Module Code BMB4001M Module Title David Kelsey
center000
Module Code BMB4001M Module Title David Kelsey
Level 4 Module Tutor Credit Value of Module 20 Feedback Process
Online via GrademarkType of Submission
Essay Expected Feedback Date Friday 15th December 2023 at 5pm
Assessment Task 1
Weighting 70%
(2500 words) Due Date Friday 24th November 2023 (week 9) at 12noon
Please note that this is Greenwich Mean Time (GMT). If you live in another time zone then you must still submit by the date above.
Assessment Regulations In order to pass the module, students must achieve at leasta mark of 20 in each component and an overall pass mark.
Module Specific Requirements
To be successful in themodule studentsshould be able to:
Explain key concepts relating to responsible business
Identify aspects within the ongoing academic debate regarding responsible business
Apply ideas from the ongoing academic debate regarding responsible business to real-world businessexamples
Learning Outcomes
See module specification for details: the module aligns with PLOs from across the York Business School suite of programmes.
Assignment Description
Write an essay on the following title:
To what extent is responsibility a feature of an organisations/industrys (delete as appropriate) behaviour? An analysis of (add specifics e.g. Primark)
Additional Information
You can choose to write your essay from either a business (e.g. Primark) or an industry (e.g. the fashion industry) perspective.
Use concepts from the module to develop this full assessment and support your claims throughout. Support in this context means using examples from the organisation or industry, as well as quality academic sources/literature. You must use the York St John University approach to Harvard referencing. Follow the Cite Them Right guide for details: https://www-citethemrightonline-com.yorksj.idm.oclc.org/You should consider features of capitalism. Assess whether the module content supports a deeper understanding of why businesses behave as they do.
Consider the following questions:
Is there evidence of responsibility or irresponsibility?
How and why do you believe it is responsible or irresponsible, and to what extent?
What evidence can be used to support your points?
You could use the module content to include recommendations for the future.
Try to develop a cohesive and coherent piece of work in an academic style. Use the assessment details, marking criteria, and the support throughout the module to support you in this.
Remember to:
Write formally and clearly
Avoid the use of the first person (e.g. I think that)
Have a clear sense of focus throughout
Demonstrate a balanced understanding
Use appropriate academic sources
Please ensure that you use the document Assessment 1 PRBB Guidance to support your approach. You should also use the seminar time to discuss work with your tutor.
Business Assessment Descriptors (Undergraduate levels 4, 5, and 6)
SUMMARY DESCRIPTOR: Learning accredited at undergraduate will reflect the ability to display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research or advanced technical/professional activity, accepting accountability for related decision-making, including use of supervision.
PASS GRADES FAIL GRADES
1st (100-85) Exemplary. 1st (84 - 70) Excellent. 2:1 (69 - 60) Very good. 2:2 (59 - 50) Good. 3rd (49 - 40) Sufficient. (39 - 20) Insufficient. (19 - 0) Minimal to None.
SUMMARY DESCRIPTOR: Learning accredited at undergraduate will reflect the ability to display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research or advanced technical/professional activity, accepting accountability for related decision-making, including use of supervision.
General Characteristics (UG)
Knowledge & understanding
e.g., knowledge and understanding of material taught in the module. You have shown
exemplary knowledge and understanding of material taught in this module, well beyond the threshold expectation of astudentat this level. You have shown excellent knowledge and understanding of material taught in this module, well beyond the threshold expectation of astudentat this level. You have demonstrated a very good breadth and depth of knowledge and understanding of material taught in this module, showing a clear, critical insight. You have demonstrated a good breadth and depth of subject knowledge and understanding of material taught in this module, which are sometimes balanced towards the descriptive rather than the critical or analytical. You have demonstrated a sufficient depth of knowledge and understanding in key aspects of the field of study, sufficient to deal with terminology, facts, and concepts. Your knowledgeand understandingof material taught in this module arebelow the threshold standard and insufficient to deal with some key aspects of the subject. Your knowledge and understanding of the subjectareinadequate, without the required breadth or depth, with deficiencies in key areas.
Research & Evidence
e.g., engagement with academic literature. You have shown exemplary levels of research, engaging with the reading list, and shown outstanding relevant independent research that furthers the module material. Your work uses ample high-quality academic sources which are both appropriate for your argument and far reaching beyond module material. You extensively engage with the reading list and show strong relevant independent research that furthers the module material. Your work uses ample high-quality academic sources which are both appropriate for your argument and far reaching beyond module material. You have drawn on relevant module material, as well as appropriate academic sources from your own independent research. Your work uses appropriate high-quality academic sources which are largely appropriate for your argument and reach beyond module material. Your research is limited to module material and restricted in scope. Your work does not demonstrate any reading of academic sources that goes beyond the module material, and any additional sources that you have used are of poor quality or inappropriate. You have rarely drawn on academic sources. Your work rarely engages with relevant reading material either within or beyond module material.
Little to no use of academic sources. Your work has not engaged with relevant reading material from the module or beyond. You have not drawn on any academic sources Your work has not engaged with relevant reading material from the module or beyond.
Analysis & Evaluation
e.g., logic and argument; analytical reflections; organisation and communication of ideas and evidence. You have made consistent logical, coherently developed, and substantiated arguments, and have demonstrated the ability to systematically consider, critically evaluate and synthesise a comprehensive range of views and information (substantially beyond the expected level). You have demonstrated sophisticated perception, critical insight, and interpretation of complex matters and ideas in all aspects of the work. You have made consistent, logical, coherently developed, and substantiated arguments, and have demonstrated the ability to systematically consider, critically evaluate andsynthesisea wide range of views and information (beyond the expected level). You have demonstrated sophisticated perception, critical insight, and interpretation of complex matters and ideas in most aspects of your work. You have demonstrated the ability to make coherent, substantiated arguments, as well as the ability to consider, critically evaluate andsynthesisea range of views and information (appropriate to the expected level). You have demonstrated a thorough, perceptive, and thoughtful interpretation of complex matters and ideas.
You have argued logically, with supporting evidence, and have demonstrated the ability to consider and evaluate a range of views and information. You have clearly and consistently explained complex matters and ideas.
You have shown the ability to devise and sustain an argument, with some consideration of alternative views andability toexplain often complex matters and ideas.
You can provide explanations, but your argument is neither sustained nor sufficiently supported by alternative views.
Your arguments and explanations are weak and/or poorly constructed, and you are not able to critically evaluate the arguments of others or consider alternative views required at this level.
Communication & Academic Writing Style
e.g., logic and structure; formatting; grammar. You have shown an exemplary level in your academic writing style. An exemplary structure has been used to effectively communicate your point, and your work is grammatically and logically appropriate. You have an engaging, academic writing style. Your work effectively communicates your point, is clearly structured, and is grammatically and logically appropriate. Your writing style is clear and mostly academic. Your work effectively communicates your point but needs a more logical structure and/or grammatical improvement. Your style is somewhat clear, but is sometimes colloquial. Your structure, grammar, and syntax need improvement and your work implies a lack of proof reading. Your style often gets in the way of effectively communicating your meaning. Your writing is mostly colloquial, with frequent grammar and/or syntax errors which would have been prevented with proof reading. You may consider contacting our academic skills team for improvement. Your style is unclear and prevents understanding of your point. Your writing is colloquial, non-academic, and in need of proof reading to correct frequent grammar and syntax errors. You may consider contacting our academic skills team for improvement. Your style is minimal and very unclear, preventing understanding. Your writing is colloquial, non-academic, and in need of proof reading to correct frequent grammar and syntax errors. You may consider contacting our academic skills team for improvement.
Citations & Referencing. Harvard Referencing Style You have cited and referenced all necessary ideas accurately in Harvard style. You have cited and referenced all necessary ideas and the vast majority are accurate and in the Harvard style You have cited everything but there are some errors in formatting. Take a look at the Harvard quick guide or use cite them right to help next time. There are some errors in formatting and some missing citations. Take a look at the Harvard quick guide or use cite them right to help next time. There are many citations that are missing, and/or there are significant mistakes in referencing style. Take a look at the Harvard quick guide or use cite them right to help next time. You have not cited or referenced your work appropriately. Take a look at the Harvard quick guide or use cite them right to help next time. Little to no attempt at referencing your work. Take a look at the Harvard quick guide or use cite them right to help next time.
Creativity & Originality You have shown exemplary levels of originality of thought, and/or independence far beyond the expectation(s) of the level of study. You have shown an excellent and sustained originality of thought, and/or evidence of substantial independent study. You have shown very good examples(s) of originality of thought, and/or evidence of wide-ranging independent study. You demonstrated good evidence of originality of thought, and/or clear evidence of study independent of set/ recommended material. You have shown limited evidence of originality of thought, and/or study independent of set/recommended material. You have shown very limited originality of thought and/or evidence of study independent of set/recommended material. You have shown no originality of thought and/or evidence of independent study.
Graduate employability Skill: Problem Solving You are exceptionally competent at autonomously defining and solving a range of complex problems and you have demonstrated an outstanding ability to apply knowledge and methods to your solution far beyond the expectations of this level. You are competent at autonomously identifying and defining a range of complex problems and you are excellent at applying knowledge and methods to your solution beyond the expectations of this level. You are competent at autonomously identifying and defining a range of complex problems and you are very good at applying knowledge and methods to your solution appropriate at this level. You are competent at autonomously identifying and defining complex problems and you are good at applying knowledge and methods to your solution appropriate at this level. You are mostly competent at autonomously identifying and defining complex problems and you apply some knowledge and methods to your solution but this is often inconsistent. You have not gained the skills required at this level of study. There are significant weaknesses evident which suggest that further development is needed in this area. You have demonstrated little or no evidence of the required skills at this level.
Graduate employability skill: Practical You have an exemplary ability to autonomously evaluate your own strengths and weaknesses, and you have shown an outstanding range of professional and practical attributes that are needed for graduate level employment. You are able to show excellent autonomy in evaluating your own strengths and weaknesses, and you have shown an excellent range of professional and practical skills that are needed for graduate level employment. You are very good at evaluating your own strengths and weaknesses, and you have shown a very good range of professional and practical skills that are needed for graduate level employment. You are good at evaluating your own strengths and weaknesses, and you have shown a good range of professional and practical skills that are needed for graduate level employment. You are able to recognise your own strengths and weaknesses, and you have shown some professional and practical skills that are needed for graduate level employment. You have demonstrated insufficient evidence of the graduate skills identified in the programme specification. There are significant weaknesses evident, which suggest that you have not gained the skills necessary for students at this level. You have demonstrated little or no evidence of the required graduate skills identified in the programme specification at this level.
Assessment 1: Essay (2500 words, 70%)
Develop an essay built from the following title:
To what extent is responsibility a feature of an organisations/industrys (delete as appropriate) behaviour? An analysis of (add specifics e.g. Primark)
You can choose to write your essay from either a business (e.g. Primark) or an industry (e.g. the fashion industry) perspective.
As part of your essay, you should consider the following questions:
Is there evidence of responsibility or irresponsibility?
How and why do you believe it is responsible or irresponsible, and to what extent?
What evidence can be used to support your points?
You should consider features of capitalism. Assess whether the module content supports a deeper understanding of why businesses behave as they do.
This is a formal academic essay and advice is included below. Please be aware that there are many ways to interpret an essay at this level of study. This is to guide and support you; it is not comprehensive.
Guidance for each section is included in the remainder of this document. Please speak to your module tutor if you would like further support.
Introduction
There is no one correct way to write an introduction to an essay. However, consider the purpose of this essay for this module. You may want to explicitly identify the main subject and the key related issues that will be addressed in the essay (e.g. theoretical concepts, justification, and understanding of relevant ideas), and indicate how these will be used to respond to the question. You should aim to demonstrate to the reader that a focused approach has been taken and provide them with direction. For this essay you should include the chosen business or industry.
The following steps may be helpful:
Introduce a general point about the central issue related to the essay title
Provide an overview of the key related issues that impact upon the topic
Use words from the essay title to demonstrate engagement with the question
Suggest what kind of argument you will make
Indicate links with the first part of the main body of the essay
Use the resources available to you:
Read quality books and journal articles see how other authors write concise, well supported, and informed essay introductions.
Use search engines to find credible examples. There are many freely available. Use your academic judgement.
Use the references list in journal articles to identify other relevant sources that may be helpful to you
Q. Can I write in the first person (e.g. I am going to look at the relationship between capitalism and corporate social responsibility)
A. No. Unless you are explicitly *told to do so by your module tutor then you should write in the third person.
*see Assessment 2 for the use of the first person.
Main Body
This is the major component of your essay. It is where most of the readers attention is focused. Therefore, its where most of your marks are gained and comprises around 80% of your word count.
Remember that an assessment is essentially a vehicle that communicates the quality of your understanding to the reader.
It might be tempting to try to tell us (the lecturers/markers) everything you know on the module and include as many concepts as possible. However, we would prefer that you are more selective and adopt a narrow and deep, rather than a broad and shallow, approach. You can show your academic quality by adding more content to fewer concepts, with clear and well explained links. This will help you to demonstrate deeper ownership of the argument and reduce the temptation to add material because it links to the module rather than adds to your argument.
Again, this is a subjective process and different people view it in different ways. However, the below may help to give you some structure. Try to use the ideas rather than see it as a definitive roadmap.
Paragraph 1
Address what you told the reader you would in your introduction
Introduce the main idea of this paragraph in the first sentence
In the following sentences develop the topic of the paragraph
Include relevant examples and evidence (accurately cited in text)
Finish by leading up to the next paragraph
Paragraph 2 onwards
Clear links to the previous paragraph, followed by the main theme of this paragraph. The new theme should be developed in the following sentences.
Paragraph content
Every paragraph should include: 1. Arguments 2. Main information 3. Evaluation
1. Argument
What is your main point?
Do you have a topic sentence?
2. Main information
Explain your point: elaborate, give more details
Give supporting evidence, with references
Discuss the evidence: evaluate it and relate it to your point
Quote sources: journal articles, textbooks. (Remember your reading lists!)
3. Evaluation
How do you interpret the evidence?
Conclusion
Conclusions help to briefly recap the main issues in the work and summarise the key argument being made. They also make note of the relevance of counter arguments and demonstrate a relationship between the essay title and how it has been captured by the essay content. The overarching key point in the argument can be emphasised, as can points worthy of future study/exploration.
Avoid introducing anything new at this stage and try not to fall into the habit of relying on clichs (e.g. In conclusion, it can be seen that). This is the chance to persuade the reader of the quality of your argument in a way that demonstrates skill, knowledge and ownership of the work.
Reference List
You must include a full *York St John Harvard reference list compiled according to: https://www-citethemrightonline-com.yorksj.idm.oclc.org/*There are many versions of the Harvard referencing system and each university adopts a specific version. If you use a Harvard referencing online tool, and it is not the style used at York St John University, then you will be marked down for incorrect referencing.
The example of a journal article reference is included below. You should use this to check against your reference list.
Norrie, C. et al. (2012) 'Doing it differently? A review of literature on teaching reflective practice across health and social care professions', Reflective Practice, 13(4), pp. 565578.
Consider whether your reference list is consistent with the example. E.g. have you included brackets in the correct place? Are the page numbers accurately recorded?
Consider how this differs when referencing a book, a website, or a news article.
Some students use the term journal when they mean journal article. Avoid this; they are related but are not the same thing.
Similarly, we tend to say that you cite in text, but reference at the end (in the reference list).
A reference list indicates the reading that has been undertaken that has helped to develop the understanding that supports your academic argument.
A failure to cite and reference work can be viewed as poor scholarship or plagiarism. The incorrect citing and referencing of work leads to the deduction of marks on your assessment.
A common question asked is how many references should I use? This is understandable, but the important point is to consider the quality and appropriateness of the sources used and how well they support your academic argument. A broad guide is to use one unique reference (not citation) for every 100 words, but this should be used as a guide/indicator only. Throughout your studies you will develop an understanding of how your academic integrity and efforts will combine to support strong outcomes; this will drive the type and number of supporting references used.
Overall
This might seem daunting at this stage, but your writing will improve during your time at university if you work at it and think clearly. Please make use of the central support teams at the university, your academic tutor, and your module tutors. Do your own reading around what makes a good piece of work at this level of study.
Be clear what you are being asked to do. Look at the assessment information given to you. This will help you to understand what the purpose of the assignment is and how to structure it. Identify the major focus of the assessment and the themes and issues which need to be addressed. This will help focus your research and information and evidence gathering
