Assignment Brief
| Module Code and Title | FIN6A9 – Mergers and Acquisitions | |
| Assignment Number & Title | Group Presentation | |
| Assessment Type (e.g. Presentation, Essay, Report etc.) | Presentation | |
| Weighting of assessment (%TMM) | 50% | |
| Assessment Learning Outcomes | Critically evaluate and integrate information that ranges across a broad spectrum of areas such as finance, accounting, banking, economics, law, human resources management and business strategy. Manage group dynamics in conflict situations in a positive and result-oriented manner. Develop their public presentation skills. | |
| Module Leader | Nicola Marinelli | |
| Internal Reviewer | ||
| External Examiner | ||
| Submission Details | ||
| Submission Deadline | Week 9 | |
| Release of Feedback | After all presentations are delivered | |
| Completing Your Assignment |
| What am I required to do in this assignment? Consider the M&A between LVMH and Tiffany. Follow the weekly instruction on Blackboard and in the semianrs to critically evaluate the deal and develop assumptions about the business model and deal details. You have to have a DCF model that evaluates LVMH and Tiffany as standalone companies (i.e. before the M&A announcement). You have to use the Excel template provided. You need to develop your assumptions and dollar valuation of the synergies involved in the deal. By the final deadline, week 9, write and turn in a set of PowerPoint slides outlining your analysis of the deal. Keep your slide count to a minimum: there is no hard cap, but anything over 10 slides (ex appendix) is probably too long. Extra material you want to include should go in the Appendix of the presentation. Present your conclusions to the Board, consisting of the instructor(s). You need to consider more than just the primary economic justifications for the transaction. |
| Is there a size limit? Time Limits: 15 minutes for the presentation and 10 minutes for Q&A. |
| What do I need to do to pass? Threshold criteria i.e. achievement of the learning outcome at the pass/fail boundary Teamwork and Presentation Skills 25% Investment Choice Analysis and Justification 50% Valuation Assumptions and Calculations 25% |
| How do I produce high quality work that merits a 70% or above grade? Follow the instructions given on a weekly basis and be sure to be thorough and detailed. Address the following aspects. Regarding the business models and strategies: What are the primary economic justifications for the transaction? How will the transaction create value? Who is expected to win in the deal and who (if anyone) is expected to lose?What are the key risks associated with the transaction? How can these risks be mitigated? What are the worst-case and best-case scenarios for the deal financially? Regarding the valuations: Be sure your Excel model balances, that your assumption are in the realm of reasonable figures and that your equity valuations are close to the stock market’s ones. Regarding the synergies: Justify the numbers for the synergies with rationales (for example, $100 millions of cost savings are, say, 50% of job cuts, 20% of shared distribution channels, 10% shared technology and 10% lower finance costs). Always find a source for every justification. Regarding other aspects: What are the non-financial aspects of the deal that worry you? How has LVMH convinced the other side(s) to do the deal? Are there key people that need to be convinced? What was the effect of Covid-19 on the deal? What other roadblocks can you think of? Be prepared to answer difficult questions in Q&A. 15 minutes is not a very long time. As such, you should focus on identifying the key points that a board of directors would want to know and state these points as early as possible within your presentation. Go straight to the important points and back them with numbers where possible. Reharse your presentations, particularly in terms of time. For fairness across groups the time limit will be strictly enforced. |
| How does the assignment relate to what we are doing in the scheduled sessions? In class we study all the aspects of Mergers & Acquisitions deals: this is an opportunity to distill them into a practical case, similar to what would happen in real-life situations. |
| How will I receive formative feedback for this assignment? There will be help and tips during the course to guide students in their analysis. |
Marks and Feedback |
| How will my assignment be marked? |
| Your assignment will be marked according to the threshold expectations above and the marking criteria below. You can use them to evaluate your own work and estimate your grade before you submit. Marking Criteria Table Postgraduate Programmes Grade Marking Criteria and Weighting 90-100 Common Assessment Scale 8 80-89 Common Assessment Scale 7 70-79 Common Assessment Scale 6 60-69 Common Assessment Scale 5 55-59 Common Assessment Scale 4 50-54 Common Assessment Scale 3 36-49 Common Assessment Scale 2 21-35 Common Assessment Scale 1 0-20 Common Assessment Scale 0 |
Regent’s University Generic Descriptors – PG Programmes only
| Band | Conversion scale for PG Programmes | Generic descriptors |
| 8 | 90 – 100 | All learning outcomes and task specifications have been achieved to an exceptionally high standard (according to the level of study). The outcome of the assessment task is presentable in a professional context and may extend practical or theoretical knowledge in the field. It displays an exceptionally high level of understanding, evaluation, insight, analysis, reflection and/or criticality (according to the level of study), and connections are developed both within and beyond the task set. The work’s organisation, structure and presentation are developed to an exceptionally high standard. |
| 7 | 80 – 89 | All learning outcomes and task specifications have been achieved to an outstanding standard (according to the level of study). The outcome of the assessment demonstrates an outstanding display of understanding, exploration, evaluation, insight, analysis, reflection, criticality and/or research (according to the level of study). Connections are developed both within and beyond the task set. The work’s organisation, structure and presentation are developed to an outstanding standard. |
| 6 | 70 – 79 | All learning outcomes and task specifications have been achieved to high standard (according to the level of study). The outcome of the assessment demonstrates an excellent display of understanding, exploration, evaluation, insight analysis, reflection, criticality and/or research (according to the level of study), and connections are developed both within and beyond the task set. The work’s organisation, structure and presentation may be developed to an excellent standard. |
| 5 | 60 – 69 | All learning outcomes have been achieved at a good and some to a very good standard (according to the level of study). The outcome of the assessment demonstrates a very good level of understanding, exploration, evaluation, analysis, reflection, criticality, some insight and/or very good research (according to the level of study), and connections are established within the task set, and in some cases reaching beyond. The work’s organisation, structure and presentation may be developed to a very good standard. |
| 4 | 55 – 59 | Most learning outcomes have been met at a good standard (according to the level of study). The outcome of the assessment demonstrates a good understanding, exploration, evaluation, analysis, and some reflection, criticality and/or appropriate research. (According to the level of study) The work’s organisation, structure and presentation may be appropriately developed. |
| 3 | 50 – 54 | All learning outcomes have been met to a minimum satisfactory standard (according to the level of study). The outcome of the assessment shows an adequate understanding, of major ideas, with little insight and basic research. Limited level of analysis, reflection and/or criticality (according to the level of study). The outcome of the task shows ability to paraphrase concepts and theories, with limited ability to make connections. The work may be disorganised, and the structure and presentation may be barely adequate. |
| 2 | 36 – 49 | Most learning outcomes have almost been met, whilst the rest have not (according to the level of study). The outcome of the assessment shows a limited understanding of major ideas, with little insight, very basic research, and very limited ability to make connections. No analysis, reflection and/or criticality (according to the level of study) The work may be disorganised, and the structure and presentation may be barely adequate. |
| 1 | 21 – 35 | The majority of the learning outcomes have not been met (according to the Level). The outcome of the assessment task is incomplete, flawed, very limited and/or presents significant inaccuracies. The outcome of the assessment shows very limited understanding with no insight, and very limited ability to make connections within basic ideas in the field, very fragmented. Lacks research. No analysis, reflection or criticality (according to the level of study) The work is disorganised, and unstructured. Presentation is barely adequate. |
| 0 | 0 – 20 | None of the learning outcomes have been met. The task has not been addressed by the student, or there is no assessable task. The outcome of the assessment shows no understanding of basic ideas, with no insight and shows no ability to make connections within basic ideas in the field, or the connections are completely irrelevant. Lacks research. No understanding, analysis, reflection nor criticality. The work completely lacks organisation and structure. Presentation is completely inadequate. |
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