses.
Excellent audience
engagement, with strong eye
contact and expressive vocal
delivery. Minor areas for
improvement.
Uses highly effective and
engaging language and
communication style perfectly
suited for the audience.
Speaks at an ideal pace with
exceptional clarity, including
strategic use of pauses.
Outstanding audience
engagement, with excellent eye
contact and dynamic vocal
expression No significant areas
for improvement.
Transcript
quality and
evidence of
quality research
practices
15%
No transcript, transcript widely
deviates from speech or
contains numerous spelling
errors, repetitions, and filler
words.
Demonstrates poor research
practices with few or irrelevant
in-text citations and an
incorrectly formatted or
Transcript deviates noticeably
from speech or contains
several spelling errors,
repetitions, or filler words.
Demonstrates basic research
practices with some relevant
in-text citations and a mostly
correct reference list. Limited
breadth or depth in research.
Minor transcript deviations,
limited spelling errors,
repetitions, and filler words.
Demonstrates adequate
research practices with
appropriate and relevant in-
text citations and a correctly
formatted reference list. Some
breadth or depth in research
may be lacking.
Transcript and speech align,
with minimal transcription
errors, repetitions, and filler
words.
Demonstrates strong research
practices with well-chosen and
relevant in-text citations and a
correctly formatted reference
list. Shows good breadth and
depth in research.
Transcript and speech align,
free of transcription errors,
repetitions, and filler words.
Demonstrates exceptional
research practices, in breadth
and depth, with highly relevant
and insightful in-text citations
and a perfectly formatted
reference list.
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missing reference list. Lacks
breadth and depth in research.
Criteria % Unsatisfactory Satisfactory
Video length &
quality
5%
Video length exceeds limit by
more than 10 seconds or is
less than 2/3 of the limit.
Recording audio or visual
quality are poor.
Video adheres to the time limit.
Audio is clear. Video is of a sufficiently high resolution.
Speaker’s face is well-lit, and eyes are visible.
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Week 11 Final Exam Period
50%
Via Moodle course site
The Final Exam consists of two parts separated by a break. It will assess all the course content covered
during the teaching term. Students are expected to apply the ideas and concepts of this course into
practical settings.
One part will be administered as a quiz within Moodle. The other part will be conducted under an invigilated
environment. Additional information about the Final Exam will be provided over the course of the term.
Please check the course Moodle page for the latest information.
COMM1180 Value Creation
Term 3, 2024
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Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Learning Community Challenges
On a weekly basis, students will work in groups during tutorials and respond to set
challenges for the week: solving problems, analysing information, responding to case
studies, and other tasks.
• Part A: Weekly peer evaluations
• Part B: Collaborative Learning Insights
(BCom students: myBCom course points for PLO4)
25% Part A: Weekly
Part B:
Week 5 and Week 10
CLO 1, 2, 3, 4, 5
Assessment 2: Individual Research Project
Students analyse a company of their choice in terms of their action, relationship to
stakeholders, value proposition and value creation.
25% Week 8
CLO 1, 2, 5
Assessment 3: Final Exam
The Final Exam consists of 2 parts, one asking students to solve quantitative financial
problems, the other to address qualitative problems from all areas of the course.
50% Exam period
CLO 1, 2, 4, 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.
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Course Learning Outcomes (CLO)
CLO1: Apply critical thinking and ethical decision making, to define and measure value from different
perspectives to know when value is (and is not) created.
CLO2: Compare basic strategies to create value for and from customers, and a recognition that such value
can be financial and non-financial.
CLO3: Collaborate effectively in a team to address business problems, incorporate different perspectives,
produce e quality work according to agreed plan, and provide constructive feedback
CLO4: Explain how to value financial assets and measure the value created or destroyed by investment
decisions.
CLO5: Explain how information systems enable strategies to drive value creation for organisations by
transforming people, processes, and technology.
Due Date Weighting Format Length/Duration Submission
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 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.
The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. 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.
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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, or in the UNSW Special
Consideration Application and Assessment Information for Students.
Submission of your assessments in Turnitin is taken as indication of your agreement to the following statement. This
electronic consent replaces the assignment cover sheet.
I declare that this assessment item is my own work, except where acknowledged, and has not been
submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for
the purpose of assessing this item:
Reproduce this assessment item and provide a copy to another member of the University; and/or,
Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a
copy of the assessment item on its database for the purpose of future plagiarism checking).
I/we certify that I/we have read and understood the University Rules in respect of Student Academic
Misconduct.
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PART A – Peer Evaluations PART B - Collaborative Learning Insights
Every Friday 11:59pm in W1-5,7-10
Week 5 and Week 10 (AEST)
10%
15% (6% + 9%)
Weekly submission of EXCEL template
2 x individual Turnitin submission
10 minutes per week
600 ±100 words in Week 5
800 ±100 words in Week 10
Via Moodle assignment link – see Moodle
Via Turnitin links – see Moodle
BCom students: myBCom course points for PLO4.
During your tutorial classes each week, you will form teams and collaborate with your peers to critically
analyse information, respond to case studies, and solve problems. Your tutor will shuffle teams across the
term to allow you to explore different group environments and to assume different roles within the group,
e.g. discussion leader, peer mentor, presenter, or note keeper.
Tutorials are essential for student learning, especially in the IFY, and thrive when students actively engage
with the material and each other. To foster this environment, we aim to incentivize students to come
prepared, communicate effectively, and support one another. This collaborative approach will help all group
members develop teamwork skills and achieve better academic outcomes.
There are two parts to this assessment task:
Peer Evaluation: Students will evaluate themselves (not assessed for marks) and their group members
(assessed for marks) weekly on three dimensions: 1) Preparedness; 2) Communication; and 3)
Supportiveness.
Collaborative Learning Insights: Students will write two short essays, due in Weeks 5 and Week 10,
evaluating and reflecting on their learning and contributions as group members. These essays will cover,
among other things, your roles taken within the group, personal growth along the three dimensions over the
term, and key moments of learning of course concepts.
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Purpose of the assessment
Part A is designed to incentivize you to come to tutorials prepared, actively participate in group discussions,
and support your peers in their learning journey. This will help you develop essential skills such as teamwork,
communication, leadership, and the ability to create a positive and inclusive community.
Evaluating yourself and your peers should only take a few minutes per week after the tutorial. Your
evaluations will be anonymous, and you will not see the individual scores assigned by your peers. Instead,
you will receive an indicative mark (an average of peer evaluations to date) after Week 5 and a final mark at
the end of the term. When evaluating your peers, please bear in mind that this assessment is not about the
correctness of your group’s output or the speed with which you arrived at the solution. Instead, you will be
assessing yourself and your peers based on three key criteria:
Preparedness: Consider how well you and your peers come prepared to the tutorials, having watched the
lecture and completed any pre-work. Evaluate their (your own) active participation in discussions and their
(your own) understanding of the material.
Communication: Assess how effectively you and your peers communicate within the group, listen to others,
and contribute to a positive group dynamic. Look for clear and respectful communication and efforts to
ensure everyone’s voice is heard.
Supportiveness: Evaluate how you and your peers support each other, help others understand the material,
and take on leadership roles. Recognize those who mentor their peers, provide constructive feedback, and
help the group stay focused and organized.
By focusing on these criteria, you will help create a learning environment where everyone can thrive. Your
honest and thoughtful evaluations are crucial in recognizing and rewarding the efforts of your peers.
Criteria \ Points 1 – 2 3 – 4 5
Preparedness
This criterion relates
to level of
preparedness for and
engagement during
tutorial activities
• Little preparation for tutorial
activities
• Minimal participation
• Often distracted or disengaged
• Adequate preparation for tutorial
activities (watched lectures and
has done pre-tutorial activities)
• Participates occasionally
• Shows some understanding of
the course material
• Very prepared for tutorial
activities
• Actively and constructively
participates
• Demonstrates thorough
understanding of course material
e.g. generates relevant ideas that
apply to the tutorial activities
Communication
This criterion is about
communication and
collaborative skills
• Communicates ineffectively or
inappropriately with team
members e.g. does not listen to
others
• Contributes minimally to
supporting collaboration in the
team, or undermines
cooperation in the team
• Communicates adequately with
team members
• Provides generally constructive
contributions to a collaborative
group dynamic
• Excellent communication, and
does so respectfully and
inclusively
• Positively influences and
enhances collaborative
atmosphere in the team
Supportiveness
This criterion relates
to behaviours which
support teammates
• Minimally supports and helps
others
• No or minimal involvement in
advancing discussions or
motivating the team
• Occasionally supports and helps
others
• Occasionally helps to guide and
advance discussions and
motivate the team
• Consistently supports and helps
others
• Actively supports team progress
and helps to enhance others’
understanding of material
discussed in tutorial
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How is your mark for Part A calculated?
Assuming you have regularly attended your tutorials and submitted a correct peer evaluation in a timely
manner every week, your mark for this component will be computed as follows:
1. Every week, for each criterion, the highest and lowest score of the evaluations by your peers with be
discarded to limit the influence of outliers, and the remaining scores will be averaged (this assumes
4 or more peers; with 3 peers, we keep the middle score plus the average of the highest and lowest
score; with 2 peers, we keep all scores). We then sum across the 3 criteria for a total score for the
week.
2. After week 5, we compute the average across the first 5 weeks and post an indicative mark in the
gradebook for your information (scaled to 10% of the course mark).
3. After week 10, we compute the average across the term to arrive at your mark (scaled to 10% of the
course mark).
Deductions and Special Considerations
• You can miss one tutorial and/or fail to submit one peer evaluation (out of 9) without deduction.
From the second non-submission, your grade will be subject to an absolute deduction of 1% of the
course grade (reducing the component mark for this assessment by 1 percentage point).
• Non-submissions with a valid Special Consideration (SC) will not trigger deductions. Please make it
very clear in your special consideration application for which week or weeks you are applying for SC.
Select “Assessment 1”, “Other” as type, and weight as “10%”.
• Students who collude with each other by assigning 5s across the board or punish their peers by
assigning only very low marks may be asked to explain their choices and are potentially subject the
same 1% deduction that applies if they did not submit. Such scores will be ignored for the purposes
of calculating the mark for your peers.
Note: Your self-assessment does not flow into the calculation of your mark, but it will help you at the end of
the term when you evaluate your own growth and progress along the 3 important dimensions of teamwork
over the course of the term. Check Part B below for details.
Step-by-Step guide for the weekly peer evaluation and submission
1. Every week, attend your tutorial, come prepared (e.g. watch the lecture), actively participate,
communicate, and support your peers in the group break-out activities. Make sure you and your
team members fill in their names in the shared worksheets on TEAMS, so you are able to find them
in the peer evaluations form later.
2. Download the EXCEL Template for that week, “COMM1180 PeerEval WeekXX_zID.xlsx” (where XX is
the number of the week), from the Moodle course page. Save it as a local copy and replace
the file name with your own zID (“z” followed by 7 digits). Do not copy the contained table into a new
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file or change the file in other unintended ways (this will change formatting and make your
submission invalid).
3. After the tutorial of that week (not during!), fill out the template by assigning scores to yourself and
your group members. Start by selecting the tutorial code, your name and the names of your group
members from the drop-down menus and then assign scores between 1 and 5 under the 3 criteria.
Assuming groups of 5, this requires a total of 5x3=15 scores. Provide a brief comment in cases
where you assign very low or very high marks to a peer.
4. Before the end of each week (Friday midnight), upload the file to a Moodle Assignment labelled
“Week XX Peer Evaluation Submission”.
Figure 1: EXCEL Peer Evaluation form. Select from menus or enter information in light cells. The shaded cells are pre-filled or fill
automatically once you enter your information.
Technical note on selecting peer names in the EXCEL template:
Make sure you use the specific template for that week only as each template is linked to the enrolment
data from the start of that week. To keep the length of the name drop-down lists reasonable, you must first
select the tutorial of the peer you are evaluating. Almost always, this will be the same code for all group
members, whichever the code of the tutorial is you are enrolled in, e.g. “T09A”. On rare occasions, students
from other tutorials may attend your tutorial (due to sickness of student or tutor). In these instances, the
visiting student should make it known to their peers, which tutorial they are from by adding the tutorial code
behind their name in the tutorial worksheet (e.g. “Brian Johnson (W18C)”). Sometimes, a student changes
tutorial enrolment in the time between when the template for that week was created and the time of the
tutorial. In these instances, those students again should denote their previous tutorial code to give their
peers a chance to find them in the drop-down list. Peers who enrolled in the course after the start of the
week may not be able to evaluate nor to be evaluated until the following week. This is an unfortunate
limitation of the system but necessary given the scale at which this class operates. We suggest that
students that cannot find themselves in this template for this reason contact the teaching team.
Fairness and Compliance
While your peers will not see your evaluation of them, it is important to be fair and kind. Evaluate your peers
based on their contributions, effort, and teamwork. Treat others as you want others to treat you! Briefly
reflect on your teamwork experience during the tutorial with the 3 criteria in mind. Judge the contributions
by your peers objectively and reward those that truly did a great job, e.g. those that were truly prepared, led
discussions well, or raised up their team members etc. Avoid letting personal feelings or assumptions
influence your judgment.
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If your valuation is honest and thoughtful there should be some variation across criteria as well as across
peers. It seems very unlikely that everybody deserves the same mark across the board, be it 5’s, 3’s or 1’s.
We understand the incentive to “play nice” and give each other very high marks. Please avoid filling out the
evaluation in the presence of your team members to avoid awkward moments or peer pressure. As a
reference, it would make sense that the average score assigned to your group would typically fall into the 3-
4 range, but this does not mean you should refrain from assigning 5s and 2s (or even the occasional 1)
when they are deserved.
Students who assign very low marks (1s) or very high marks (5s) to all their peers may be asked to explain
their scores and may be subject to deductions. The obvious danger in peer evaluations is that the group
colludes to lift each other’s marks up. This is fundamentally unfair to peers outside of your group that do
not collude.
Students that did not attend their tutorial in a particular week, must not submit a peer evaluation. The same
applies to students who cover for an absent peer by adding the peer’s name to the evaluation form.
Students that do either will be subject to a 2% deduction of the course grade per violation.
Personal accountability
In a class with over 1,000 students and up to 9 weekly submissions, resulting potentially in some 45,000+
evaluations, teaching team and tutors cannot check the correctness of every submission and alert students
to errors. Thus, it is your individual responsibility to ensure …
• … you have entered your full name into the weekly tutorial worksheet to allow your peers to identify
you. When you are visiting from a different tutorial or in the process of changing your enrolment, you
must let your peers know in which tutorial they might find your name. [Your peers cannot be asked
to search every tutorial for your name!]
• … you use the correct template for that week.
• … you save the file with your zID instead of the original template name, which is the same for all
students.
• … you do not edit the file in a way that interferes with its form or function, e.g. adding rows or
columns.
• … you enter valid entries into the respective cells, i.e. select names from the drop-down list and valid
numerical values for the scores.
• … you upload the completed and correctly named file by the due date of that week.
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Purpose of the Assessment
Part B is designed to help you learn from your teamwork experiences throughout the term, analyse your
contributions and identify areas of and for growth. By engaging in these types of reflections, you will gain a
deeper understanding of your development with regards to accountability, communication skills, and
leadership—key attributes that are highly valued in the job market.
Authentic scenario: Applying for a Role in Project Management
Imagine you are applying for the role of Project Manager. In this role, you will be expected to work
collaboratively with colleagues to manage projects, solve complex problems under time pressure, and
present suitable solutions to stakeholders – not too different from some of our in-tutorial activities. Hiring
managers may ask you to tell them about your previous teamwork experience, either as part of the written
application or during the interview process. This may involve you providing examples and recent evidence
of your ability to …
• … evaluate team dynamics: Understand how team members contribute to projects and identify
areas for improvement.
• … communicate effectively: Share ideas clearly and listen to feedback to ensure successful project
outcomes.
• … demonstrate leadership: Support your team and take initiative to lead projects to completion.
All of this requires the ability to reflect and show self-awareness, skills we are not automatically good at,
but which are crucial in honestly assessing your performance and growth. By becoming aware of your
strengths and weaknesses, you can provide a balanced and authentic account of your achievements and
demonstrate to potential employers that you have the introspective ability to learn from your experiences
and continuously improve.
Deliverables
Mid-Term Insight (guidance 600 words, due in Week 5): Imagine you are applying for a Project Manager
position, and the hiring manager asks you the following (based on your experiences with team dynamics so
far in the course):
1. Describe a notable event having to do with the actions or behaviour by one of your teammates (it
may help to look at the 3 criteria from the peer evaluations to jog your memory).
2. How did you feel about your interactions with your peers during that event?
3. Analyse what could have been improved before or during the event?
4. What insights did you gain about teamwork and your own skills so far? Identify a specific teamwork
skill (or skills) you wish to improve for the remainder of the term and outline your plan to achieve
this.
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End-of-Term Insight (guidance 800 words, due in Week 10): Imagine now that the hiring manager asks
you the following (based on your entire term’s experience):
1. Describe a key learning experience during your tutorials where through the words or actions of a
peer you gained a deeper understanding of a Value Creation concept. What concept was this and
how did your understanding evolve?
2. Reflect on whether your feelings and your attitude towards group work have evolved over the term.
Were some of the fears you might have had at the start of the term realized?
3. Using your self-generated self-assessment data from the 9 weeks, evaluate how you have grown
along the 3 key criteria. What factors contributed to your growth? Were you successful in improving
the teamwork skill(s) that you set up to develop in the Mid-Term Insight? What was helping or
hindering you in this process? What might you do differently the next time you are working in a
team?
Include a well-formatted visual representation of your self-assessment data in this submission.
Final Thoughts
This assessment is more than just a reflective exercise; it’s an opportunity to prepare for your future career.
By understanding your strengths and areas for improvement, you will be better equipped to articulate your
value to potential employers and succeed in collaborative, problem-solving roles like project management.
Submission procedure
For both deliverables of Part B, please upload your word document to the respective Turnitin link provided
on the Moodle course page by the deadline.
Formatting
• While the questions/tasks may be numbered above, please do not use numbering or headers in your
document. It should read as one continuous piece of text.
• Each Insight should be in Calibri or Aptos font size 12 with 1.5 line spacing and normal sized
(2.54cm) margins all around. The footer must have the page numbers clearly indicated.
Referencing
• UNSW guide on Harvard referencing
Writing self-evaluation and reflections
When writing self-evaluation or reflections, think deeply about your experience, moving beyond just
recounting what happened. Frequently, it is useful to follow these steps:
1. Describe:
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o Briefly describe the key events. Consider what you did, when you did it, and who was
involved.
2. Express feelings:
o Reflect on your thoughts and feelings. Use phrases like "I think," "I feel," "I learned," "I
questioned," etc. Express how these experiences impacted you.
3. Evaluate and Analyse:
o Dive deeper into why things happened and how they came about. Ask yourself: Why did this
happen? How could it have been different? What if there was another way to approach it?
4. Conclude and formulate an action plan:
o Draw conclusions about what you learned from the experience. This includes identifying
what could have been done differently. How will you apply what you have learned in future
situations?
This process will help develop your reflective writing skills, allowing you to analyse and learn from your
experiences, not just describe them.
Supporting resources and links
• UNSW Reflective Writing Guide
• See Moodle course site for details of relevant Academic Skills workshops
UNSW Business School 12
Criteria % Fail Pass Credit Distinction High Distinction
Depth of reflection 40%
Fails to address key
aspects; little to no
analysis or reflection.
Superficial reflection with
minimal analysis and vague
examples.
Addresses key aspects but
lacks depth, with limited
critical thinking or self-
awareness.
Solid understanding with
relevant examples, though less
detailed or nuanced.
Deep and insightful analysis with
well-supported examples,
showing significant self-
awareness and growth.
Relevance and use
of examples
40% Lacks relevant examples,
or examples do not
contribute to the
analysis.
Few or weak examples with
unclear connection to the
reflection
Includes examples, but they
may be general or only
somewhat relevant.
Relevant examples that
support the analysis but may
lack detail.
Specific and highly relevant
examples that effectively
enhance the reflection.
Clarity and
structure
20%
Poorly written,
disorganized, with
illogical presentation and
unclear language
Difficult to follow with poor
organization and unclear
expression.
Understandable but with
organizational issues;
language mostly appropriate
but may lack precision.
Clear and mostly well-
organized, though some
transitions may be awkward.
Clearly written, well-organized,
and easy to follow with logical
transitions and appropriate
language.
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Tuesday 8PM of Week 8 (AEST)
25%
Pitch to corporate sponsor via video
Up to 4 minutes of video presentation plus transcript (with in-text citations and references)
Via Turnitin on Moodle course site
Scenario: You are a key member of a (fictitious) student club (or community group). Your job is to persuade
a for-profit corporation to sponsor your club or an event the club is putting on in a meaningful way. To this
end, you will need to submit a 4-minute video recording addressing a group of company representatives
(these may include representatives from Public Relations, Sales, Marketing, and Strategy).
You are required to centre your pitch on the following 2 key questions:
1) Why the club is interested in the company: Discuss the values, mission statement etc.
communicated by the company, their actions and value creation for stakeholders in a way that
plausibly connects the company to your club or cause [aim for 30% of speaking time].
2) Why the company should be interested in the club: Use AT LEAST ONE of the key concepts you
learned in the course from marketing, technology and/or pricing to convince the company that
supporting the club (event/cause) will create value for them, i.e. make financial sense for them. [aim
for 60% of speaking time].
Spend the remaining time on a very brief introduction of the club or cause (only to the extent necessary to
make the connection in Part 1 clear to the target audience) and a very short conclusion or final appeal at
the end.
How to approach this assessment?
• Choice of corporate sponsor: To enable you to do some research, your chosen company should be
large with a sufficiently visible public profile. Generally, publicly listed companies are the best
choice (annual reports, media interest). You are required to support your claims about the company
with sources.
• Preparation: Spend some time to research the company thoroughly to understand its values,
mission, and stakeholder engagement to adequately address Question 1. Also, get a sense of their
customer segments, products and business models to adequately address Question 2.
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• Basic structure: Outline and develop the key arguments at the centre of your pitch.
• Scripting: Given the short duration of your recording, avoid losing time to fillers (“uhm”, “ah”).
Writing a script, or at least very detailed bullet points is strongly encouraged.
• Clarity and Persuasion: Use clear, persuasive language and support your arguments with evidence
and/or examples.
• Timing: Practice your pitch to ensure it fits within the 4-minute timeframe before recording. Editing
and cutting a bad or too long delivery takes a lot more time than delivering your speech a few times.
Submissions that exceed the time limit by more than 10 seconds are subject to deductions.
• Style: Address the audience appropriately by selecting suitable demeanour, tone, language and
video background (i.e. don’t ask a bank for money while wearing a hoodie and doing your late-night
grocery run).
Additional tips:
• The assessment presents an authentic wrapper within which students can provide evidence for
their ability to research and critically analyse key documents/resources by a company, evaluate the
values and stakeholder relationships of a company, and most importantly, apply key learnings from
the course to the real world. Thus, make sure you address the underlying substance of the
assessment rather than get sidetracked by the delivery format.
• The focus of Question 2 is not quantitative. No calculations are required. Markers will pay a lot of
attention to the plausibility of your argument around value creation (e.g. new customers, new
products, new sales channels, new insights, different prices …) and its connection to course
concepts. Tell a convincing story.
• By contrast, do not spend a lot of time on devising an intricate backstory to the student club, cause
or event.
• Generally, you may assume that the sponsorship is solely financial. But in some cases, you may find
it useful to suggest to the company an alternative way of sponsoring if it connects to the value
creation argument in Question 2.
• Do not overload your pitch and stuff it with 10 course concepts. Strip it back to only what is
absolutely necessary to be coherent, logical and persuasive.
• Don’t rush your words. In public speaking, especially when trying to convince an audience, pauses
and speaking slowly are much more effective than the world’s best argument delivered in a flat,
rushed speech.
• As you will have to submit a transcript (annotated with sources) anyways, you might as well write it
beforehand.
• Note: No need to speak out loudly any in-text citations during your speech. Those would interrupt
the flow and are for the written, edited transcript only.
Submission instructions
• Upload i) an accessible video file OR link to your video file AND, ii) your edited transcript (including
appendix containing references and AI conversations, if any) to Turnitin at the same time.
• Video specifications:
UNSW Business School
o File size must be less than 200MB for upload to Moodle. Accepted video file formats: .mov,
.mp4, .mpeg. Alternatively, upload your video to your UNSW OneDrive folder (sign in with
your zID@ad.unsw.edu.au) and post the file-sharing link as your submission in Moodle.
o Accessibility and file-sharing permissions: It is your responsibility to check sharing
permissions and ensure markers can access the video. If your video cannot be accessed by
the tutor, it cannot be marked.
o Check and make sure video and audio quality are acceptable – your face must be clearly
visible and your voice must be clearly audible.
• Note: Videos are large files which take time to upload. Be aware of the submission deadline and
plan your upload. Make sure the video is accessible by markers.
• File sharing instructions:
o Microsoft OneDrive login and access instructions – UNSW IT
o How to share files using OneDrive – Microsoft
Formatting
• The video transcript needs to be in Calibri or Aptos font size 12 with 1.5 line spacing and normal
sized (2.54cm) margins all around. The footer must have the page numbers clearly indicated.
Referencing
• UNSW guide on Harvard referencing
Supporting resources and links
• 10 tips for speaking to an audience – UNSW Academic Skills Resources
• Academic Communication Essentials – UNSW Business School
• English Language Success – UNSW Academic Skills Toolkit
• UNSW Academic Skills Resource Library
• Microsoft OneDrive login and access instructions – UNSW IT
• How to share files using OneDrive – Microsoft
UNSW Business School 16
Criteria % Fail Pass Credit Distinction High Distinction
Analysis and
relevance of
company’s
values and
actions.
20%
Analysis of company’s values,
purpose, mission statement
and interactions with
stakeholders is incoherent or
incomplete.
Fails to explain how the
company is relevant to the club
(or community group).
Basic analysis of company’s
values, purpose, mission
statement and its interactions
with stakeholders.
Provides basic or incomplete
reasoning and justification of
the company’s relevance to the
club/group.
Relevant insights and clear
analysis of company’s values,
purpose, mission statement
and its interactions with
stakeholders.
Provides adequate reasoning
to support relevance of the
company to the club/group.
Thorough and insightful
analysis of company’s values,
purpose, mission statement
and its interactions with
stakeholders.
Convincing reasoning
supporting the relevance of
the company to the
club/group.
Perceptive and
comprehensive analysis of
company’s values, purpose,
mission statement and its
interactions with
stakeholders.
Very convincing reasoning to
support relevance of the
company to the club/group.
Application and
relevance of
value creation
concepts to the
company
40%
Inappropriate or incorrect
application of course
concepts, showing little
understanding of the company
and its market.
Fails to identify financial
benefits or fails to justify
relation to concept, relevance
to the student group, or
potential for added value.
Basic choice and superficial
application of at least one
course concept, with limited
understanding of the company
or its market.
Identifies some financial
benefits. However, their
relation to the concept(s), their
relevance to the student group,
or potential to add value are
minimally supported.
Appropriate choice and
application of at least one
course concept,
demonstrating broad
understanding of the company
and its market.
Identifies some financial
benefits related to both the
concept(s) and the student
group and provides a largely
plausible justification of their
potential to add value.
Good choice and
knowledgeable application of
at least one course concept,
demonstrating thorough
understanding of the company
and its market.
Identifies relevant financial
benefits related to both the
concept(s) and the student
group and provides a solid
justification of their potential to
add value.
Excellent choice and in-depth
application of at least one
course concept,
demonstrating profound
understanding of the company
and its market.
Identifies highly relevant and
strategic financial benefits
related to both the concept(s)
and the student group and
provides a very comprehensive
justification of their potential to
add value.
Communication
and audience
engagement
20%
Uses inappropriate language or
communication style for the
audience or is frequently
difficult to understand.
Minimal audience engagement,
with very limited eye contact
and vocal expression.
Uses basic language and
communication style
somewhat appropriate for the
audience. Speaks at a
generally suitable pace but
may have clarity issues.
Limited audience engagement,
with inconsistent degree of eye
contact and lack of vocal
expression.
Uses language and
communication style
appropriate for the audience.
Speaks at a suitable pace and
is easily understood.
Demonstrates good audience
engagement through relative
consistent eye contact and
vocal expression. Some areas
could be improved, such as the
pace of speaking or reliance on
notes.
Uses effective language and
communication style well-
suited for the audience.
Speaks at a consistent and
appropriate pace, with clear
articulation and some effective
pauses.
Excellent audience
engagement, with strong eye
contact and expressive vocal
delivery. Minor areas for
improvement.
Uses highly effective and
engaging language and
communication style perfectly
suited for the audience.
Speaks at an ideal pace with
exceptional clarity, including
strategic use of pauses.
Outstanding audience
engagement, with excellent eye
contact and dynamic vocal
expression No significant areas
for improvement.
Transcript
quality and
evidence of
quality research
practices
15%
No transcript, transcript widely
deviates from speech or
contains numerous spelling
errors, repetitions, and filler
words.
Demonstrates poor research
practices with few or irrelevant
in-text citations and an
incorrectly formatted or
Transcript deviates noticeably
from speech or contains
several spelling errors,
repetitions, or filler words.
Demonstrates basic research
practices with some relevant
in-text citations and a mostly
correct reference list. Limited
breadth or depth in research.
Minor transcript deviations,
limited spelling errors,
repetitions, and filler words.
Demonstrates adequate
research practices with
appropriate and relevant in-
text citations and a correctly
formatted reference list. Some
breadth or depth in research
may be lacking.
Transcript and speech align,
with minimal transcription
errors, repetitions, and filler
words.
Demonstrates strong research
practices with well-chosen and
relevant in-text citations and a
correctly formatted reference
list. Shows good breadth and
depth in research.
Transcript and speech align,
free of transcription errors,
repetitions, and filler words.
Demonstrates exceptional
research practices, in breadth
and depth, with highly relevant
and insightful in-text citations
and a perfectly formatted
reference list.
UNSW Business School 17
missing reference list. Lacks
breadth and depth in research.
Criteria % Unsatisfactory Satisfactory
Video length &
quality
5%
Video length exceeds limit by
more than 10 seconds or is
less than 2/3 of the limit.
Recording audio or visual
quality are poor.
Video adheres to the time limit.
Audio is clear. Video is of a sufficiently high resolution.
Speaker’s face is well-lit, and eyes are visible.
UNSW Business School 18
Week 11 Final Exam Period
50%
Via Moodle course site
The Final Exam consists of two parts separated by a break. It will assess all the course content covered
during the teaching term. Students are expected to apply the ideas and concepts of this course into
practical settings.
One part will be administered as a quiz within Moodle. The other part will be conducted under an invigilated
environment. Additional information about the Final Exam will be provided over the course of the term.
Please check the course Moodle page for the latest information.
