ASSESSMENT: <Individual Portfolio>
Module Code: |
BHS0037 |
Module Title: |
Managing Across Cultures |
Assessment Type |
Initial |
Academic Year |
2024/25 Term 2 (HKMA) |
Assessment Task |
This – –
For the first essay, you are required to discuss the following Some people claim that national culture models, such as Hofstede’s
For the second essay, you are required to discuss the following “The more Cultural Intelligence one has, the better”
For the third essay, consider the following scenario and answer the A Spanish manager has recently been assigned to work |
Thus, while outward displays of emotions are often acceptable and even – –
For the fourth essay, consider the following case and answer the A small – – For Your colleagues are from foreign countries, and they have never been to Culture) of your home country. |
– – Draw on
For the final
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Level of AI-Use permitted for this Assessment
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Level 1- Not Permitted. The use of AI tools is not permitted in any part of this |
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Duration n/a |
Word Count |
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Task specific |
The first paragraph of each essay Each essay should have at least four references: at Each essay should end with the Overall the
Follow the Brightspace) ave
Marking criteria on conceptual |
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Requirements for all six mini essays: 1) 2) company reports). 3) put all 30+ 4) references, 5) page provided 6) Essay 5-6 need to Information on marking criteria: 1) |
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2) Marking criterion on critical understanding of |
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essay 1 and 2. 3) Marking criterion 4) Marketing |
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General study guidance:
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• o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/
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Do not exceed the word limit / time
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Assessment criteria |
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Learning Outcomes |
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This section is for information only.
The assessment task outlined above has been designed
On completion of this module,
Knowledge and Understanding On 1. 2. 3.
Ability On 4. 5. 6.
Please note these learning outcomes
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Submission information |
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Word/Time Limit: |
3,000 words |
Submission Date: |
9 May 2025 |
Feedback Date: |
2 June 2025 |
Submission Time: |
15:00 |
Submission Method: |
Electronically via module site in Brightspace. Paper/hard copy submissions are not busvle@hud.ac.uk |
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
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90-100 |
80-89 |
70-79 |
60-69 |
50-59 |
40-49 |
30-39 |
20-29 |
10 – 19 |
0 – 9 |
Level |
Exceptional |
Outstanding (Excellent +)
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Excellent |
Very good |
Good |
Pass |
Unsatisfactory |
Unacceptabl e |
Unacceptabl e |
Unacceptabl e |
Fulfilment of relevant learning outcomes |
Met |
Met |
Met |
Met |
Met |
Met |
Not met or |
Not met or |
Not met or |
Not met or |
Response to the question /task |
Full command of assessment demonstratin |
Clear assessment |
Very good response |
Welldeveloped |
Secure response to developed |
Adequate threshold, but with development |
Nearly a |
Insufficient |
Little response |
No |
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Knowledge Knowledge |
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Conceptual contempora ry knowledge in the subject
(20%) |
Skilfully |
Excellent
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Draws on understandin subject
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Demonstrate
No major |
Demonstrate conventional critical understandin g of relevant
Lacks
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Demonstrate knowledge
No integration of ideas.
Some |
Mentions relating
Demonstrates insufficient
Many |
Demonstrate s little core
Major |
Demonstrate s virtually no core knowledge
Many in understandin |
Wholly |
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and its |
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Few inaccuracies.
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and |
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Critical understandi ng of contempora ry knowledge in the subject and its limitations
(20%) |
Skilfully provide |
Excellent critical appreciation of the key tensions, controversies disagreemen
Offers |
Shows very strong
Performance at this intellectual |
A good attempt at integrating |
Some |
Some formulaic understandin |
Very |
No |
No critical |
Wholly |
(20%) Cognitive / Intellectual skills A range of means
Module leaders should be clear about the nature of
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Application / |
Creative & original application knowledge /skills to produce |
Applies knowledge / skills to develop a comprehensi ve |
Applies knowledge / skill in a |
Applies knowledge/s kill in a logical |
Applies knowledge/s kill in a logical |
Applies knowledge/s kills in a |
Use of |
Some use |
Weak use |
No |
proposal conclusion
(20%) |
insights and offers a novel comprehensi
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proposal /
Extended |
well conceptualis ed and solution / proposal / conclusion.
Alternative
Thoughtful and developed |
provide a
Some good insights /creativity
No logical |
more
Some but
Few |
simple but |
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proposal / conclusion. |
solution/prop osal/ conclusion. |
Use support
*Normally APA 7th OSCOLA
(10%) |
Systematic
Referencing fully competent |
Comprehensi
Referencing fully competent |
Task is
All points substantiated . No
Referencing fully competent |
Task is
Most points are ed points
Referencing Some minor |
Task is
Some points are
Referenced appropriately
Referencing |
Task
Significant Some |
One or two
Very few
Significant |
Little or evidence
Significant |
Unsupported
Very little attempt to cite or reference |
No evidence No citations |
Presentation (including labelling)
(10%) |
Lucid, and |
Clear and Polished |
Clear Formatting consonant with assessment brief |
Clear and
Largely Formatting |
Basic use Formatting |
Basic use of vocabulary, grammar Acceptable |
Many vocabulary, grammar Formatting |
Extensive flaws in vocabulary, grammar |
Unacceptabl e No discernible attempt format work. |
Insufficient evidence No formatting |
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entirely consonant with assessment |
with the |
expectations. No formatting issues. |
major with |
assessment brief but |
breaches of guidance. Some unprofession |
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Formatting not consonant with assessment brief. |
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Reflection |
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Reflection and Reflexivity
(20%)
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Profoundly insightful and creatively original
Outstanding and profound self- awareness and critical reflection on development |
Excellent insight and demonstratin g meaningful
Profound self- awareness arising extensive development |
Clearly articulated insight and creativity
Demonstrate awareness and critical reflection on development |
Some good insights creativity
Demonstrate s clear development |
Demonstrate
Some selfawareness and fair reflection on development . |
Largely creativity.
Basic, but Little awareness of potential for development |
Descriptive with very
Lack of |
Inadequate insight or understandin g
Minimal development . |
No persuasive evidence of reflection
No |
None
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