ASSESSMENT GUIDE
DPBS1150
Global Business Environments
August 2021

Assessment Summary
Assessment Task Weighting Due Date* Learning
Outcomes
Assessment 1: Socio-cultural Lens
Self-reflection
15% Week 4: Friday 24 September 4:00pm
(AEST)
CLO 1, 2, 6
Assessment 2: Legal/Political Lens
Moodle Quiz
15% Week 6: Thursday 7 October 10:00AM
(AEDT)
CLO 1, 2, 6
Assessment 3: Economic Lens
Moodle Quiz
15% Week 10: Thursday 4 November 10:00AM
(AEDT)
CLO 1, 2, 6
Assessment 4: Sustainability Lens
Self-reflection
15% Week 12: Friday 19 November 4:00pm
(AEDT)
CLO 4, 6
Assessment 5: All Lenses
5A – Group Assignment

5B – Individual Visual Executive
Summary
Total – 40%
30%

10%

Week 12: Friday 19 November 4:00pm
(AEDT)
Week 13: Friday 26 November 4:00pm
(AEDT)

CLO 1, 2, 3, 4, 5, 6

CLO 1, 2, 3, 4, 5, 6

* Due dates are set at Australian Eastern Standard/Daylight Time (AEST/AEDT). If you are located in a different time-
zone, you can use the time and date converter.

As a student at UNSW you are expected to display academic integrity in your work and interactions. Where a
student breaches the UNSW Student Code with respect to academic integrity, the University may take
disciplinary action under the Student Misconduct Procedure. To assure academic integrity, you may be required
to demonstrate reasoning, research and the process of constructing work submitted for assessment.
To assist you in understanding what academic integrity means, and how to ensure that you do comply with the
UNSW Student Code, it is strongly recommended that you complete the Working with Academic Integrity module
before submitting your first assessment task. It is a free, online self-paced Moodle module that should take
about one hour to complete.

Course Learning Outcomes (CLO)
CLO 1 Explain the complexity and diversity of an organisation’s global business environment.  [PLO 1] 
CLO 2 Evaluate how key features of the business environment are determined by individuals, organisations, and
governments interacting within interrelated systems. [PLO 1, 2] 
CLO 3 Identify, integrate and apply various lenses (e.g., economic, political, sociocultural, and sustainability)
and their associated analytical models to the global business environment. [PLO 1, 2, 6] 
CLO 4 Articulate the key elements of the sustainability lens and their application to the business context. [PLO
1, 5] 
CLO 5 Develop a comparative understanding of diverse value systems and normative goals using the analytical
lenses from the course.  [PLO 3] 
CLO 6 Cultivate a global mindset for analysing local processes and phenomena. [PLO 5] 

UNSW Global 3
Assessment Details
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Due Date Weighting Format Length/Duration Submission

Turnitin
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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 find out more information in the Turnitin information site for students.
Late Submissions
If you submit your assessment after the due date, you may incur penalties for late submission. Ask your Course
Coordinator or workshop leader on what these penalties may be.
Extensions
You are expected to manage your time to meet assessment due dates. If you do require an extension to your
assessment, it is very important that you ask your Course Coordinator or workshop leader first and request your
extension as early as possible before the due date.
Special Consideration
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. Always seek advice from your Course
Coordinator or tutor first, before applying for any special consideration.
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.


UNSW Global 4
Assessment 1: Socio-cultural Lens

Week 4: Friday 24 September 4:00pm (AEST)

15%

Essay, based on two designated questions

600 words (+/– 10%)

Via Moodle course site, through Turnitin (Individual submission)

Description of assessment task
There are two purposes for Assessment 1:
• Self-reflection on cultural lens
• Self-reflection on collaboration skills

Students are required to answer the following two questions within the word limits.
Hofstede’s Cultural Dimensions Theory, developed by Geert Hofstede, is a framework used to understand the
differences in culture across countries and to discern the ways that business is done across different cultures.

Question 1:
What are the features of your own’s country’s culture according to Hofstede’s Cultural Dimensions? Do you agree
with Hofstede’s assessment of your country’s culture? (300 words)
• Your understanding of Hofstede’s Cultural Dimensions related to your country’s culture
• Your views on the Hofstede’s assessment of your country’s culture

Question 2:
Based on your Week 3 Tutorial Activities, reflect on your experience working in a monocultural and a multicultural
team. How could these insights be applied to global business environments? (300 words)
• Your role working in a monocultural and a multicultural team
• Your challenges, comfort zone and discomfort working in a monocultural and a multicultural team and
why
• Your understanding of the application of cultural insights to global business environments


Supporting resources and links
Hofstede Insights, https://www.hofstede-insights.com/country-comparison/

UNSW Global 5
Marking Rubric for Assessment 1: Cultural Lens
Criteria Marks
• Demonstrates a thorough understanding of Hofstede’s cultural dimensions
with relevant and specific examples from own culture.
• Illustrates persuasively the application of selected cultural dimensions in the
context of global business environments with clear connections between
theoretical insights and application.
17-20

• Demonstrates a sound understanding of Hofstede’s cultural dimensions with
some relevant examples from own culture.
• Illustrates the application of selected cultural dimensions in the context of
global business environments with some connections between theoretical
insights and application.
13-16

• Demonstrates some understanding of Hofstede’s cultural dimensions with
some examples from own culture.
• Describes the application of selected cultural dimensions in the context of
global business environments with weak connections between theoretical
insights and application.
9-12

• Demonstrates limited understanding of Hofstede’s cultural dimensions with
basic elaboration and/or irrelevant examples.
• A basic application of selected cultural dimensions in the context of global
business environments, makes general statements about connections between
theoretical insights and application.
5-8

• Incomplete or limited answer. May include explanation of Hofstede’s cultural
dimensions and/or no elaboration or examples.
• Incomplete application of selected cultural dimensions in the context of global
business environments with no connections between theoretical insights and
application.
0-4




UNSW Global 6
Assessment 2: Legal/Political Lens

Week 6: Thursday 7 October 10:00AM (AEDT)

15%

Quiz

30 minutes

Via Moodle course site, through Moodle Quiz

Description of assessment task
There are two purposes for Assessment 2:
• Risk assessment and management addressed via legal/political lens
• Strategies to mitigate international risk when conducting global business

Students are required to complete a quiz consisting of 10 multiple choice questions and 2 short answer
questions drawn from the Legal/Political Units.


Supporting resources and links
N/A

UNSW Global 7
Assessment 3: Economic Lens

Week 10: Thursday 4 November 10:00AM (AEDT)

15%

Quiz

30 minutes

Via Moodle course site, through Moodle Quiz

Description of assessment task
There are two purposes for Assessment 3:
• Identify key economic indicators required for a healthy and sustainable economy
• Use an economic model to illustrate and apply government policies to economic issues

Students are required to complete a quiz consisting of 10 multiple choice questions and 2 short answer
questions drawn from the Economic Units.


Supporting resources and links
N/A
UNSW Global 8
Assessment 4: Sustainability Lens

Week 12: Friday 19 November 4:00pm (AEDT)

15%

Essay, based on two designated questions

600 words (+/– 10%)

Via Moodle course site, through Turnitin (Individual submission)

Description of assessment task
There are two purposes for Assessment 4:
• Awareness of current social and environmental issues
• Understanding of the United Nations (UN) Sustainable Development Goals (SDGs)

Students are required to answer the following two questions within the word limits.
The U.N. Sustainable Development Goals (SDGs) provide a clear and useful framework for sustainability development.
You are the next generation to be affected by the global challenges.

Question 1:
Using SDGs as a frame of reference, identify two social and/or environmental issues in your country that are
important to you and matter the most to your future. (300 words)
• Your understanding of social and/or environmental issues in your country
• Your views on the importance of the selected issues and how they affect your future

Question 2:
What solutions would you implement that may take your country closer to achieving the relevant Goals. (300 words)
• Your understanding of the relevant SDGs in relation to selected social and/or environmental issues
• What solutions do you hope to implement to achieve the relevant SDGs


Supporting resources and links
United Nations Sustainable Development Goals, https://www.un.org/sustainabledevelopment/sustainable-
development-goals/

UNSW Global 9
Marking Rubric for Assessment 4: Sustainability Lens
Criteria Marks
• Identify two social and/or environmental issues in their country, provides
thorough explanations as to why they are important and matter to their
future, and integrates relevant examples.
• Demonstrates a thorough understanding of the relevant SDGs in relation to
selected social and/or environmental issues.
• Provides an informed explanation of how selected solutions help their
country closer to achieving the relevant SGDs, using an appropriate example.
17-20

• Identify two social and/or environmental issues in their country, provides sound
explanations as to why they are important and matter to their future, and uses
relevant examples.
• Demonstrates a sound understanding of the relevant SDGs in relation to
selected social and/or environmental issues.
• Provides an explanation of how selected solutions help their country closer to
achieving the relevant SDGs, using an example.
13-16

• Identify two social and/or environmental issues in their country, provides
explanations as to why they are important and matter to their future,
and makes reference to examples.
• Demonstrates some understanding of the relevant SDGs in relation to selected
social and/or environmental issues.
• Makes statements about achieving the relevant SDGs, may include an example
9-12

• Identify two social and/or environmental issues in their country.
• Makes general statements about the relevant SDGs in relation to selected
social and/or environmental issues.
• Makes limited reference to examples.
5-8

• Incomplete or limited answer.
• May include reference to examples.
• Makes general statements about the SDGs.
0-4


UNSW Global 10
Assessment 5A: Group Assignment

Week 12: Friday 19 November 4:00pm (AEDT)

30%

Group assignment

TBA

Via Moodle course site, through Turnitin (1 submission per group)

Description of assessment task
There are two purposes for Assessment 5A:
• Investigate global business environments with socio-cultural, legal and political, economic, ethical
and sustainability lenses to sense disruptions and opportunities.
• Understand the U.N.’s Sustainable Development Goals (SDGs).

Question:
TBA


Supporting resources and links
TBA


UNSW Global 11
Marking Rubric for Assessment 5A: Group Assignment

Information and Content
Referencing
Structure,
Organisation/
Presentation
Knowledge and
understanding
Critical
discussion
Logical and
cohesive
response/Use of
terminology
Quality,
accuracy and
relevance
/20 /20 /15 /15 /5 /5
Ex
te
ns
iv
e
17-20 17-20 13-15 13-15 5 5
Demonstrates
extensive
knowledge and
understanding of
the four lenses.
Questions are
thorough and
critically
discussed.
Presents a
sustained,
logical and
cohesive
response and
communicates
clearly using
relevant
terminology and
concepts.
Presents high
quality, correct
and useful
information in a
clear and
succinct form.
Acknowledges
sources with full
reference
details.
All required
elements are
included and
effectively
organised.
Formatting is
professional and
consistent.
Th
or
ou
gh

13-16 13-16 10-12 10-12 4 4
Demonstrates
thorough
knowledge and
understanding of
the four lenses.
Questions are
mostly
discussed
critically.
Presents a
logical and
cohesive
response and
communicates
using relevant
terminology and
concepts.
Presents correct
and mostly
useful
information in
clear and
concise form.
Acknowledges
sources with
reference
details.
All required
elements are
included and
mostly
effectively
organised.
Formatting is
consistent.
So
un
d
9-12 9-12 7-9 7-9 3 3
Demonstrates
sound
knowledge and
understanding of
the four lenses.
Questions are
discussed with
some critical
integration.
Presents a
mostly logical
and cohesive
response and
communicates
using relevant
terminology and
concepts.
Presents mostly
correct and
useful
information but
not presented
clearly.
Mostly
acknowledges
sources with
reference
details.
All required
elements are
included but may
not be well‐
executed at
times.
Formatting is
acceptable.
Ba
si
c
5-8 5-8 4-6 4-6 2 2
Demonstrate
basic knowledge
and
understanding of
the four lenses.
Questions are
discussed with
little critical
integration.
Presents a
response with
some logical
discussion and
communicates
using some
terminology and
concepts.
Presents
incorrect and/or
irrelevant,
Information and
ideas are
difficult to
follow.
Acknowledges
some sources
with reference
details.
All required
sections are
included but
some are poorly
organised.
Formatting is
inconsistent.
El
em
en
ta
ry

0-4 0-4 0-3 0-3 0-1 0-1
Demonstrate
elementary
knowledge and
understanding of
the four lenses.
Questions are
discussed with
incorrect or
irrelevant
integration.
Presents a
response with
fragmentated or
illogical
discussion and
writes in general
terms.
Presents little or
no useful
information.
Sources not
acknowledged.
Missing and
poorly organised
sections.
Formatting is
unprofessional
and
inconsistent.

UNSW Global 12
Assessment 5B: Individual Visual Executive Summary

Week 13: Friday 26 November 4:00pm (AEDT)

10%

Individual Visual Executive Summary, based on Group Assignment (Assessment 5A)

One page (A3)

Via Moodle course site, through Turnitin (Individual submission)

Description of assessment task
There are two purposes for Assessment 5B:
• Succinct summarisation of findings and discussion in Assessment 5A using visual presentation.
• Creation of condensed visual and graphic version of findings and discussion in Assessment 5A.

Students are required to submit a one-page A3 Visual Executive Summary (also known as Executive
Summary Infographics) to succinctly summarise their findings and discussion in Assessment 5A.
Visual Executive Summaries are the preferred way for business executives to receive key information. Hence, it is
important to become familiar with the concept of data visualisation as a way to present facts, solutions or strategies.
It is also important to learn how to summarise your findings or ideas in a concise and logical manner.
Creating a visual executive summary is similar to writing an executive summary, but uses visuals and graphics to aid
in the communication of key information and summarisation of a more detailed document. An effective Visual
Executive Summary presents useful information clearly, accurately and meaningfully and should entice the reader to
want to learn more and to read your full document.
Please refer to “Supporting resources and links” below and watch the videos for instructions on using PowerPoint to
create your Visual Executive Summary.

UNSW Global 13
Further Instructions:
• The Visual Executive Summary:
o must be a one-page A3 document in colour (landscape or portrait).
o must be converted to PDF for submission.
• Infographics must be your own and not copied from other sources.
• No references are required for this assessment.
• Please indicate your Tutorial Group (e.g. M12A/9699, M12B/9700 etc), Group Number for Assessment 5A
(e.g. Group 1, Group 2 etc), name and Z number on the top right-hand corner of your summary. For example:
Tutorial group: M12A/9699
Group number for Assessment 5A: Group 1
Name and Z number: John Citizen (z5012345)


Supporting resources and links
What is an infographic?
Examples of great infographics
The best infographic tools from around the web
How to create an infographic
How to make infographics with PowerPoint

Videos
How to create an infographic in PowerPoint (14:18 minutes)
How to create an infographic in PowerPoint (5:50 minutes)
How to create an infographic in PowerPoint (5:49 minutes)



UNSW Global 14
Marking Rubric for Assessment 5B: Individual Visual Executive
Summary


Effectiveness of Summary Quality of Infographics
/10 /10
Ex
te
ns
iv
e
9-10 9-10
Provides excellent context and links to
Assessment 5A in an extremely clear and
coherent way.
Excellent summary of findings and discussion
that is very well prioritised.
Infographics and layout are very clear,
aesthetically pleasing and appropriate for the
findings and discussion.
Th
or
ou
gh
7-8 7-8
Provides solid context and links to Assessment
5A in a clear and coherent way.
Good summary of findings and discussion that
is well prioritised
Infographics and layout are clear and
appropriate for the findings and discussion.
So
un
d
5-6 5-6
Provides reasonable context and links to
Assessment 5A in a clear and coherent way.
Findings and discussions are mostly
summarised and prioritised.
Infographics and layout are mostly clear and
appropriate for the findings and discussion.
Ba
si
c
3-4 3-4
Provides satisfactory context but links to
Assessment 5A only partially.
Reasonably complete summary of findings and
discussion.
Infographics and layout are reasonably clear
and/or appropriate for the findings and
discussion.
El
em
en
ta
ry

0-2 0-2
Provides poor context and does not link to
Assessment 5A in a clear and coherent way.
May be missing entirely.
Incomplete summary of findings and
discussion.
Infographics and layout are unclear and/or
inappropriate for the findings and discussion.