ASSESSMENT GUIDE
COMM1150
Global Business Environments Term 1, 2023
UNSW Business School 1
Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Self-Reflection Video
Responding to the impact of circular economy on culture
(BCom students: myBCom course points for PLO6)
20% Week 3: 4:00pm Friday 3 March 2023
(AEST/AEDT)
CLO 3, 5, 6
Assessment 2: Lenses and Levels (Individual)
2a: Report outline
2b: Levels & Lenses Report
(BCom students: myBCom course points for PLO3)
40%
10%
30%
2a: Week 5: 4:00pm Friday 17 March 2023
(AEST/AEDT)
2b: Week 9: 4:00pm Tuesday 11 April 2023
(AEST/AEDT)
CLO 1, 2, 3, 4, 5, 6
Assessment 3: Group Sustainability Presentation
Group Sustainability Presentation
Individual Presentation Engagement
40%
30%
10%
Week 11: 4:00pm Friday 28 April 2023
(AEST/AEDT)
CLO 1, 2, 3, 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.
Course Learning Outcomes (CLO)
1. Explain the complexity and diversity of an organisation’s global business environment. [PLO 1, 6]
2.
Evaluate how key features of the business environment are determined by
individuals, organisations, and governments interacting within
interrelated systems. [PLO 1, 2, 6]
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]
4. Articulate the key elements of the sustainability lens and their application to the business context. [PLO 1, 3, 5]
5.
Develop a comparative understanding of diverse value systems and
normative goals using the analytical lenses from the course. [PLO 1, 2,
5, 6]
6. Cultivate a global mindset for analysing local processes and phenomena. [PLO 1, 2, 6]
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Contents
Assessment
Summary
............................................................................................................................................
1
Assessment Details
................................................................................................................................................
4
Icon legend
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4
Academic integrity and plagiarism
....................................................................................................................
4
Turnitin
.................................................................................................................................................................
4
Late Submissions
................................................................................................................................................
4
Extensions
............................................................................................................................................................
4
Special Consideration
.........................................................................................................................................
5
Assessment 1: Self-Reflection Video
.....................................................................................................................
6
Description of assessment task
.........................................................................................................................
6
Approach to the assessment task
.....................................................................................................................
6
Structure
...............................................................................................................................................................
6
Submission instructions
.....................................................................................................................................
7
Supporting resources and links
..........................................................................................................................
7
Assessment 2a: Levels & Lenses Report Outline (Individual)
..............................................................................
8
Description of assessment task
.........................................................................................................................
8
Submission instructions
.....................................................................................................................................
9
Formatting............................................................................................................................................................
9
Referencing
..........................................................................................................................................................
9
Assessment 2b: Levels & Lenses Report (Individual)
........................................................................................
10
Description of assessment task
.......................................................................................................................
10
Approach to the assessment task
...................................................................................................................
10
Detailed Description of Final Report
................................................................................................................
11
Submission instructions
...................................................................................................................................
11
Formatting..........................................................................................................................................................
12
Referencing
........................................................................................................................................................
12
Supporting resources and links
........................................................................................................................
12
Assessment 3: Group Sustainability Presentation
.............................................................................................
13
Description of assessment task
.......................................................................................................................
13
Approach to the assessment task
...................................................................................................................
13
Step One: Team agreement
..............................................................................................................................
13
Manage group dynamics
..............................................................................................................................
14
Group coordinator
.........................................................................................................................................
14
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Team Agreement submission
instructions
.................................................................................................
15
Step Two (Group work – tutorial activity week 9)
...........................................................................................
15
Step Three (Part B submission – Group Video and Individual presentation) ............................................... 15
Tips
on producing your videos
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16
Group sections
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16
Individual sections
.........................................................................................................................................
16
Video submission instructions
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16
Supporting resources and links
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16
Marking Rubrics
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17
Marking rubric for Assessment 1: Self-Reflection Video (Individual—20%) ............................................... 17
Marking rubric for Assessment 2a: Level & Lenses Report Outline (Individual—10%) .............................. 18
Marking rubric for Assessment 2b: Levels & Lenses Report (Individual—30%) ......................................... 19
Marking rubric for Assessment 3: Individual Presentation Engagement (Individual—10%) ..................... 21
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Assessment Details
Icon legend
Due Date Weighting Format Length/Duration Submission
Academic integrity and plagiarism
Plagiarism involves a person using words or ideas of others and passing them off as their own or
republishing their own previously submitted work and presenting it as new findings or work without
referencing the earlier work. It undermines academic and research integrity and is not tolerated at the
University.
Is it very important that you respect academic integrity and avoid all forms of plagiarism. This
includes buying essay/writing services from third parties, engaging another person to complete your
assessment for you (regardless if you paid them or not) or selling copies of lecture or tutorial notes to other
students. The University takes academic integrity very seriously - if you have been found to breach
the Student Conduct, the University may take disciplinary action under the Student MisConduct Procedure.
In this course, the assessment tasks involve some planning or creative processes, you are permitted to use
software to generate initial ideas (i.e., ChatGPT). However, you must develop or edit those ideas to such a
significant extent that what is submitted is your own work, i.e. only occasional AI generated words or
phrases (with less than 3 words) may form part of your final submission. It is a good idea to keep copies of
the initial prompts to show your lecturer if there is any uncertainty about the originality of your work.
If the outputs of generative AI (such as ChatGPT) form a part of your submission, it will be regarded as
serious academic misconduct and subject to the standard penalties, which may include 00FL, suspension
and exclusion. Please note that the outputs from these AI tools are often not accurate, appropriate, nor
properly referenced. You should ensure that you have moderated and critically evaluated the outputs from
generative AI tools before submission.
Turnitin
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.
Late Submissions
The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. For
COMM1150, if you submit your assessments after the due date, you will incur penalties for late submission
unless you have Special Consideration (see below). Late submission is 5% per day (including weekends),
calculated from the marks allocated to that assessment (not your grade). Assessments will not be
accepted more than 5 days late.
Extensions
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
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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
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.
UNSW Business School 6
Assessment 1: Self-Reflection Video
Week 3: 4:00pm Friday 3 March 2023 (AEST/AEDT)
20% (BCom students: myBCom course points for PLO6)
Short video
3 minutes (+/- 10%)
Via Moodle assignment link
Description of assessment task
In our discussion of the socio-cultural lens, we introduced the concept of culture and its various
dimensions and features. Culture is about what we value and how we live and do things. Culture is dynamic
and cultural changes can be precipitated by many factors such as economic development, secularisation,
or technological development. The reading from Week 2 (Harari 2019) explored contemporary
technological developments and their transformative influence on “humanity”. This self-reflection is
designed for you to apply a similar analysis to the impact of circular economy on culture.
Approach to the assessment task
Select a “thing” that you think is part of your culture and that is relevant to your life. Then, reflect on how
circular economy transform that “thing”. Use the definitions and examples of culture discussed in class
when choosing your topic. There are many “things” you could consider, but to give you some sense of
suitable topics, here is a list of a few: art, popular music, fashion, food, (national) identity, heritage, vacation,
etc.
Please reflect on the following:
(1) the nature and meaning of what you have chosen to discuss and its importance or relevance to you;
(2) how and why circular economy has changed the particular “thing” of culture you chose, and its
meaning to you; and
(3) the consequence(s) and importance of the cultural change you are discussing.
Engagement with your audience is much improved if you avoid reading from a script. When constructing
your self-reflection, please give specific examples for the culture “thing”, circular economy, and the
transformative change you are thinking about. Incorporate course concepts and ideas as you reflect on
how this change has or could affect you.
Structure
• Your video should show your head and shoulders, speaking to the camera as if you were explaining
to a friend.
• Slides are not necessary. You can add images and/or text to make your video more dynamic.
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Submission instructions
• The video file must be smaller than 200MB to upload to Moodle; resizing for web optimisation
Handbrake is recommended. An alternative is to upload your video to the UNSW OneDrive folder;
then you can put the link in a Word doc and submit the Word doc in Moodle. Do not upload to
YouTube or Gmail, which often causes access issues for markers.
• Acceptable video formats: .mov, .mp4, .mpeg. If your video is in a format inaccessible by the tutor, it
cannot be marked.
• You must check permissions and access to this video. If your video is inaccessible by the tutor, it
cannot be marked.
• It is your responsibility to make sure your submission is successful. You are advised to submit at
least 10-15 minutes earlier and ensure Internet quality during submission.
• Note: Videos are large files that take time to upload. Be aware of the submission deadline and plan
your upload. Check the quality and accessibility, or you will incur late penalties.
Supporting resources and links
• Access the Assessment 1 support materials on Moodle before completing your assessment. Click
for Reflective writing resources.
• Yuval Noah Harari, (2019) “Human History Will End When Men Become Gods”. You need UNSW
access to view this PDF.
• Click for How to access OneDrive storage.
UNSW Business School 8
Assessment 2a: Levels & Lenses Report Outline (Individual)
Week 5: 4:00pm Friday 17 March 2023 (AEST)
10%
Report Outline
500 words (+/- 10%)
Via Turnitin on Moodle course site
Description of assessment task
Assessment 2a is an outline of your consulting report. You will select an organisation to be the client for
your Assessment 2. This first stage of your individual project is an opportunity for planning, structuring, and
gaining feedback for Assessment 2b Report.
In this Report Outline, you will:
1. Identify your client company and its location (for example, a dream company that you would like to
work for after graduation). This can be commercial or non-profit (but not government), small or large. It
is part of an industry in which you would like to work after graduation. If the organisation has more
than one location (e.g., multinational corporation), your focus should be on analysing the business
environment from one location. One location is critical in your 2b paper, as you will give a complete
assessment of that location.
2. Cover these 3 points in your outline:
• Explain your understanding of the four different lenses that are relevant and important to your client
company’s business environment. How will looking at different lenses of the external environment
help your client company?
• Find one relevant issue for each of the four different lenses that you might discuss in your 2b paper
and identify the level it occurs on (This is to get you started on 2b, you should have more than four
issues in 2b)
• Which course concepts will help you analyse your identified issues and why?
• Assessment 2b gives you a general structure of the report.
3. Include at least four specific sources of information that support these issues (Harvard referencing
format).
• The information sources must be about the external environment, not the client company.
• Must not be a PESTLE or SWOT created by someone else – this does not demonstrate your
knowledge and skills and risks committing plagiarism.
4. This is not a “mini-report”. This is a report outline, and it states how you will approach the four lenses in
your report and what levels you will be investigating.
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Submission instructions
• Submit via Turnitin on Moodle course site
Formatting
• The title page must include the Name, zID number and client company name (e.g., Zhang Lin –
z11223344 (ANZ Australia). The footer must have page numbers.
• 1.5 line spacing, Arial font, font size 12-point, Australian spelling.
• The structure should be consistent with an outline/plan. This is not a report. Must not be written in
bullet point form.
• Writing in the first or third person is acceptable.
Referencing
• You must include in-text referencing and a reference list in Harvard format. Your work cannot be
marked if these are omitted. See UNSW guide on Harvard referencing. The standard academic rules
apply regarding the use of other people’s words, ideas, and facts.
• Your Turnitin similarity score should be less than 15%, excluding the reference list.
• Please note that Wikipedia is not an appropriate source for academic work as it is not reliable. Any
use of Wikipedia as a reference will result in an automatic zero mark for the assessment.
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Assessment 2b: Levels & Lenses Report (Individual)
2b. Final Report Week 9: 4:00pm Tuesday 11 April 2023 (AEST)
30% (BCom students: myBCom course points for PLO3)
Written Report
2,000 words (+/- 10%) (excluding executive summary, reference list, and appendices)
Via Turnitin on Moodle course site
Description of assessment task
This assessment is your consulting report to your chosen client organisation. The objective is to
communicate to the senior management team the opportunities and threats from the external business
environment that the organisation will face over the next 5 years. This will form the foundation of their
strategic planning for the future, which may centre on organisational growth, change or ‘business as usual’.
As the business environment changes over time, it is important for firms to analyse these changes to
discover what issues might affect them in the near future. To do this, you need to apply the knowledge
gained in this course to analyse the external business environment through 4 different lenses. From this
analysis, you will make conclusions as to the relative importance of opportunities and threats which face
the firm over the next 5 years.
Approach to the assessment task
• Apply the feedback you received from Assessment 2a to Assessment 2b.
• This research should include an exploration of the different levels of analysis (local, regional, global
etc.) and how the impact of critical factors within the lens is shaping the global business environment.
The aim is to identify the most relevant threats and opportunities given the organisation’s primary
mission/purpose for your focus organisation arising from each lens.
• You must (1) identify the issues in the global business environment pertaining to each lens that are
relevant to your organisation; (2) analyse these issues using the key concepts and tools of analysis
from the course material and relate them to your organisation; (3) identify opportunities and threats
for your chosen organisation. Issues, opportunities, and threats may differ at different levels (local,
national, regional, global), and you need to select the relevant levels of analysis for your
organisation.
• You must include relevant theories from the course and independent research and indicate
connections between the lenses.
• You should NOT be analysing the internal aspects of the organisation, such as the company’s
products, finances, HR, marketing, etc. You should be focused on issues/factors in the world that
are external to the organisation.
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• You should NOT contact the organisation – you are expected to develop your project using
published material about the organisation. As your focus will be on the business environment of the
organisation, you will not need to research the organisation’s internal information.
• All sources must be referenced in Harvard Referencing style (i.e., in-text citation) and a detailed
reference list provided. If you do not reference your claims/facts/concepts/information in-text (e.g.,
Hofstede, 1984), you are showing that that particular sentence is not based on fact but your
personal opinion – which means it is not up to the University level academic standards.
Detailed Description of Final Report
Use a Professional Report structure. In general, your project report must include the following sections:
• Executive Summary
o A summary of the entire report in a single page. This should be written after the rest of the
report has been completed.
o The aim of this section is to allow a busy manager to get an overview of the entire report
without needing to read the full document.
• Introduction
What is the purpose of this document? For which organisation is it developed? What will be
covered?
• Body (in your chosen order)
You may have a different emphasis on different lenses, but each of the lenses will be relevant.
Which course concepts will you use for each lens?
o Sustainability lens
o Sociocultural lens
o Political/legal lens
o Economic lens
Note: You can organise your body part based on your way of storytelling, not necessarily organised
by the lenses.
• Conclusion
o Briefly wrap up your report.
o What are the opportunities and threats from the external business environment for the
organisation over the next 5 years?
o Highlight how you have addressed the complexity of the business environment.
• Reference list
Include a reference list in Harvard format. See this link details of Harvard referencing
• Appendices
If you have additional information that is important and relevant but cannot fit within the body of
your report, you may include this in an appendix. Anything included in an appendix must be referred
to in the body of the report. However, the story of the report must make sense without having to
refer to an appendix. This should not be a data dump. If you can provide a reliable link or a
summary, this will add more value.
Submission instructions
• Submit via Turnitin on Moodle course site
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Formatting
• Title page must include Name, zID number and client company name (e.g Zhang Lin – z11223344
(ANZ Australia). Footer must have page numbers.
• 1.5 line spacing, Arial font, font size 12-point, Australian spelling.
• Include graphics, tables, graphs, etc.
• Use a Professional Report structure (see this link for Writing a Report Guide).
Referencing
• You must include in-text referencing and a reference list in Harvard format. Your work cannot be
marked if these are omitted. See UNSW guide on Harvard referencing. The standard academic rules
apply regarding use of other people’s words, ideas, and facts.
• An ideal assignment is your opinion, supported by evidence from respected/reliable sources,
expressed in your own words, and fully referenced as to the source of ideas, facts, and quotations.
‘In your own words’ is critical in displaying your understanding of the material, rather than being an
expert at copying and pasting. Your Turnitin similarity score should be less than 15%, excluding the
reference list.
• Please note that Wikipedia is not an appropriate source for academic work as it is not reliable. Any
use of Wikipedia as a reference will result in an automatic zero mark for the assessment.
Supporting resources and links
• Professional Report structure: see this link for Writing a Report Guide
• Check Report Writing Support for UNSW students
• Access the Assessment 3 support materials on Moodle before completing your assessment.
UNSW Business School 13
Assessment 3: Group Sustainability Presentation
Week 11: 4:00pm Friday 28 April 2023 (AEST/AEDT)
Group Sustainability Presentation (Group): 30%
Individual Presentation Engagement (Individual): 10%
Video of Group Presentation
7 minutes +/- 10% leeway (each student individually must present in camera for at
least 1 minute)
Via Moodle assignment link
Description of assessment task
Sustainability is one of the biggest concerns in the Global Business Environment. The United Nations
Sustainable Development Goals are an important step forward to achieving global sustainability. Your task
is to create a video informing incoming first-year UNSW students about how one of these SDGs impacts on
the business environment and how the SDGs are interrelated to the global business environment.
You should demonstrate your understanding of the complexity of the business environment by integrating
the different lenses.
Approach to the assessment task
This assessment has both group and individual assessment components. Your groups for the presentation
will be formed in Week 5 tutorials and there will usually be 3-5 students in a team. Tutors will give you more
information on group formation.
In your 2b assessment you looked at issues through the course concepts and how they affected a specific
business. In this assessment, you are looking at the SDG and examining its future progress through the
course concepts (not looking at a specific business).
You will identify one specific SDG to examine. Some SDGs have too many sub-goals to cover in your
presentation time. You may be more specific and focus on one of these sub-goals (targets) for this
assessment.
Step One: Team agreement
You will have formed your group in Week 5 tutorials. In your groups, you will develop a Team Agreement
and elect a Group Coordinator.
In your group, you will nominate a short list of SDGs (3-4) and the most relevant targets that you consider
important to the global business environment that you are researching for your report (Assessment 2). This
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shortlist will be included with your Team agreement and a summary explanation of why each listed SDGs
are critical to the global business environment you are analysing.
Working in your groups, you will need to have an initial meeting to complete the team agreement using the
template provided on Moodle. This will include:
• Undertaking the Diversity Audit
• Determining team goals
• Building effective team processes
• Managing team conflict (i.e., one team member does not contribute or participate in the meetings)
Reading and applying concepts from the following resources to your team agreement is critical for this
task
• Neeley, T. (2009). Global Teams that Work: A Framework for bridging social distance. Harvard
Business Review, 93 (10), 74-78. and
• Markman, T. (2018). 3 Ways to Identify Cultural Differences on a Global Team. Harvard Business
Review, accessed from https://hbr.org/2018/06/3-ways-to-identify-cultural-differences-on-a-global-
team.
• Allocate video editing and production roles for your group presentation and ensure an equitable
share of tasks, i.e., slide design, editing, introduction presentation, and additional research (more
than one person can work on any task).
Manage group dynamics
No free ride in this group project. Equal contribution is expected.
Management of group dynamics is your responsibility. You are expected to actively manage the group
meetings and activities and record members’ contributions. For a group to perform well, it is essential to:
• have clear responsibilities for each member.
• have consistent group norms, such as regular meetings, communication, division of labour, and quality
of work.
• clearly document procedures and agreed outcomes.
• take note of the meeting discussions and group dynamics. Individual group members should keep a
journal detailing all the activities undertaken in relation to their project.
• Peer evaluation form: If you believe that some members of your team contributed very little to the
group work, you may fill in the peer evaluation form and e-mail it to your tutor. Your tutor will ask all
other group members to fill out the forms as well and make adjustments accordingly. Be prepared to
provide independent evidence that supports your claims of about the group members – typically
records of shared collaboration sites, team meetings and processes, etc.
• You can find the “Peer evaluation form” in the course Moodle Assessment 3 section.
Group coordinator
Each group has a group coordinator. The responsibilities of a group coordinator are the following:
• Manage group dynamics;
• Organize group meetings;
• Keep a journal of group activities and member contributions;
• Organize video presentation practice, and ensure presentation goes smoothly and every member of
the group is involved equally.
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Sometimes you need to address situations where one or more members do not attend meetings or complete
work. If you feel one or several of group members are not equally/timely contributing, you should:
1) Clearly and early address such problems within the group (in a meeting, and keep a written record).
The group coordinator has the responsibility to discuss the issues with the group member as early
as possible.
2) If (1) does not help, consult the tutor. If there are any complaints against a group member, the tutor
can request group members to submit their journals.
3) If (2) does not remedy the situation, the tutor will re-adjust marks (keep evidence of unequal
contributions as well as evidence of having tried to solve the issue, in case that your group
members disagree).
4) Marking group members up/down is the last option, getting group members to perform is the
priority.
Team Agreement submission instructions
• Save the Team Agreement in pdf format.
• Please submit your completed Team Agreement to your tutor via email by Week 9 Friday at 4pm.
Only one member submits to the tutor: no need for repeated submission from other members.
• If you do not submit your Team Agreement on time, your video of the group presentation will not be
marked.
• If you do not participate in the Team Agreement and are not included in the document, you will not
receive a grade for this assessment.
Step Two (Group work – tutorial activity week 9)
After you have written your individual reports, you will complete a group activity to decide on one of the
SDGs from your shortlist. Comparing the opportunities and threats from your Assessment 2 reports and
identifying relevant SDGs, you may have an SDG in common or need to identify an overlapping area of
concern (i.e., SDG17 Partnership for the SDGs).
Step Three (Part B submission – Group Video and Individual presentation)
You will present your chosen sustainable development goal and create a video that uses the different
lenses covered in the course to explain the importance of the SDG from multiple perspectives. Explain the
purpose of the SDG and provide an in-depth analysis of this goal from a socio-cultural, economic,
political/legal and sustainability perspective.
Your video should answer the following questions (this does not need to be sequential):
• Why is the SDG important? And why should the audience care? How does your chosen SDG interact
with other SDGs? Do the interactions make it easier or harder to achieve the goals?
• What elements of the global business environment make the situation worse or better? What are the
course concepts from the other three lenses that are relevant? Include concepts that cover both
long-term and short-term situations.
• Why should companies get involved in achieving the SDG? What are the risks and opportunities for
firms getting involved? Please give reasons and examples.
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Tips on producing your videos
• Remember your audience: How can you present the information in an engaging way and maintain
their attention for the entire video?
• Think about more creative ways to present your content and engage the audience, for example, 1)
panel discussion in the TV newsroom, 2) role plays and one member as CEO, another as policy
maker, another as marketing manager, another as a consumer, another employee, etc. The more
creative the presentation is, the more engaging you are and thus more marks.
• Storyboard your video before beginning. This is a helpful strategy in planning a group video.
Group sections
• The whole group is responsible for combining individual perspectives into a cohesive and
professional presentation. This will include a combination of slides, images, and video.
• All group members are to share the video equally. Each member within a group should present for a
similar amount of time.
• Any person who does not present in the video will get 0 for Assessment 3 unless the person has
Special Consideration approval.
• Credits: include a slide detailing the contributions of each member, i.e., if one student does the
introduction and another does edit, these should be acknowledged. A Reference List must also be
provided, including all sources directly cited in the presentation.
Individual sections
• Each team member must present in the video for at least 1 minute.
• The video must clearly show your face while you are presenting. Each person must be clearly
identified either verbally or with a name caption.
• The individual section will be graded on your clear presentation of the material from your analyses
with extra points for engagement and creativity.
Video submission instructions
• The video file must be smaller than 200MB to upload to Moodle; resizing for web optimisation
Handbrake is recommended. An alternative is to upload your video to the UNSW OneDrive folder;
then you can put the link in a Word doc and submit the Word doc in Moodle. Do not upload to
YouTube or Gmail, which often causes access issues for markers.
• Video format: can be .mov, .mpeg, .mp4. You must check permissions and access to this video. If
your video is inaccessible by the tutor, it cannot be marked.
• Note: Videos are large files that take time to upload. Be aware of the submission deadline and plan
your upload.
Supporting resources and links
Access the Assessment 3 support materials on Moodle before completing your assessment.
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Marking Rubrics
Marking rubric for Assessment 1: Self-Reflection Video (Individual—20%)
Criteria % Fail Pass Credit Distinction High Distinction
Identification & Integration
Identifies a cultural topic that is
personally meaningful and integrates
it with course material.
40% A cultural topic is not clearly
identified.
Little or no mention of why the
element is important or
personally relevant.
Identifies a cultural topic and
attempts to explain why the
topic is important and
personally relevant.
Identifies a cultural topic and
explains how the topic is
cultural by referring to ideas
from the course.
Explains why the cultural topic
is personally meaningful.
Accurately identifies a cultural
topic and justifies the topic is
cultural by using the terms,
concepts, and ideas from the
course.
Demonstrates why the cultural
topic is personally meaningful.
Accurately identifies a cultural topic
and competently justifies the topic is
cultural by using the terms,
concepts, and ideas from the course.
Gives an insightful demonstration as
to why the cultural topic is
personally meaningful.
Critical Self-Reflection
Reflects on the impact and
consequences of circular economy
and its impact on culture
40% No clear account of how circular
economy and its impact can
alter a cultural element.
Little or no reference to the
personal perspective.
Provides a basic account of
how circular economy and its
impact can alter a cultural
element.
Attempts to develop a
personal perspective.
Provides a sound account of
how circular economy and its
impact can alter the nature of
a cultural element.
Develops and communicates
a personal perspective on why
the cultural change is relevant.
Provides a critical account of
how circular economy and its
impact can significantly alter the
nature of a cultural element.
Develops and communicates a
strong personal perspective on
why the cultural change is
significant.
Provides a critical and nuanced
(positive and negative)
understanding of how circular
economy and its impact can
fundamentally and significantly alter
the nature of a cultural element.
Develops and communicates a
sophisticated and in-depth personal
perspective on why the cultural
change is meaningful and
significant.
Structure
Logically and coherently developed
10% Does not present main
argument, Ideas and information
logically or coherently, e.g., does
not have a clear focus; possibly
contains irrelevant or repetitive
material.
Development of ideas is not
clear or logical; key points are
not clearly identified.
Attempts development of
ideas relevant to the
assignment but lacks depth
and focus; key points are
identified.
Has an adequate structure,
such as having an introduction
and conclusion (although may
be underdeveloped)?
Development of ideas is
generally clear and logical but
could be more consistent; key
points are identified.
Has an adequate structure,
such as having an introduction
and conclusion.
Development of ideas is clear
and logical; key points are
clearly distinguished from
supporting material.
Is well sequenced, easy to follow
and mostly engages the
audience’s interest.
Has a clear, coherent structure A
very good introduction and
conclusion.
Development of ideas is logical and
insightful; key points are clearly
distinguished from supporting
material.
Is well sequenced, easy to follow
and engages the audience’s interest.
The arrangement of ideas enhances
the audience’s understanding.
Has a clear, coherent structure.
Outstanding Introduction and
conclusion.
Communication
Clear and concise communication
10% Does not express complex ideas
and information clearly in
language appropriate (using
own words where possible).
Word choice makes meaning
unclear.
Poor eye contact with audience.
A lot of reading. Poor body
language. Difficult to follow.
Reads from script. No or little
variation of tone or expression.
Generally, expresses complex
ideas and information in
language mostly appropriate
(using own words as much as
possible).
Some eye contact with
audience. Some reading from
script. Some body language to
support message delivery.
Somewhat difficulty to follow.
Some variation of tone and
expression to make the
presentation engaging.
Generally, expresses and
explains where necessary
complex ideas and
information clearly in
language appropriate (using
own words as much as
possible).
Adequate eye contact with
audience. Good level of
interest from audience.
Adequate body language to
support message delivery.
Engaged audience adequately
with voices. No script reading.
Expresses (and explains where
necessary) complex ideas,
arguments and information
clearly and concisely in
language appropriate (using
own words as appropriate).
Good eye contact with audience.
Good body language to support
message delivery. High level of
interest from audience.
Engaging audiences with voices
that vary in tones, paces,
intonation, and stresses &
emphases. No script reading.
Consistently expresses complex
ideas, arguments and information
clearly and concisely in language
appropriate (using own words as
appropriate). Uses fluent, accurate
expression/ grammar.
Very good eye contact with
audience, and very good body
language to support message
delivery. Engaging presentation
which uses energetic expression and
variation in tones, paces, intonation,
and stresses & emphases. No script
reading.
UNSW Business School 18
Marking rubric for Assessment 2a: Level & Lenses Report Outline (Individual—10%)
Criteria % Fail Pass Credit Distinction High Distinction
Research Outline
Demonstrating understanding of
each of the issues related to
each lens relevant to the
business context, as well as
interactions among the lenses
40% Inadequate knowledge and
understanding of the issues.
Unclear identification of the
relevant issues and/or the
global context.
Does not address change,
levels of analysis or
connection to other lenses.
Basic but adequate knowledge
and understanding of the issues in
a global context and some related
issues.
Addresses some aspects of
change– but only on a superficial
level. No or minimal reference to
connections to other lenses.
Relevant and sound knowledge
and understanding of the issues in
a global context; demonstrated
evidence of some key readings
and targeted research.
Soundly addresses change over
time. Reference to the
connections to other lenses is
apparent but could be more
developed.
Thorough knowledge and a strong
understanding of the issue in a
global context, demonstrated
evidence of some key readings
and targeted research.
Strong integration of change over
a period of time with a clear and
reference to the connections
between the lenses is apparent
and well-developed.
Thorough knowledge with
exceptional breadth and depth of
understanding of the lens in a global
context, including issues and
limitations; demonstrated evidence
of reading and research beyond the
provided key material.
A highly sophisticated integration of
change over time, depth of analysis
and succinct reference to the
interconnectedness of all of the
lenses.
Identifying levels and lenses,
and concepts
The Report Outline successfully
describes the levels and lenses
most relevant to the company
environment. Identifies and
explains relevant course
concepts for each lens
30% No connection made
between the lenses and
levels or basis for an
overview.
No explanations on how
different lenses are relevant
and important to your
organisation’s business
environment.
Does not mention any
course concepts
The report provides a basic
introduction of the different levels
and lenses.
Some explanations on how
different lenses are relevant and
important to your organisation’s
business environment.
May identify course concepts,
however they are not explained.
Does not identify course material
that covers each lens.
Good introduction to the different
levels and lenses; outline for
relevant research.
Good explanations on how
different lenses are relevant and
important to your organisation’s
business environment.
Identifies relevant course
concepts for that relate to the
issues identified. Shows some
understanding of the course
concepts.
Coherent introduction of the
different levels and lenses;
detailed research plan. Clearly
identifies relevant levels
Coherent explanations on how
different lenses are relevant and
important to your organisation’s
business environment.
Identifies relevant course
concepts for that relate to the
issues identified. Demonstrates an
understanding of the course
concepts.
Coherent and insightful introduction
of the different levels and lenses;
developed research plan
establishing relevant sources.
Coherent and insightful explanations
on how different lenses are relevant
and important to your organisation’s
business environment.
Identifies relevant course concepts
for that relate to the issues
identified. Demonstrates a superior
understanding of the course
concepts.
Report Outline Presentation
Professional writing and
academic standards
of presentation, evidence of
research and references
accurately
30% The written presentation of
the report outline is
inadequate and reflects little
understanding of academic
standards of presentation;
materials difficult to
read; contains multiple
errors, incorrect referencing,
poor structure.
The report outline is presented
clearly but does not
reflect academic standards and
conventions.
References are supplied in-text
and Reference list but with errors
of style.
Formatting according to
instructions.
Adequate presentation with an
understanding of academic
standards and conventions.
Structure is generally clear,
logical.
The Harvard style is used
throughout in-text and Reference
list with only minor errors.
Formatting according to
instructions.
Well-presented report reflecting a
thorough understanding of
academic standards and
conventions.
Structure is clear, logical and
assists comprehension.
Both in-text and Reference list was
consistent Harvard style.
Formatting according to
instructions.
Excellent presentation reflecting a
high level of understanding of
academic standards and
conventions.
Structure is clear, logical and assists
comprehension and insight.
Both in-text and the Reference list is
consistent Harvard style.
Formatting according to
instructions.
UNSW Business School 19
Marking rubric for Assessment 2b: Levels & Lenses Report (Individual—30%)
Criteria % Fail Pass Credit Distinction High Distinction
Research
Demonstrating
understanding of the lenses
and their key components
relevant to the business
context, including change
over time, levels of analysis
and connections to other
lenses
30% Inadequate knowledge and
understanding of the topic.
Unclear identification of the
relevant issues and/or the
global context.
Does not address change,
levels of analysis or
connection to other lenses.
Basic but adequate knowledge
and understanding of the issues
in a global context and some
related issues.
Addresses some aspects of
change with an attempt at
analysis – but only on a
superficial level. No or minimal
reference to connections to
other lenses.
Relevant and sound knowledge and
understanding of the issues in a
global context; demonstrated
evidence of some reading and
targeted research in-text.
Soundly addresses change over time
and shows some evidence of
meaningful analysis. Reference to
the connections to other lenses is
apparent but could be more
developed.
Thorough knowledge and a strong
understanding of the issues in a
global context. Demonstrated
evidence of reading and research in-
text in the paper.
Strong integration of change over a
period with a clear and more
meaningful level of analysis.
Reference to the connections
between the lenses is apparent and
well-developed.
Thorough knowledge with exceptional
breadth and depth of understanding of
the lens in a global context, including
issues and limitations; demonstrated
evidence of reading and research
beyond the provided key material in-
text.
A highly sophisticated integration of
change over time, depth of analysis
and succinct reference to the
interconnectedness of all the lenses.
Analysis, Integration and
Synthesis
Analyse the issues using the
concepts and tools from the
course and relate them to
your organisation.
Identifying opportunities
and threats change over the
next 5 years.
The Report successfully
brings together the levels
and lenses to provide a
global overview of the
environment for the
organisation.
40% Limited or no constructive
analysis of issues and data.
Does not mention any course
concepts. Or used minimally –
may be mentioned in one or
two lenses briefly.
No or generic
opportunities/threats are
identified.
Inadequate integration and
synthesis of the report. No
connection made between the
lenses or basis for an
overview.
Attempts to analyse the issues
to the organisational context but
is mainly descriptive.
Course concepts are used,
however may not be used for
each lens. Course concepts may
not be explained well.
There are some
opportunities/threats identified,
may not be clearly linked to
relevant evidence and course
concepts. Some discussion on
changes over the next 5 years.
The report is provided with a
basic synthesis of the different
levels and lenses; attempt to
draw conclusions and to provide
a global perspective overview.
Good analysis of the issues and data
to the organisational context with a
mixture of description and analysis.
Identifies relevant course concepts
for that relate to the issues
identified. Shows some
understanding of the course
concepts and attempts to apply
them to help explain the issues.
There are relevant
opportunities/threats identified.
Good discussion on changes over
next 5 years.
Good integration and synthesis of
the different levels and lenses;
research and analysis are reflected
to draw conclusion and to provide a
global perspective overview.
Very good analysis of the issues and
data to the organisational context
and is mainly analytical.
Demonstrated understanding of the
course concepts for each lens,
applying this understanding to
explain the issues identified.
The opportunities/threats identified
are relevant to analysis. Coherent
discussion on changes over next 5
years.
Coherent integration and synthesis
of the different levels and lenses;
research and analysis are strong and
used effectively to draw conclusions
and to provide a global perspective
overview.
Outstanding analysis of the issues and
analytical data to the organisational
context. Demonstrated insightful
understanding of the course concepts
for each lens, applying this
understanding to explain the issues
identified.
The opportunities/threats identified
are specific, insightful, and strongly
linked to evidence. Coherent and
insightful discussion on changes over
next 5 years.
Coherent and insightful integration and
synthesis of the different levels and
lenses; research and analysis are
insightfully and effectively used to
draw conclusions and to provide a
global perspective overview.
Report Presentation
Professional writing and
academic standards
of presentation, presents
text professionally and
references sources
accurately
15% The written presentation of
the report is inadequate and
reflects little understanding of
academic standards.
Materials difficult to read—no
tables or figures; contains
multiple errors, incorrect
referencing, poor structure.
Does not follow formatting
instructions.
Is outside of the word limit
guidelines.
The report is presented clearly
but does not reflect academic
standards and conventions.
Structure is generally clear and
logical. Some diagrams, but not
explained well.
References are supplied in-text
and as list but with errors of
style. Some points remaining
unreferenced/ unsupported.
Adheres to word limit guidelines.
Formatting according to
instructions.
Adequate presentation with an
understanding of academic
standards and conventions.
Structure is generally clear, logical.
Format is used to aid the audience
including relevant graphics, style and
content are mostly consistent.
The Harvard style is used throughout
in-text and Reference list with only
minor errors. Adheres to word limit
guidelines. Formatting according to
instructions.
Well-presented report reflecting a
thorough understanding of
academic standards and
conventions.
Structure is clear, logical and assists
comprehension and insight with
seamless integration of sections.
Excellent use of relevant graphics.
Both in-text and Reference list was
consistent Harvard style.
Adheres to word limit guidelines.
Formatting according to
instructions.
Excellent presentation reflecting a high
level of understanding of academic
standards and conventions.
Structure is clear, logical and assists
comprehension and insight with
seamless integration of sections and
sources.
Exceptional use of clearly relevant
graphics.
Both in-text and the Reference list is
consistent Harvard style.
Adheres to word limit guidelines.
Formatting according to instructions.
Written Communication
Communicates clearly and
concisely
15% Very poor grammar, spelling,
and punctuation to the extent
that the paper is mostly
unreadable.
Some grammatical errors.
Sentences are clear and
complete. Clear formatting.
Poor paragraph structure (i.e., 1-
2 sentence paragraphs).
Adequately written report. Minor
grammatical errors, sentences are
clear and complete. Some paragraph
structure problems.
Well-written report. Free of
grammatical errors. Format is clear.
Sentences are well constructed.
Language is concise.
Well-developed paragraphs.
Excellently written report. Free of
grammatical errors. Format is clear,
logical, and consistent. Sentences are
well constructed. Clear and well-
developed paragraphs.
UNSW Business School 20
Marking rubric for Assessment 3: Group Sustainability Presentation (Group—30%)
Criteria % Fail Pass Credit Distinction High Distinction
Identification & Key
Points
Identifies and
summarises key points
for an SDG and the
interactions with other
SDGs.
40% Key points are not clearly
identified.
Little or no mention of why
the SDG is important, key
points are not clearly
identified.
Inadequate knowledge and
understanding of the
sustainability (e.g., SDGs)
and its importance.
No or very limited evidence
of reading and research.
Does not address any of the
SDGs, no provision of
related examples.
Identifies key points and
attempts to explain one of the
SDGs.
Relevant and sound
knowledge and understanding
of the sustainability (e.g.,
SDGs) and its importance.
Evidence of some reading and
research and some knowledge
of sustainability topics.
Reference to the connections
between the discussed SDGs
and examples is apparent but
could be more developed.
Identifies key points and
explains how the SDG is
important and how the SDG
interacts with other SDGs.
Relevant and sound knowledge
and understanding of the
sustainability (e.g., SDGs) and its
importance.
Evidence of some reading and
research and some knowledge
of sustainability topics.
Reference to the connections
between the discussed SDGs
and examples is apparent but
could be more developed.
Accurately identifies key points and
explains how the SDG is important and
how the SDG interacts with other SDGs,
with some support of concepts, terms,
and ideas from the course.
Demonstrated a strong understanding
of the sustainability (e.g., SDGs) topics.
Evidence of reading and research and
substantial knowledge of sustainability
topics. Evaluates impact of risks and
opportunities on the SDG.
Reference to the connections between
the discussed SDGs and examples is
apparent and well-developed.
Accurately identifies key points and explains
how the SDG is important and how the SDG
interacts with other SDGs, with strong
support of course concepts and ideas.
Demonstrated an exceptional understanding
of the SDGs topics to an extreme extent.
Evidence of reading and research beyond the
provided course material and thorough
knowledge with exceptional breadth and
depth of SDGs topics. Provides insightful
evaluation. Synthesises impacts of risks and
opportunities on the SDG.
Provided in-depth integration of the
discussed SDGs and succinct examples of
the discussion.
Analysis, Cohesion and
Synthesis
The video successfully
brings together different
lenses to provide a
global overview of the
business environment,
highlighting risks and
opportunities related to
the chosen SDG.
40% Inadequate integration and
synthesis of the course
concepts, levels, and lenses
into their discussion, No or
limited connection with the
sustainability issues
identified.
Inadequate overview and
synthesis. No connection
made between the lenses or
basis for an overview.
Conclusion does not
summarise the purpose of
the report or the key findings
well. Lacks references.
The report is provided with a
basic synthesis of the course
concepts, levels, and lenses
into their discussion, attempt
to apply this understanding to
explain the SDGs issues.
The video is provided with a
basic synthesis of the
different levels and lenses;
attempt to draw conclusions
and to provide a global
perspective overview.
Conclusion attempts to
summarise the purpose and
key findings of the video but
lacks succinctness and
cohesion.
Good integration and synthesis
of the course concepts, levels,
and lenses into their discussion,
applying this understanding to
explain the sustainability issues
identified.
Good overview and synthesis of
the different levels and lenses;
research and analysis are
reflected to draw conclusion and
to provide a global perspective
overview.
Conclusion is mostly relevant
and attempts to highlight the
main purpose and key findings
of the video in a mostly concise
and cohesive manner.
Demonstrated a good understanding of
the course concepts, levels, and lenses
into their discussion, applying this
understanding to explain the
sustainability issues identified.
Coherent overview and synthesis of the
different levels and lenses; research
and analysis are strong and used
effectively to draw conclusions and to
provide a global perspective overview
with a focus on sustainability.
Conclusion is relevant and accurately
portrays the purpose and key findings
of the video in a concise and cohesive
manner. Aspects of the business
environment complexity are also
addressed.
Demonstrated an excellent and insightful
understanding of the course concepts, levels,
and lenses into their discussion, applying this
understanding to explain the sustainability
issues identified.
Coherent and insightful overview and
synthesis of the different levels and lenses;
research and analysis are insightfully and
effectively used to draw conclusions and to
provide a global perspective overview with an
integrated focus on sustainability.
Conclusion is highly relevant and very
accurately portrays the purpose and key
findings of the video in a concise and
cohesive manner. Significant aspects of the
business environment complexity are also
addressed insightfully.
Communication and
engagement
Overall ability of the
group to create an
engaging and
meaningful video
20% Does not present main
argument and information
logically or coherently, e.g.,
does not have a clear focus;
possibly contains irrelevant
or repetitive material.
Development of ideas is not
clear or logical; key points
are not clearly identified.
Reads from script and poor
eye contact with audience.
Poor body language and
visual aids.
Attempts to develop ideas
relevant to the assignment but
lacks depth and focus.
Has some structure, such as
having an introduction and
conclusion (although may be
underdeveloped).
Some eye contact with
audience. Some reading from
script. Some body language to
support message delivery.
Development of ideas is
generally clear and logical but
could be more consistent.
Has an adequate structure, such
as having an introduction and
conclusion.
No script reading. Adequate eye
contact with audience. Good
level of interest from audience.
Adequate body language to
support message delivery.
Development of ideas is clear and
logical; key points are clearly
communicated.
Is well sequenced, easy to follow and
engages the audience’s interest from
time to time.
The video has some creativity and a
clear, coherent structure.
Good eye contact with audience. Good
body language to support message
delivery. High level of interest from
audience.
Development of ideas is logical and
insightful; key points are communicated in
clear and engaging ways.
Is well sequenced, easy to follow and
engages the audience’s interest all the time.
The video creativity enhances the audience’s
understanding and has a clear, coherent
structure.
Very good eye contact with audience, and
very good body language to support message
delivery. Very good visual aids. Delivered
information engagingly and memorably.
UNSW Business School 21
Marking rubric for Assessment 3: Individual Presentation Engagement (Individual—10%)
Criteria % Fail Pass Credit Distinction High Distinction
Communicates clearly
and concisely
30% Does not express (or explain
where necessary) complex
ideas and information clearly
in language appropriate for
the intended audience and
purpose (using own words
where possible).
Word choice makes meaning
unclear.
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information in language mostly
appropriate for the intended
audience and purpose (using own
words as much as possible).
Some repetition of ideas.
Explain complex ideas and
information clearly in language
appropriate for the intended
audience and purpose (using
own words as much as
possible).
Easy to follow and understand.
Explain complex ideas, arguments,
and information clearly and
concisely in language appropriate for
the intended audience and purpose
(using own words as appropriate).
Demonstrate the ability to
communicate clearly and
confidently.
Explain complex ideas, arguments, and
information clearly and concisely in
language appropriate for the intended
audience and purpose (using own words
as appropriate). Uses fluent, accurate
expression/ grammar.
Demonstrate the ability to communicate
clearly, confidently, and precisely.
Engaging the listener
as an individual
70% Poor eye contact with
audience. A lot of reading.
Poor body language.
Poor visual aids.
Difficult to follow.
Reads from script.
No or little variation of tone or
expression.
Some eye contact with audience.
Some reading from script.
Some body language to support
message delivery.
Somewhat difficulty to follow.
Some visual aids.
Some variation of tone and
expression to make the
presentation engaging.
Adequate eye contact with
audience.
Good level of interest from
audience.
Adequate body language to
support message delivery.
Engaged audience adequately
with voices.
No script reading.
Good eye contact with audience.
Good body language to support
message delivery.
High level of interest from audience.
Have impact on audience. Some
lapses in attention noted.
Engaging audiences with voices that
vary in tones, paces, intonation, and
stresses & emphases.
Engaging presentation which is
animated and with some creativity.
Very good eye contact with audience, and
very good body language to support
message delivery.
Very good visual aids.
Delivered information engagingly and
memorably. Engaging presentation which
uses energetic expression and variation in
tones, paces, intonation, and stresses &
emphases.
Engaging and creative presentation style.
Showed creativity and flair.