Recent Papers 04-15-2022

Understand critically intercultural communication theories

APPENDIX GA36c 

Programme:

BA Business Management

Module:

International Business Communications

Module code:

 

Contribution to Overall Module Assessment (%):

 

50%

Lecturer:

 

Internal Verifier:

 

 

Assignment Title:

Assignment 2 Group Presentation

Word count (or equivalent):

 

Submission deadline:

To be announced by the Assessment team-

Please refer to the assessments schedule published on Students’ Hall in Moodle

Return date of provisional marks & written feedback:

20 Working days after submission deadline

Submission method:

All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.)

Alternative submission method (if applicable):

Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.

Academic honesty / referencing:

Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.

Module Learning Outcomes (from module syllabus)

  1. Understand critically intercultural communication theories
  2. Evaluate and interpret divergent international cultures within business
  3. Analyse business communication situations

 

Assessment Component 2 (Practical) – Presentation

Mode of assessment

Volume

Weighting

Presentation

15 minutes

50%

A global company based in the United Kingdom contemplating a joint venture with a foreign company based in China. Join ventures usually require ongoing interaction from both parties to establish and maintain a successful partnership, and smooth decision making process. You are required as a group of 3 -5 to prepare a 15 minutes presentation to identify and discuss different aspects of cultural challenges likely to be experienced by the British company in China, and while aiming to establish successful communication and partnership with the new Chinese partner. Your presentation should be supported by application of relevant intercultural communication theories and examples from different sources.

Based on the cultural challenges and difficulties identified, you are required to provide your recommendations and business communication solutions to enable the partnership (British – Chinese joint venture) to succeed in China.

Your work as a group needs to be presented using Powerpoint slides online via Microsoft teams instead of face to face (Due to Covid-19). Understand critically intercultural communication theories

Note – 5 minutes for each member of the group based on 3 members = 15 minutes plus Q&A time. However, if extended with more members you need to add 5 more minutes for each and extend slides.

The total marks available is 100 marks which make up 50% of the module. See below the marking criteria.


Research-informed Literature

NOTE: The guidance offered below is linked to the five common assessment criteria overleaf.

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.

Specific to this assignment. Critically review theories of intercultural communication relevant to leaders or managers can improve team working.

2. Knowledge and Understanding of the Subject

Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally, each should be complete and detailed, with comprehensive coverage.

Specific to this assignment: Demonstrate knowledge and comprehension of how the factors not limited to organisational culture, team working just to mention a few, are related to the specific context of the discussion.

3. Analysis

Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented in your conclusion. Where relevant, alternative solutions and recommendations may be proposed.

Specific to this assignment: Evaluate & analyse the importance of different theories and different aspects of how managers/leaders can use them to improve organisational performance.

4. Practical Application and Deployment

You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real-world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.

Specific to this assignment. Give examples of differences in general between different leaders or managers and explain how important it is to understand the approaches that they have applied in improving intercultural team/group work which has in turn improved organisational performance. Understand critically intercultural communication theories

5. Skills for Professional Practice

Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-structured in presentation and organisation.

Specific to this assignment: Communicate clearly in good English. Good presentations of the essay in a way that is professional. The essay needs to be in good English and correctly referenced. For the submission, Turnitin must be used

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

 

Generic Assessment Criteria

Marks available

 

Marks awarded

1. Research-informed Literature

Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

20

 

 

 

 

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

20

 

 

 

 

3. Analysis

Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence. Understand critically intercultural communication theories

30

 

 

 

 

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.

20

 

 

 

 

5. Skills for Professional Practice

Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

10

 

 

 

 

 

Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )

Late Submission Penalties (tick if appropriate)

 

%

Up to 1 week late (40% Max)

 

Over 1 week late (0%)

 

Level 6

In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and

unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

 

Level 6

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

Engagement with literature (including reading, referencing,

academic conventions and

academic honesty)

Little or no evidence of reading and/or reliance on inappropriate sources.

Views and findings mostly unsupported and non-authoritative.

Referencing conventions used incoherently or largely absent.

Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of

referencing.

Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.

Referencing conventions evident though not always applied accurately or consistently.

Engagement with an appropriate range of research-informed literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies.

Engagement with a wide range of research-informed literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or

inconsistencies.

Engagement with an extensive range of relevant and credible literature, informed by the latest research. Consistently accurate application of referencing.

Exceptional engagement with an extensive range of relevant and credible literature, informed by the latest research. High-level referencing skills consistently and professionally applied.

Knowledge and understanding

(Coherent and detailed

Major gaps in knowledge and systematic understanding of

the subject

Gaps in knowledge, with only superficial systematic

understanding.

Limited knowledge and systematic understanding of

the relevant

Knowledge is reasonably detailed, accurate with a

good systematic

Knowledge is reasonably extensive coherent and

detailed.

Excellent coherent and detailed knowledge and

systematic

Exceptionally coherent and detailed knowledge and

systematic

 

Level 6

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

knowledge and systematic understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.)

matter. Substantial inaccuracies. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline.

Some significant inaccuracies and/or irrelevant material. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline. 

concepts and principles within the subject area which to some limited extent, is informed by current research and scholarship.

understanding of the field of study and to some extent, current research and scholarship.

Exhibits very good understanding of the breadth and depth of established views, and the work is, at least in part, well-informed by current research and scholarship.

understanding of the principles and theories of current research and scholarship. Clear awareness of challenges to established views and the limitations of the knowledge base.

understanding of the principles and theories of the subject, well-informed by current research and scholarship. A critical, sophisticated and nuanced awareness of the ambiguities and limitations of knowledge.

Cognitive and intellectual skills

(Conceptual and critical thinking, analysis, synthesis and evaluation of research, assumptions, abstract concepts and data (that may be incomplete); logic, argument and judgement.)

Wholly or almost wholly descriptive work. Little or no analysis, synthesis or evaluation.

Failure to develop arguments, leading to illogical or invalid judgements.

Unsubstantiated generalisations, made without use of any credible evidence.

Largely descriptive work, with superficial use of critical evaluation.

Weak development of arguments and judgements.

Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.

Limited attempt at critical thinking, analysis, synthesis and evaluation, tending towards description.

Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis­interpretation.

Asserts rather than argues a case.

Some critical thinking, analysis, synthesis and evaluation. Can analyse new and/or abstract concepts and data without guidance.

An emerging awareness of different stances and ability to use evidence (that may be incomplete) to support the argument.

Mostly valid arguments and logical judgements.

Some tendency to assert/state opinion rather than argue on

Sound critical thinking, analysis, synthesis and evaluation demonstrating critical thinking. Ability to devise and sustain persuasive arguments, and to review the reliability, validity and significance of evidence (that may be incomplete) to make mostly appropriate and valid judgements. Understand critically intercultural communication theories

Excellent critical thinking, analysis, synthesis and evaluation.

Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated judgements.

Some evidence of independent thought and ability to ‘see beyond the question’, suggesting a grasp of the broader field and wider concepts.

Exceptional critical thinking, analysis, synthesis and evaluation based on judiciously selected evidence.

Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated, nuanced, judgements.

Evidence of independent thought and ability to ‘see beyond the question’, suggesting an

outstanding

 

Level 6

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

 

 

 

 

the basis of reason and

evidence.

 

 

grasp of the broader field and

wider concepts.

Practical skills (Apply/deploy accurately established tools

and techniques; initiate and carry out projects; formulate solutions to solve problems in complex and unpredictable contexts.)

Limited or no use of methods, materials, tools and/or techniques.

Little or no appreciation of the context of the application. Limited understanding of the application of theory to practice or making appropriate links between the two. Very weak problem-solving skills in complex and unpredictable contexts.

Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence.

Flawed appreciation of the context of the application. Weak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills in complex and unpredictable contexts.

An adequate awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques.

Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two. Can identify problems and propose basic solutions in complex and unpredictable contexts without fully appreciating

the complexity.

A good and appropriate application of standard methods, materials, tools and/or techniques.

Clear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two Can identify problems and propose mostly appropriate solutions in complex and unpredictable contexts.

A very good application of a range of methods, materials, tools and/or techniques.

Very good consideration of the context of the application, with perceptive insights. Can identify problems and propose appropriate solutions in complex and unpredictable contexts.

Evidence of some innovation and creativity.

An advanced application of a range of methods, materials, tools and/or techniques.

The context of the application is well considered, and insightful.

Application and deployment extend beyond established conventions.

Can identify complex problems and propose excellent solutions.

Innovation and creativity evident.

Exceptional levels of application and deployment skills in unpredictable, practical contexts, drawing skilfully on the latest research within the discipline. Can identify complex problems and propose sophisticated solutions.

Assimilation and development of cutting edge processes and techniques.

Transferable skills for life and professional practice

(Exercise of initiative and

Communication medium is inappropriate or misapplied.

Work is poorly structured, disorganised

Communication medium is poorly designed and/or not suitable for the audience.

Work is poorly presented in a

Can communicate in a suitable medium but with some room for improvement.

Can communicate effectively in a suitable format, but may have minor errors.

Can communicate well, confidently and consistently in a suitable format.

Can communicate professionally confidently and consistently in a suitable format.

Can communicate with an exceptionally high level of professionalism.

 

 

Level 6

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

personal responsibility; professional development; initiate and complete tasks and procedures: individually and/or collaboratively; use appropriate media to communicate effectively; fluency of expression; clarity and effectiveness in presentation and organisation.)

and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Little or no evidence of autonomy (or collaboration, where relevant) in the completion of tasks. Little or no evidence of the skills required in graduate employment. Understand critically intercultural communication theories

disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.

Weak use of language and/or inappropriate style. Weak independent initiative (or collaboration, if relevant).

Limited evidence of the skills required in graduate employment.

Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a team, but with limited involvement in group activities. Demonstrates the basic skills required in graduate employment, with some areas of minor weakness.

Mostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills required in graduate employment, with some areas of strength and some of minor weakness.

Work is coherent, fluent, well-structured and organised. Can work very well autonomously and/or as part of a team, with very good contribution to group activities. Demonstrates very good graduate employment skills, with just occasional minor weakness.

Work is coherent, very fluent and is presented professionally. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.

Demonstrates excellent graduate employment skills and an appetite for further development.

Work is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Demonstrates exceptional graduate employment skills and an appetite for further development.

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