Report

Date for Submission: Please refer to the timetable on ilearn.

(The submission portal on ilearn will close at 14:00 UK time on the date of submission)

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Assignment Brief

As part of the formal assessment for the programme you are required to submit a Contemporary Management Issues assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module, you should be able to:

• Exhibit an understanding of the key dynamic forces impacting on business and society.

• Critically evaluate the relationship between such forces in terms of effective strategic decision making.

• Prepare an evaluation of an organisation’s responses to key dynamic forces in the contemporary business world.

• Select and use decision making tools to address contemporary drivers for change.

• Analyse the relevant theoretical foundations to support the identification and application of effect corporate responses to contemporary management issues.

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Maximum word count: 4,000 words

Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.

Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in Arden University (AU) Harvard format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

Assessment Task: Report

This assessment is worth 100% of the total marks for the module.

Case Study

Honda’s closure down to government failure to champion electric cars Honda’s announcement that it is closing its Swindon car plant has brought with it a very human tragedy, with thousands of job losses expected, and many more throughout the supply chain. As the rancorous debate about the role that Brexit played lingers, what might be drowned out is that, in an era of climate emergency, these are the workers whose skills and know-how we so desperately need.

Transport emissions remains the UK’s biggest source of greenhouse gases. Unlike other polluting sectors, like energy, which have seen significant drops in emissions, our transport emissions have only dropped 2% since 1990. If we’re to tackle climate change we desperately need to deal with this. And a big part of solution is electric cars.

The government can help us build a thriving car industry fit for the realities of climate change, but certainty is key. If we are to cut carbon emissions and reap the economic benefits, the UK needs to be one of the best places in the world to make electric vehicles. The phase-out date for conventionally fuelled cars and vans set last year by UK government – 2040 – already looks hopelessly tardy.

In this, the UK is far behind a whole host of nations, ranging from India, to our near neighbours Ireland and Norway. Like them, we should be bringing this date forward to 2030. China is clear that it wants to dominate the market in electric vehicles this century and if the EU and UK don’t move quickly, it will. The new earlier date would create a tight timescale for government departments, energy companies, infrastructure providers, supply chain companies, as well as car manufacturers themselves. This needs to be backed up with preferential tax treatment to help encourage companies to make electric vehicle purchases for their corporate fleets.

Please see below link for full article and further reading.

Question 1

Regarding the Honda Case study or your chosen organisation, select any two drivers for change discussed in the module materials and critically evaluate how they are currently impacting upon strategic decision-making and other activities (commercial or operational) of Honda or your chosen organisation. Your discussion should include:

• With suitable sources of information, how the organisation has strategically responded to these drivers of change with consideration for the nature of the pressures for change

• Sound recommendations on how the organisation might enhance its responses highlighted above

Please note the following instructions for the assignment:

You will need to undertake some secondary research to complete the assignment and to develop the evidence base to support your conclusions. You may use the Honda case study or select any organisation upon which to base your research but you are strongly recommended to select an organisation that you have worked for or one you feel you can research easily.

(LOs 1 – 5)

(4000 words)

Formative Feedback

In order to assist with your learning and to give you some early feedback you are encouraged to engage with your tutor to receive formative feedback. The formative feedback for this module assessment is available on the module page.

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.

If you do decide to complete the formative work, in order to receive feedback, submit to the module tutor two weeks before the final submission.

Formative feedback will not be given to work submitted after the above date.

The tutor’s email address can be found on the module front page on iLearn and you will receive feedback within seven days

Student Guidelines

Development of academic skills:

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system. The My Study Skills Area contains the following useful resources:

You must use the AU Harvard Referencing method in your assignment. Word Count:

Students are required to indicate the exact word count on the title page of the assessment. The word count excludes the title page, executive summary, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. See ‘Word Count Policy’ on the homepage of this module for more information.

Submission Guidance:

Assignments submitted late will not be accepted and will be marked as a 0% fail.

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and in the Induction Area).

Assessment Criteria: Level 6

Level 5 reflects the continuing development in knowledge, understanding and skills from Level 4. At Level 5, students are not expected to be fully autonomous but are able to take responsibility for their own learning with appropriate guidance and direction. Students are expected to further develop their theoretical knowledge within a more intellectual context and to demonstrate this through more complex forms of expression which move beyond the descriptive or imitative domain. Students are expected to demonstrate skills of analysis in both problem-solving and resolution.
Grade	Mark Bands	Generic Assessment Criteria
First (1)	80%+	An exceptional information base exploring and analysing the discipline, its theory and any associated ethical considerations. There is sophisticated use and management of learning resources and a high degree of autonomy is demonstrated. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.
	70-79%	An excellent knowledge base within which the discipline is explored and analysed. There is a good degree of originality in the approach. The work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed confidently. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the work demonstrates a high level of intellectual and academic skills.
Upper second (2:1)	60-69%	A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is evidence of growing confidence and self-direction. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work is consistently referenced throughout.

Lower second (2:2)	50-59%	A satisfactory understanding of the discipline which begins to analyse the subject and apply some underpinning theory. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall and the work is planned and structured with some though. Professional skills are satisfactory (where appropriate). The work lacks original thought but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.
Third (3)	40-49%	Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. There is little evidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.
Marginal Fail	30-39%	A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
	29% and below	A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

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