Doing Business Globally & Internationally
| Module Code: | SM0380 | ||
| Module Title: | Doing Business Globally & Internationally | ||
| Distributed on: | 19/02/2019 | Hand in Date: |
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Instructions on Assessment:
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In Part A, students are required to address the questions below by using academic theory and concepts. (Some suggested resources covering aspects of the case have been posted on Blackboard as a start). In Part B, students are required to apply overall learnings from the module to their own personal development.
Students are required to research the business partnership between Shuanghui International Holdings Limited (“Shuanghui International”) with Smithfield Foods, Inc.
Overall word limit: 3000
PART A
- With reference to the academic literature and using your analysis of relevant environmental factors, suggest the most important external issues and trends driving the partnership of Shuanghui International with Smithfield Foods. In which areas are the expected internal benefits and synergies for both companies? Why are the Chinese and the US governments involved?
(20 marks)
- With reference to the academic literature, how would you describe this partnership? Explain the risks associated with this choice of partnership. Compare and contrast this choice with Smithfield Foods previous partnership with Jorge Mazon and Fernando Hernandez of Mexico. Justify your view.
(20 marks)
- By applying appropriate theory and using evidence from your research of these companies, analyse the national and corporate cultures involved. Speculate on the impact of both on this ‘partnership’ between Shuanghui International with Smithfield Foods.
(20 marks)
- Drawing upon academic literature and theory, critically discuss the possible effects, both positive and negative, of exchange rate movements on the deal.
(20 marks)
PART B
- Identify three (3) specific aspects or challenges of doing business internationally that you have come to appreciate through the seminars or Expert Lectures on this module. Explain why these are significant to you personally and to the future of international business
(Some basic instruction if required here)
Word limits and penalties for assignments
The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:
- Title and Contents page
- Appropriate tables, figures and illustrations
- Quotes from interviews and focus groups.
- Reference list, and Bibliography
- Appendices, and Glossary
Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.
Plagiarism and Cheating
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
(Some basic instruction if required here)
For further information on Plagiarism, see the Referencing and Plagiarism topic on Skills Plus.
www.northumbria.ac.uk/skillsplus
(Some basic instruction if required here)
Mapping to Programme Goals and Objectives:
This assessment will contribute directly to the following Undergraduate programme goals and objectives. (Insert an ‘X’ in boxes where applicable, referring to Undergraduate Programme Specification Appendix X for mapping details)
1. Knowledgeable about the theory and practice of international business and management
Objectives:
Students will be able to:
| X | 1. | Demonstrate current knowledge and understanding of the major functional areas of business. |
| X | 2. | Demonstrate current knowledge and understanding of specialist areas of business. |
| X | 3. | Demonstrate, through the application of knowledge to business contexts and scenarios, their abilities of analysis and synthesis. |
2. Skilful in the use of personal, professional and managerial techniques and processes
Objectives:
Students will be able to:
| X | 1. | Demonstrate the application of the following transferable skills: numeracy, literacy, communication and time management. |
| X | 2. | Demonstrate the managerial skills of customer needs recognition, problem solving and critical thinking. |
| X | 3. | Apply managerial and leadership techniques of team building, decision making and leadership. |
3. Employable as graduates
Objectives:
Students will be able to:
| 1. | In the context of securing graduate employment, demonstrate the skills of self presentation (through CVs, interviews and assessment centre testing). | |
| 2. | Demonstrate an active awareness of the graduate employment market. | |
| 3. | Demonstrate an active engagement with a range of graduate employers and professional bodies. |
4. Aware of ethical issues impacting on business and professional practice
Objectives:
Students will be able to:
| 1. | Demonstrate an understanding approaches to Corporate Social Responsibility and their impact on organisations and individuals. | |
| 2. | Demonstrate a personal response to an ethical or governance business dilemma. | |
| X | 3. | Demonstrate an understanding of different perspectives towards business ethics including shareholder, stakeholder and critical approaches. |
Assessment Criteria (NBS)
General Assessment Criteria
| Trait | 0 – 29 | 30 – 39 | 40 – 49 | 50 – 59 | 60 – 69 | 70 – 79 | 80 – 100 |
| Knowledge and Understanding | Poor grasp of topic concepts or of awareness of what concepts are. | Minimal awareness of subject area. | Knowledge is adequate but limited and/or superficial. | Sound comprehension of topic. | Knowledge base is up-to-date and relevant, but also may be broad or deep. | Knowledge and understanding is comprehensive both as to breadth and depth. | Exceptional scholarship for subject. |
| Structure and Alignment | Failure to apply relevant skills. Work is inarticulate and/or incomprehensible. | Communication of knowledge frequently inarticulate and/or irrelevant. | In the most part, description/ assertion rather than argument or logical reasoning is used. Insufficient focus is evident in work presented. | Reasoning and argument are generally relevant but not necessarily extensive. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualise, and/or to apply theory is slightly limited. | Higher order critical appreciation skills are displayed. A significant ability to apply theory, concepts, ideas and their inter-relationship is illustrated. | A mature ability to critically appreciate concepts and their inter-relationship is demonstrated. Clear evidence of independent thought. Presentation of work is fluent, focused and accurate. | Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and fluent challenges to received wisdom. |
Module Specific Assessment Criteria
| Trait | 0 – 29 | 30 – 39 | 40 – 49 | 50 – 59 | 60 – 69 | 70 – 79 | 80 – 100 |
| Application of Theory to Produce Analysis | No use of theoretical concepts, framework or theory. Purely historical description. Generic. | Sparse or inaccurate use of theoretical concepts, framework or theory. Purely historical description and / or speculation. Mostly general. | Minimal use of some single theoretical concepts, frameworks or theory. Some errors in application. Much description and assertion but focusing mostly on the case. | Some use of the taught theory, applied with varying skill. Produces acceptable analysis of the case in question but still relies on description. | A good use of appropriate theories, sometimes applied together, applied correctly to produce analytical conclusions entirely focused on the case. | Very good use of a range of combined theories and concepts, applied well to produce high quality analysis of the case. | Excellent use of a wide range of combined theories and concepts, some not taught in the lectures, applied in a sophisticated manner to produce original analysis of the case and beyond. |
| Research of a Case | Vague and superficial. Irrelevant. | Insufficient research has been conducted. Understanding of the case is incomplete. | Minimal use of a narrow range of easily available sources with no critical awareness demonstrated eg relies on corporate websites. | Some use of a range of different sources to investigate and analyze the case. | A good and appropriate use of a range of sources to help explain and analyze the case. Evidence of criticality in the use of information. | Very good range of sources used in an intelligent and critical manner to develop a very good analysis of the case. | Sophisticated use of a wide range of (types of) sources and some critical appreciation of their value in analyzing the case. |
| Self Awareness and Awareness of International Business | Nothing learned or unable to appreciate what has been learned. | Some superficial learnings identified. Rather generic. Little relation to the module. | Unoriginal learnings identified in a general manner. Minimal relation to the module. | Evidence of some general; and specific learnings from the course and some evidence that these are personal rather than generic. | Relevant and appropriate learnings applied to the individual student and clearly derived from the module. | Very good personal learnings identified and explained, relevant to the module. Shows self-awareness and good knowledge of today’s international business. | Original, analytical and personalized list of learnings from the module demonstrating high levels of self-awareness and an ability to speculate in an informed way about future international business. |
Note: For those assessments or partial assessments based on calculation, multiple choice etc. Marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear.
Students must retain an electronic copy of this assignment and it must be made available within 24 hours of them requesting it be submitted.
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