Module Code MBB7004M Module Tutor Module Title Dynamic Perspectives on Sustainable Business
ASSIGNMENT BRIEF
Module Code MBB7004M Module Tutor Module Title Dynamic Perspectives on Sustainable Business
Level 7 Credit Value of Module 20 credits
Assessment Task Essay
Word Count 3,500 words
Assessment No 1 of 1 Weighting 100%
Type of Submission Written work
Method of Submission Via Moodle
Publication Date 09 Feb 2024
Due Date 18 October 2024 at 12 noon
Expected Feedback Date 11 October 2024 at 12 noon
This will normally be 15 working days from the date of submission (excludes weekends and University closure days), or 20 working days for dissertations
Format of Feedback Typed feedback within Moodle, available via the relevant assignment link
Learning Outcomes
On completion of this Module students are expected to:
Critically evaluate key sustainability concerns and the impact of business activities on these concerns.
Critically evaluate a range of relevant theories /models such as Triple Bottom Line, Corporate Social Responsibility, business ethics & the role of the market.
Propose & critically evaluate appropriate sustainable business strategies.
Assignment Description
Writing a 3,500-word critical essay with 100% weighting (i.e., the only module assessment) Task: to write a critical essay clearly demonstrating a critical understanding of topics the module covers.
The critical essay should include six main sections (as below):
Introduction
Key Concepts
Critical Perspectives
Sustainability in The Real World
Conclusion
Reference list
The Additional Information outlines the precise content expected in each of these six sections. Please devote some time to read through the information carefully and get in touch with the module tutor should anything be unclear. Upon writing their critical essay students must read through and follow closely Assessment Regulations visible below.
Additional Information
Introduction
The main purpose of the introduction is to explain what will happen in the rest of the essay what will you write about, in what order? Is there a logical structure that explains why you consider these topics, in this order? The introduction is typically one short paragraph, perhaps two. Perhaps around half of a page of text, or less. Please avoid the mistake of inserting lots of tangential background information in the introduction.
Key Concepts
This is your opportunity to showcase your learning and understanding of the meaning of sustainability and sustainable development. Please explain the key ideas clearly, to demonstrate your understanding.
Critical Perspectives
In this section you are encouraged to delve deeper to provide evidence of your critical appreciation of the ongoing sustainability debate. Sustainability and
sustainable development are contested concepts whose meaning, and importance continue to be debated. Even whether there is a sustainability problem is debated should we worry about sustainability at all? In this section you have considerable freedom regarding how you use the module learning material along with additional relevant resources. Please select a theme from within the module learning material and explore it in depth in a critical way, noting points of agreement and disagreement in the literature:
For example, you may wish to explore the ethical dimension of sustainability and sustainable development. What are the key ethical considerations? What theories can inform our approach to these? What moral responsibility does a business organisation have regarding sustainability?
Or, for example, you might take the perspective of business strategy. What might a business do about sustainability? Will such actions make it more profitable or less profitable?
Or, for example, you might take a public policy perspective. Should the government take a lead in promoting sustainability? Why or why not? If so,
how? You have considerable freedom in this critical perspectives section, so long as you demonstrate good engagement with the module learning material.
Sustainability in The Real World
In this section you should look for examples or mini-case-studies to illustrate or apply ideas considered previously in your essay. For example, is sustainability particularly important for specific industries or organisations? You may want to discuss examples of organisations that seem to illustrate particularly good (or bad) practice.
Conclusion
In an academic essay of this type the conclusion section is usually a brief, concise summary of the main points that have been made in the preceding essay. For this reason, the conclusion section should not introduce new ideas. It is usually not appropriate to attempt to reach a grand, dramatic conclusion.
Reference list
A full list of references in accordance with the Harvard system is essential. Students sometimes seem to underestimate the importance of this please use the information provided in this document and on Moodle to avoid this mistake.
Assessment Regulations
Your attention is drawn to the University policy on cheating and plagiarism. Penalties will be applied where a student is found guilty of academic misconduct, including termination of programme (Policy link).
You are required to keep to the word limit set for an assessment and to note that you may be subject to penalty if you exceed that limit. (Policy link). You are required to provide an accurate word count on the cover sheet for each piece of work you submit.
For late or non-submission of work by the published deadline or an approved extended deadline, a mark of 0NS will be recorded. Where a re-assessment opportunity exists, a student will normally be permitted only one attempt to be re-assessed for a capped mark. (Policy link).
An extension to the published deadline may be granted to an individual student if they meet the eligibility criteria of the Exceptional Circumstances policy.
PASS GRADES FAIL GRADES
(100-85) (84 - 70) (69 - 60) (59 - 50) (49 - 40) (39 - 20) (19 - 0)
Overarching indicators: All learning All learning All learning All learning One or more of the learning A significant proportion Most of the learning
outcomes/assessment outcomes/assessment criteria outcomes/assessment outcomes/assessment outcomes/assessment criteria of the learning outcomes/assessmecriteria have been achieved have been achieved to a high criteria have been met criteria have been met. have not been met. outcomes/assessment nt criteria have not
to an exceptionally high standard, and many at an fully, at a good or very criteria have not been been met.
level, beyond that expected exceptionally high level. good standard. met. at Level 7, with features consistent with Level 8 (doctoral study). SUMMARY DESCRIPTOR: Learning accredited at Level 7 (Masters) 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.
Assessment criteria General characteristics
Subject knowledge & Exceptional subject Comprehensive subject Detailed subject Broad subject knowledge Reproduction of taught Insufficient evidence of Little or no evidence
understanding knowledge and conceptual
understanding at the knowledge and conceptual
understanding, informed by knowledge and conceptual
understanding and conceptual
understanding, content and/or tendency to
describe or report facts rather knowledge and
understanding of the of knowledge and
understanding of
forefront of the discipline.
Authoritative approach to recent developments in the
discipline, demonstrating demonstrating purposeful
reading/research. demonstrating directed
reading/research. Some than demonstrate complex
ideas. Any errors or subject and its
underlying concepts. the subject and its
underlying
PLO(s): ALL complexity. reading/research at significant Developing awareness of awareness of complexity. misconceptions are concepts.
depth/breadth. Informed & complexity. outweighed by the overall confident approach to degree of knowledge & complexity. understanding demonstrated. Higher cognitive skills & Rigorous and sustained Strong and sustained criticality Detailed criticality and General criticality and Limited criticality and Mainly descriptive Little or no evidence
originality criticality, independent
thinking and original insight;convincing conclusions and independent
thinking/original insight;persuasive conclusions and/or evidence of independent
thinking/original insight;logical and sustained some evidence of
independent thinking;logical conclusions and/or independent thought, leading
to conclusions and/or
application to practice that is and/or inadequately
supported conclusions
and/or application to of criticality and
independence of
thought.
PLO(s): ALL and/or application to application to practice. conclusions and/or application to practice. poorly supported. practice. practice. application to practice. Advanced technical, Exceptional demonstration Purposeful, systematic and Purposeful, systematic and Skilled demonstration of Developing expertise. Limited demonstration Little or no
professional and/or of advanced technical, sophisticated demonstration of skilled demonstration of advanced technical, Inconsistent demonstration of of advanced technical, demonstration of
research expertise professional and/or research
expertise. Innovative. Work
may challenge the existing advanced technical,
professional and/or research
expertise. advanced technical,
professional and/or
research expertise. professional and/or
research expertise. advanced technical,
professional and/or research
conduct. professional and/or
research conduct. advanced technical,
professional and/or
research conduct.
PLO(s): ALL boundaries of knowledge and/or practice. Written and/or oral Professional, sophisticated/innovative communication, with exceptional clarity and/or audience-engagement, and exemplary academic conventions. Professional and fluent communication, that holds the attention of its reader/audience throughout and which demonstrates academic conventions that are accurate and relevant to the level of study/beyond. Fluent and coherent Mostly fluent and Communication that is difficult Limited clarity and/or Highly limited clarity
communication [e.g. of communication, which coherent communication; to follow at times because of structure in and/or structure in
information, results of research, ideas, concepts and arguments etc] and adherence to academic
conventions demonstrates consistent
and accurate academic conventions. demonstration of
appropriate academic conventions, which may include some errors or inconsistencies. poor clarity/structure;inconsistent demonstration of academic conventions. communication, and/or
inadequate demonstration of academic conventions. written and/or oral
communication. Inadequate demonstration of academic
conventions.
PLO(s): ALL
