BUSS1000: Future of Business Final Assessment - Semester 1, 2023
Assessment
Name
Individual
/Group
Assessment
Conditions
LOs Length Weight Due
Time
Due
Date
Closing
Date
Final
Assessment
Individual Compulsory 1,2,3,4,6 2500
words
30% 23:59 28 May
2023
07 June
2023
Case Study: TBA on release of task document Friday Week 13 (26 May) 18:15
Task: there will be two tasks which need to be answered by writing in a business report format (using the same format
requirements as the Consulting Report) using the case study. All BUSS1000 materials are examinable.
Rubric: A detailed marking rubric will be used as a GUIDE for this assessment, it can be found below. Your
assessment will be marked based on this rubric and in accordance with the Business School Assessment policy.
Research: A minimum two peer reviewed journal articles (<10 years old) from the ABDC list must be used in addition
to two BUSS1000 readings (recommended and/or required) provided on the reading list on Canvas.
Referencing: APA 7th ed. Style MUST be used. You can access more information about using APA by referring to the
University Library here. The case study can be simply referred to by the company name (published year) with page
numbers provided to demonstrate where the evidence is from. Students do not need to cite the case in the reference
list. All BUSS1000 materials need to be cited with Modules referred to by module number i.e. Module 3.5.
Editing: University of Sydney Business School policy suggests that editing services (including online proofreading
tools) can be used for proof-reading and providing advice on structure, conventions of grammar and syntax, using
clear language, logical connections within your text, voice and tone, and avoiding ambiguity, repetition and verbosity.
If you are using an editing service, you will need to acknowledge it on the front page of your final assessment. If
you are going to use are considering such services, ensure you review the Academic Integrity Policy (2022) and
Academic Integrity Procedures (2022).
Requirements for submission:
• Your Final Assessment must be submitted on the BUSS1000 Canvas site under “Assignments” (will be
released 18:15 Friday Week 13).
• File type must be a Microsoft Word file document (.doc, .docx) ONLY. Submission of other file types may
result in academic integrity investigation or nil mark awarded.
• The submission should have a file name in the following format “BUSS1000_S1 2023_Final
Assessment_SID”, so an example could be “BUSS1000_S1 2023_Final Assessment_123456789”
• Late penalties will automatically be applied after the due date and time 23:59 AEDT 28th May 2023.
• The assessment must be submitted in English using English sources.
• Ensure you submit the correct assessment and not another unit of study assignment.
• Check your assessment submission is successful - and note timestamp to confirm. Keep in mind,
formatting may look different on Canvas, if the formatting was correct when submitting in the original file then
this will be how it will be viewed by your marker.
Assessment Rules & Penalties:
• Late Submission Penalty: Your Guide to all the business school rules for assessment submissions are
here (http://sydney.edu.au/business/currentstudents/policy). Note: the late penalty is 5% of the total marks per
day late.
• Special Consideration: Read more information on Special Consideration if needed. If you have an approved
extension, follow the new approved due date, and submit your assessment via the normal assignment
submission link. When you submit there will be a late badge showing but ignore it as we will reconcile any
difference in due date as part of the marking process. There will be no penalty if you submit by your approved
due date.
• Exceed Word Length Penalty: In addition, where an assessment exceeds the word length, you will lose 10%
of the total marks when the submission is 10% above the word length and 10% for each 10% over-length
thereafter. Note: the word limit includes in-text citations (excludes the reference list).
• Please refer to this link for further important assessment policy
information: https://business.sydney.edu.au/students/policy
Feedback will be provided through the following:
• Comments under each rubric criteria
• There will be an opportunity to review the feedback communicated to you via Canvas .
2
BUSS1000 – Final Assessment
GQ: Graduate Qualities
ASSESSMENT
CRITERIA*
HIGH
DISTINCTION
DISTINCTION CREDIT PASS FAIL
Understanding,
integration, and
application of
theory/concepts
and frameworks
(theory)
30%
GQ:
Information &
digital literacy
Critical Thinking
and Problem
Solving
Demonstrates a
masterful
understanding of
theory with
exceptional
application to
client’s
context/task.
Well-explored
critique of theory
through outstanding
integration of
quality sources.
Demonstrates a
high-level
understanding of
theory with
excellent application
to client’s
context/task.
Attempt to critique
theory through
integration of
quality sources.
Demonstrates a
good and correct
understanding of
theory, with sound
application to
client’s
context/task.
Analysis is founded
on some integration
of quality sources.
Demonstrates a fair
and mostly correct
understanding of
theory.
Integration is not
always relevant or
applied to client’s
context/task.
Lack of correct
understanding of
theory with
inconsistent or
minimal application
to client
context/task.
Argument,
explanation &
justification with
connection to client
30%
GQ:
Critical Thinking &
Problem Solving
Influence
Information &
digital literacy
Argument is
masterly articulated
and critiqued,
supported by a
creative and
effective synthesis
of quality sources.
Exceptional
explanation &
justification
considering the
client’s position
using client
evidence.
Critiqued own
argument with
integrated support.
Argument is clear
and persuasive,
supported by a
strong synthesis
from quality
sources.
A well-informed and
articulated
explanation and
justification
considering the
client’s position
using client
evidence.
Attempt at critique
of argument
evident.
Argument is mostly
clear, founded on a
sound analysis using
relevant support
related to client.
A good explanation
and justification that
is informed and clear
using client evidence,
further development
required.
Argument is fair but
somewhat
descriptive requiring
further
development.
Limited integration
of quality sources
including client
evidence, to help
build a stronger
analysis.
Explanation and
justification are
limited, requiring
more development.
Argument is
inconsistent and/or
mainly descriptive
making it under-
developed and/or
inaccurate.
Inadequate
explanation and
justification and/or
use of client
evidence.
Use of BUSS1000
Materials
10%
GQ:
Critical Thinking &
Problem Solving
Depth of
Disciplinary
Expertise
Well-explored and
justified integration
and connection of
BUSS1000 materials
used as extensive
support and
evidence to create
an exceptional
discussion relevant
to client and task.
Exceptional critique
ofr different
perspectives.
Well justified
integration and
connection of
BUSS1000 support
and evidence to task
and client,
encompassing an
excellent discussion
with an attempt of
critique.
Integration of some
BUSS1000 materials
as support with
some
justification/connec
tion of
appropriateness &
relevance to client.
Discussion of
materials could be
developed further.
Limited integration
of BUSS1000
materials as support
which may be
inappropriate or
irrelevant to the
client.
Discussion of
materials is
superficial, requiring
more in-depth
discussion and
connection to
task/client.
No explicit use of
BUSS1000 materials
Discussion of
materials is poor
and superficial, not
relevant to
task/client.
3
ASSESSMENT
CRITERIA*
HIGH
DISTINCTION
DISTINCTION CREDIT PASS FAIL
Clarity of
expression,
structure, and
professional
communication
15%
GQ:
Oral & Written
Communication
skills
Communicates
meaning
unambiguously in
their own voice with
ideas flawlessly,
organised,
structured, and
discussed.
No issues with
spelling, grammar,
and syntax.
Language use is
consistently
appropriate for
target audience.
Communicates
meaning
unambiguously in
their own voice with
ideas well
organised,
structured, and
discussed.
Only minor issues
with spelling,
grammar, and
syntax.
Language use is
consistently
appropriate for
target audience.
Communicates
meaning clearly
with ideas organised
appropriately but
lacking a concise
discussion and
structure.
Few issues in
spelling, grammar
and syntax that may
sometimes impede
the reader’s
comprehension.
Language use is
predominantly
appropriate for
target audience.
Meets format
requirement.
Meaning is
communicated with
adequate clarity;
structure requires
significant
tightening to
improve argument.
Frequent issues in
spelling, grammar
and syntax that may
occasionally impede
the reader’s
comprehension.
Language use is
occasionally
inappropriate for
target audience,
may have overused
of quotes.
Does not meet
format requirement.
Meaning is not
communicated
clearly due to
frequent issues with
spelling, grammar,
and syntax that
interfere with the
reader’s
comprehension.
Language use
inappropriate for
target audience.
Research: Quality of
sources and
effective use
demonstrated
10%
GQ:
Information &
digital literacy
Critical Thinking &
Problem Solving
Integrated
professional,
ethical, and
personal identity
The supplied
literature is
effectively and
creatively
synthesised.
The list of non-unit
resources is
comprehensive and
includes a wide
range of
appropriate high-
quality sources.
All cited
publications are
recent (when
appropriate).
No overuse of
individual
publications
The supplied
literature is
effectively
synthesised.
The list of non-unit
resources is
comprehensive and
includes variety of
appropriate quality
sources.
Relevant sources
are consistently
evaluated for
quality.
Few publications are
outdated. No
overuse of
individual
publications.
The supplied
literature is
adequately
synthesised.
Adequate range of
appropriate quality
non-unit resources
are used.
Some publications
might be outdated
and/or overused.
The supplied
literature [two
BUSS1000 readings
and two ABDC list
articles (<10 years
old)] is adequately
synthesised.
Limited range of
appropriate non-
unit sources are
used or using
predominantly low-
quality sources.
Additional
publications are
outdated.
Some individual
publications are
overused.
Have not used all
the supplied
literature or is
poorly synthesised.
Sources used are
low-quality,
irrelevant, or
inappropriate,
and/or limited to
mainly one type of
resource (e.g., all
are websites or
news articles). May
have none from
unit.
Regular overuse of
individual
publications.
Referencing
5%
GQ:
Information & digital
literacy
Integrated
professional, ethical,
and personal identity
All citations
referenced.
All references are
formatted correctly
and consistently in
APA 7th ed. Style.
All citations
referenced.
Most references are
formatted correctly
and consistently in
APA 7th ed. Style.
All citations
referenced. Need to
cite more often for the
points from same
source (e.g. within
same paragraph).
Reference list is mainly
formatted correctly
and consistently in
APA 7th ed. Style.
Some citations not in
reference list or
reference list items not
cited. Most arguments
are not supported by
references.
Few references are
formatted correctly
and consistently in
APA 7th ed. Style
Most or all points are
not supported by
references. Most
citations are not
referenced or items in
reference list are not
cited.
Most or All references
not formatted
correctly in APA 7th ed
style
4
*NB: Each grade includes the previous lower grade’s criteria description, building on the previous requirements.
Definition of key rubric terms:
Synthesis involves putting together different parts of your research to form a whole answer to your assignment
question.
Integration is using your research to build your writing. Your work should include the ideas/information from other
sources (with in text citations to show where they came from) as paraphrasing, summarising, and short quotes, within
your writing.
Concise is keeping your writing short and to the point; you don’t use too many words or write in a way that is confusing.
Evaluate is making judgements about a topic. These judgements should be based on the theory you have learnt and
should also consider the specific context (situation) in your assignment task/question.
Critical thinking, reading and writing can simply be defined as considering more than one point of view or
interpretation. The word ‘critical’ is used differently in academic language than in everyday language. In academic
language, it means ‘questioning’ or ‘challenging’ (as in ‘critique’). When you think critically, it doesn’t mean you have to
find fault. A critical approach is important so that you can: become more independent as a learner contribute to the
scholarly rigor of your discipline contribute to the creation of knowledge achieve better marks. Here is more information.
Justify is showing the reasons behind your judgements. You should use references as evidence to support this.
Describe/description: to explain the ideas of a concept without any further analysis, judgement or evaluation.
Academic writing may include descriptions in introductions or conclusions, but it is usually not enough to only describe
concepts within your writing. Here is more information.
Analysis is separating main concepts into its different parts and explaining the relationship between these concepts.
Here is more information.
Application is the use of theory in relation to a specific context or situation (e.g. a case study about a particular
company or industry).