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IBUS2309 Assignment Guide

Page 1 of 26

IBUS2309 Assignment Guide

Assignment Summary Table

Assessment Task & Type Components Final Mark Weighting

Assignment 1: Group

Assignment

* There will be peer review

moderation.

Part 1: Group Cultural Immersion Reflection

Analysis

Part 2: Group Oral Presentation

Part 3: Group Take-Away Lesson

20% - Due Week 6: 29

August 2024, 13:00

(7.5%) - Dates TBA in

tutorial

(7.5%)- Dates TBA in

tutorial

Individual In-Tutorial Quiz

Based on Group Presentations

In-Tutorial Quiz Based on Group Presentations 15%

Assignment 2: Individual Cross- Cultural Incident Analysis

Incident, 4 alternative explanations, research,

rationales for the best explanation

25% - Due 17 October

2024, 13:00

Final Examination The final exam will address all materials covered

in the course, seminars, and readings.

25%

• All parts of this course assessment evaluate students' abilities, skills, and knowledge without

the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop

responses is strictly prohibited and may constitute student misconduct under the Student Code of

Conduct. This includes dictionary and translation applications (APPs). ............................................ 3

Group Charter is due in Week 4: 15 August 2024; 13:00 (AEST) on the Blackboard

site: “Group Charter Submission Site”. .............................................................................. 5

Part 1: Group Written Analysis (20% of final mark; Approximately 3,000 words -

10% latitude); Due 29 August, 2024, 13:00. ...................................................................... 5

Compulsory: Individual Contributions for the group written assignment is due in Week 6 on assignment

submission date and time (29 August 2024; 13:00); via Blackboard “Individual Contribution(s) Written

Analysis Submission Site”. You may submit it earlier. Note your group may have set an earlier deadline to

submit to your respective groups. ......................................................................................................................... 5

Individual Contributions for the presentation is due on the day of your presentation 13:00 via

Blackboard, “Individual Contribution(s) Presentation Submission Site”. ....................................................... 5

Part 2: Group Oral Presentation (7.5% of the final mark; Maximum of 18-minutes including the Take

Away Lesson; date to be determined in week 3), and ......................................................................... 5

Part 3: Group Take-Away Lesson (7.5% of final mark) ..................................................................... 5

Group Presentation Slides are due one week prior to the presentation, 13:00 (AEST), via Blackboard

and Turnitin “Group Presentation Slides Submission Site”.

You may submit it earlier.

Note your group

may have set an earlier deadline to submit to your respective groups. ......................................................... 5

IBUS2309 Cultural Immersion Reflection Analysis Criteria Summary*: 20% of final

mark (Approximately 3,000 words, not including references and appendix; 10%

word limit latitude). ............................................................................................................. 8

IBUS2309 Written Analysis Rubric ................................................................................................... 9

Sample Structures of Group Cultural Immersion Reflection Analysis ............................................. 10

IBUS2309 Oral Presentation Criteria Summary ............................................................................... 11

IBUS2309 Oral Presentation Rubric ................................................................................................. 12

Group Dynamics ................................................................................................................ 13

PEER EVALUATION IBUS2309 (Written Assignment)* .............................................................. 14

PEER EVALUATION IBUS2309 (Oral Presentation – Part 2 & 3)* .............................................. 16

Individual In-Tutorial-Quiz Based on Group Oral Presentations (15% of the final

mark) ................................................................................................................................... 18

IBUS2309 Assignment Guide

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IBUS2309 In-Tutorial Presentation Quiz (Timed Open Book Quiz) ................................................ 19

IBUS2309 Presenting Group ............................................................................................................ 20

Assignment 2: Individual Cross-Cultural Incident Analysis Assignment (25% of final

mark) ................................................................................................................................... 21

IBUS2309 Individual Cross-Cultural Incident Analysis Assignment Rubric .................................. 24

All times listed in the course are Australian Eastern Standard Times (AEST).

Students must submit all assessments to pass the course.

IBUS2309 Assignment Guide

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Guidelines For Assignments

1. Ensure you have consulted the assignment guide.

2. Ensure that when submitting assignments electronically that all parts are included.

3. Assignments must be typed; font size should be legible (12-point); double spaced, margin of 2.5 cm on all

sides of the page.

Number all pages (except the title page) consecutively. A list of works consulted works

must be included and referenced appropriately; see referencing style criteria below.

4. The language of operations associated with all activities and assessments is the English language.

Non-compliance can lead to assessments awarded the mark of zero, and non-compliance in group settings

be interpreted as exclusionary behaviour, a form of bullying and a serious offence.

5. You must submit your assignments as an electronic file only via Turnitin in a Word document file.

6. If you have not completed an integrity tutorial, you must do so before submitting your assignment. See the

Blackboard site for information.

7. Appropriate referencing is compulsory.

The course recommends APA 7th referencing style.

(https://guides.library.uq.edu.au/referencing/apa7).

If you do not reference properly, it may be

interpreted as plagiarism.

• The following are examples of plagiarism where appropriate acknowledgement or referencing of

the author or source does not occur:

•

Direct copying of paragraphs, sentences, a single sentence, or significant parts of a sentence;

•

Direct copying of paragraphs, sentences, a single sentence, or significant parts of a sentence with an

end reference but without quotation marks around the copied text;

•

Copying ideas, concepts, research results, computer codes, statistical tables, designs, images, sounds

or text or any combination of these;

•

Paraphrasing, summarising or simply rearranging another person's words, ideas, etc., without

changing the basic structure and/or meaning of the text;

•

Offering an idea or interpretation that is not one's own without identifying whose idea or

interpretation it is;

•

A ‘cut and paste' of statements from multiple sources;

•

Presenting as independent, work done in collaboration with others;

•

Copying or adapting another student's original work into a submitted assessment item.

• Please note that there is a distinction between a bibliography and references.

• All parts of this course assessment evaluate students' abilities, skills, and knowledge

without the aid of Artificial Intelligence (AI). Students are advised that the use of AI

technologies to develop responses is strictly prohibited and may constitute student

misconduct under the Student Code of Conduct. This includes dictionary and

translation applications (APPs).

• Academic integrity policy is in effect in this course.

It is the responsibility of each

individual and group to adhere to academic integrity.

Any work that has breached

academic integrity will receive zero marks.

Any work you submit online has a legal declaration, thus by submitting your work you are agreeing

to the declaration.

“Legal Declaration: By submitting your work via this website, you formally declare that: 1)

It is your own original work, and no part of the work has been copied from any other

source or person except where due acknowledgement is made; 2) No part of the work has

been previously submitted for assessment in this or any other institution; 3) No Artificial

Intelligence Application has been used to aid producing the work; and 4) you have read

and completed the UQ Academic Integrity and Plagiarism Policy and understand its

implications as mandated in the course:

http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct.

https://ppl.app.uq.edu.au/content/student-code-conduct-policy “

• NOTE: If you have successfully submitted your file, you should be shown a screen with all the

information listed on the screen (see sample below).

IBUS2309 Assignment Guide

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• For your benefit, you should print your digital receipt or take a screenshot of your submission.

If you

do not see a screen stating your submission is complete or a receipt, then you have NOT successfully

submitted your assignment.

It is your/group’s responsibility to make sure that you have successfully

submitted your assignment.

IBUS2309 Assignment Guide

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Assignment 1: Group Assignment (35% of final mark, group assignment consists of three parts)

Students must follow the criteria found in the assignment guide provided on Blackboard or risk failing the

assignment.

Group Charter is due in Week 4: 15 August 2024; 13:00 (AEST) on the Blackboard site: “Group Charter

Submission Site”.

• The language of operations associated with all activities and assessments is the English language.

Non- compliance can lead to assessments awarded the mark of zero, and non-compliance in group settings be

interpreted as exclusionary behaviour, a form of bullying and a serious offence.

Part 1: Group Written Analysis (20% of final mark; Approximately 3,000 words - 10% latitude); Due 29

August, 2024, 13:00.

Compulsory: Individual Contributions for the group written assignment is due in Week 6 on assignment

submission date and time (29 August 2024; 13:00); via Blackboard “Individual Contribution(s) Written

Analysis Submission Site”. You may submit it earlier. Note your group may have set an earlier deadline to

submit to your respective groups.

Individual Contributions for the presentation is due on the day of your presentation 13:00 via Blackboard,

“Individual Contribution(s) Presentation Submission Site”.

• Although the submission will not be marked, not submitting the individual contribution materials will

exclude you from receiving the group’s mark, since it implies you made no contribution(s) to the group

assignment.

Make sure you document your contribution.

If your group use online files, use track changes

to show your contribution, and save the files as evidence.

• Academic Integrity policy is in effect. Note: It is the responsibility of each individual and group to adhere

to Academic Integrity.

Plagiarised materials (high similarity match) will receive zero marks. You must

include a reference list of the materials you used.

Part 2: Group Oral Presentation (7.5% of the final mark; Approximately 18-minutes including the Take

Away Lesson; date to be determined in week 3), and

Part 3: Group Take-Away Lesson (7.5% of final mark)

Group Presentation Slides are due one week prior to the presentation, 13:00 (AEST), via Blackboard and

Turnitin “Group Presentation Slides Submission Site”.

You may submit it earlier.

Note your group may

have set an earlier deadline to submit to your respective groups.

• Groups will randomly be created by the course coordinator/facilitator.

Once the groups are created you must

contact your group by the end of week 3 or risk failing the assignment and losing out on group marks. You are

not allowed to change groups by yourself; the group change deadline is week 3.

o It is the student's responsibility to ensure that they are in a group, by the end of week 3.

If one is not in

a group by the end of week 3, one risks failing Assignment 1, and all its associated marks.

• The charter must be submitted on the Monday of week 4 (as per ECP dates) or the charter is void.

• The charter is binding to all group members assigned to the group, regardless of whether they have signed it or

not.

• All are in the same situation, so please take note of your presentation time and adjust your schedule

accordingly.

IBUS2309 Assignment Guide

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Part 1: Group Cultural Immersion Reflection Analysis (20% of your final mark)

A) Description of cross-cultural immersion (approximately 750 to 1000 words)

• During your cross-cultural immersion think about the following since you will use the experience to

develop a research topic that is relevant to international business/management (IB/M) situations.

In your

write-up include the following:

• For a little fun, an appropriate group selfie (photo) at the venue or outside.

• Describe the context (relevant information such as the scene and any important environmental factors;

people's cultural and professional backgrounds - if possible).

• What happened, where and when; who was involved?

• What were your thoughts and feelings during the experience?

• What events were most interesting, different and/or confusing to your group, and why?

Keep in mind that the goal is to identify events or concepts that are relevant to IB/M situations.

• How did these events meet or not meet your expectations?

• What information was lacking, or what change occurred during the cultural immersion?

• Emotions your or your group encountered; how did you/your group feel?

B) Cross-Cultural Analysis of Cultural Immersion (approximately 1500 to 2000 words)

• Choose events to focus on that are most interesting, important, different and/or confusing to your group during

the cross-cultural immersion; write an essay that analyses and explains your/your group’s experience.

• Use appropriate theories and/or frameworks relevant to the course and/or from other fields, to develop

your understanding of the events from a cross-cultural perspective. If relevant and applicable, you may also

analyse other factors that help you to understand the events, for example, environmental factors - economic,

legal, organisational, political, technological, etc.

o For example, if during your cross-cultural immersion you observed that men and women were separated

during activities.

What are the theories, underlying factors, and other factors that help you to understand

these behaviours?

• Abstract concepts from the events you have experienced and focus on the most interesting, important, different

and/or confusing to your group - that, if applied or occurs in an organisational setting, can affect managing

across cultures in a domestic or international organization.

• Discuss how the concept(s) your group abstracted from the event(s) affect managing across cultures in a

domestic or international organisation either positively or negatively. It can be related to the culture(s) you

encountered. Based on your research, provide best practice recommendation(s).

o For example, if during your cross-cultural immersion you observed that men and women were separated

during activities. What are the implications of this if this was practised or occurred in an IB/M setting

and/or multicultural environment? (i.e., how it relates to topics or concepts in the course; remember that

in IBUS2309, cultural microcosm as valid cultures).

The rest of the assignment is worth 15% of your final mark; it consists of Parts 2 and 3.

Based on your group's written research assignment (cultural immersion) you are to present your research findings

to your tutorial class that engages the class.

Each group will be required to conduct further research to create a

take-away lesson and class discussion that engages the class and explains the phenomenon depicted in the take- away lesson. Further, you must discuss at least one alternative explanation of how the concept(s) occurs using a

logical explanation, theory(ies) or framework(s) using theory and/or framework other than Hofstede in the take- away lesson.

Part 2: Group Oral Presentation (7.5% of final mark; date to be determined in week 3)

Based on your group's written research assignment (cultural immersion):

A) Present the research topic you develop.

B) By using appropriate theories and/or frameworks relevant to the course, present the research topic and how the

issue(s) affects managing across cultures in a domestic or international organisation.

C) We suggest approximately a 12 to 15-minute research oral presentation, and

D) Provide presentation slides/handouts with a reference list to the tutor.

E) All members must present to be awarded marks.

F) All groups must be ready to present on the day of presentation with their presentation materials on a USB or

alternative device to use the seminar room facilities.

Part 3: Group Take-Away Lesson - to be presented on the same day of presentation (7.5% approximately 3- 5 min)

IBUS2309 Assignment Guide

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Based on the research topic you developed and presented, each group will be required to conduct further research

to create a take-away lesson from the concept(s) that you abstracted from the cultural experience that is applicable

in an IB/M and/or managing in multicultural environments. Therefore, it requires your group to develop a realistic

situation that teaches the class about concepts that you developed concerning managing across cultures in a

domestic or international organisation.

• The take-away lesson can be anything creative, such as a game, role-play, skit, or case study, etc. that depicts

what you learnt from the cultural experience and how the topic/issues affect managing across cultures in a

domestic or international organisation.

• The take-away lesson should teach the class about the concepts depicted in your written assignment and their

application in at least one culture. As such, it may involve further research to investigate elements of the culture

that are relevant to IB/M and/or managing in a multicultural practice(s) discussed in your oral presentation. This

must include at least one alternative explanation of how the concept(s) occurs using a logical explanation,

theory(ies), or framework(s) other than Hofstede.

• Note: The take-away lesson is not a re-enactment of the activity - it is teaching the class what you learnt

based on the abstraction of concepts from the movie and the group research. It is also not just asking

questions using Kahoot!

Use of Kahoot only will receive low marks.

• Lead a class discussion that engages the class and explains the phenomenon depicted in the take-away lesson.

• We suggest approximately a 3 to 5-minute engaging take-away lesson presentation inclusive of discussion.

• All members must present to be awarded marks.

Maximum of 18-minutes for the whole presentation. Your tutor will then wrap up with a discussion of how the

concepts presented are relevant for managing across cultures. Have fun with the assignment!

All students in the group will receive the same mark for the written assignment, presentation, and take-away lesson.

However, an opportunity to evaluate the contribution of group members will be provided at the write-up due date

and after the presentations.

This peer evaluation may result in the increase or decrease of individual marks and, as

such, will be taken seriously.

Peer reviews are compulsory, not submitting peer reviews may decrease marks.

Note: Individual group members must upload their contributions to the group on the Blackboard.

• Each group member must again submit their individual contribution to the group assignment to this

submission system before the assignment due date so that all have a record of members' contribution(s).

Although the submission will not be marked, not submitting the individual contribution materials

will exclude you from receiving the group’s mark.

• You must submit your contribution(s) as a file. e.g., Word doc. file, pdf file, pictures, etc., so when you are

ready to submit, go to the site and submit your file using the "attach files" function.

• Each member can submit multiple files under their name. Each submission will be recorded as an

"Attempt", so if you submitted three files, you will have three attempts listed in this submission folder.

However, to submit multiple times, you must click "Continue" on the submission page.

• The submission must meet the UQ Academic Integrity and Plagiarism Policy.

Please submit the IBUS2309 Group Charter to the Blackboard submission site.

The Group Charter is a

binding document amongst group members.

IBUS2309 Assignment Guide

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IBUS2309 Cultural Immersion Reflection Analysis Criteria Summary*: 20% of final mark

(Approximately 3,000 words, not including references and appendix; 10% word limit latitude).

Student Name & ID Number:

Detailed rubric can be found in subsequent sections of this assignment guide.

Criteria Weight & Mark

Writing, Coherence of Argument/Information



Clearly defined issue/topic to be discussed.



Met word quantity criteria.



Concepts/topics developed throughout the essay and relevant issues addressed.



Information is well structured, integrated, and comprehensible.

15% of total

Research and Effective Application



Culture stimulus activity analysis.



Extensive research/reading demonstrated.



A minimum of 7 peer-reviewed journal articles, at least 3 after 2018. If you only meet

the minimum criteria, then only minimum marks are awarded.



Materials should go beyond assigned readings, including journal articles.



Research effectively and appropriately used to develop the topic.

 Culturally relevant research.

15% of total

Analysis of Culture Immersion



Demonstrates understanding of relevant aspects of issue/topic.



Clear elaboration of how culture influenced issue/topic (15/60%).



Use of appropriate theories and/or frameworks to analyse the topic and demonstrated

understanding (20/60%).



Successfully conveyed relevance of the topic for managing across cultures.



Independent interpretation/original approach.

60% of total

Presentation



Professional/concise presentation.



Correct grammar and punctuation.



Neatly presented, including correct and consistent citations.

10% of total

Overall Mark

Grade 1

Serious Fail

Fail

Pass

Credit

Distinction

High Distinction

% Range 0-29 30-44 46-49 50-64 65-74 75-84 85+

• Students must follow the criteria found in the assignment guide provided on Blackboard or

risk failing the assignment.

• Feedback is provided in the assignment text via Blackboard.

Only the person who

submitted the assignment can access the feedback through the assignment submission site or

grade centre. Please see the instructions in the Week 9 Learning Resources folder.

IBUS2309 Assignment Guide

Page 9 of 26

IBUS2309 Written Analysis Rubric

The assignment’s grades are allocated according to the following criteria, each will carry the weight shown in the rubric.

Writing, Coherence of Argument/Information (15%)

1 The essay is incoherent and has major style and structure problems.

2 The essay has major style problems and/or fails to meet word quantity and structure.

3 The essay has style problems and/or fails to meet word quantity and structure requirements.

4 The essay meets the basic style and structure requirements for the assignment.

UQBS writing style guidelines are not

adhered to.

5 The essay is well written and meets the style requirements specified.

UQBS writing guidelines are generally adhered to,

but some inconsistencies still present.

6 The essay meets the requirements outlined and is clearly written and well presented.

Adherence to UQBS writing

guidelines is good.

7 The essay shows excellence in writing style, structure, and presentation.

UQBS writing guidelines are adhered to fully.

Research and Effective Application (15%) - must include “culture stimulus activity analysis”.

1 The essay has not attempted to conceptually draw upon research and/or course textbooks; not met minimum research

criteria. Have not demonstrated understanding of the materials, not applied them effectively and appropriately.

2 The essay has attempted to conceptually draw upon research and/or course textbooks; not met minimum research criteria.

Have not demonstrated understanding of the materials but attempted to apply the research materials.

3 The essay has not adequately drawn upon literature; not met minimum research criteria.

Relevant information from

research was not included. Only demonstrated minimal understanding of the materials and used them at a surface level.

4 The essay has conceptually drawn upon research and/or course textbooks to a basic standard; only just met minimum

research criteria. Only demonstrated minimal understanding of the materials and used them at a surface level.

5 The essay has demonstrated the ability to conceptually draw upon research and demonstrated a selection of relevant

literature; met minimum research criteria. Have also demonstrated some understanding of the materials, used them

effectively and appropriately.

6 The essay has successfully conceptually drawn upon research and a selection of mostly relevant academic literature

(peer-reviewed). Extensive research over and above criteria, and demonstrated understanding of the materials, used them

effectively and appropriately.

7 The essay has successfully conceptually drawn upon research and a selection of relevant academic literature (peer- reviewed). Has demonstrated extensive research over and above criteria, also clearly demonstrated understanding of the

materials, and used them effectively and appropriately.

Analysis (60%)

1 The essay neither developed an international business/management (IB/M) topic nor analysed how culture influenced the

topic.

2 The essay attempts to develop an IB/M topic but does not analyse how culture influenced the topic.

3 The essay only describes an IB/M topic, only attempts to analyse how culture influenced the topic.

4 The essay develops an IB/M topic and demonstrates a basic analysis of how culture influenced issues/topics.

5 The essay develops a clear IB/M topic and demonstrates a clear analysis of how culture influenced issues/topics relevant

to IB/M and/or managing in a multicultural environment.

6 The essay develops the topic well and demonstrates an excellent analysis of how culture influenced issues/topics relevant

to IB/M and/or managing in a multicultural environment.

7 The essay demonstrates an excellent development of the topic and excellent analysis of how culture influenced

issues/topics relevant to IB/M and/or managing in a multicultural environment supported by research.

The essay reflects

an excellent understanding of all the concepts and issues that affect IB/M operations and/or managing in a multicultural

environment.

Presentation (10%)

1 The essay is not presented in a neat and/or in the prescribed format, has numerous grammatical and/or punctuation errors,

numerous missing and/or incorrect citations, and references.

2 The essay attempts to present a neat and/or in the prescribed format, have numerous grammatical and/or punctuation

errors, numerous missing and/or incorrect citations, and references.

3 The essay demonstrates effort to present in a neat and/or in the prescribed format, has numerous grammatical and/or

punctuation errors, numerous missing and/or incorrect citations, and references.

4 The essay is presented in a neat and in the prescribed format, has some grammatical and/or punctuation errors, has some

missing and/or incorrect citations, and references.

5 The essay is presented in a neat and in the prescribed format, has minor grammatical and/or punctuation errors, has minor

errors in citations and references.

6 The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct, has

minor errors in citations and references.

7. The essay is presented in a neat and in the prescribed format, has no grammatical and/or punctuation errors correct,

flawless citations, and references.

IBUS2309 Assignment Guide

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Sample Structures of Group Cultural Immersion Reflection Analysis

Your group do not need to follow these sample structures. The structure of the write-up is dependent on your group’s

experience, what the events were and your group’s observations.

Sample 1

1. Introduction

2. Description of Cross-Cultural Immersion

• Events observed A, B, C, etc.

Research on Phenomena and Concepts Observed

• A, B, C, etc.

4. Analysis

• A, B, C, etc.

5. Conclusion

6. References

Sample 2

1. Introduction

2. Description of Cross-Cultural Immersion

3. Experience analysis

• A, B, C, etc.

4. Implications of Concept for Management

• A, B, C, etc.

5. Conclusion

6. References

7. Appendix

Sample 3

1. Introduction

2. Description of Cross-Cultural Immersion

3. Analysis

• A, B, C, D, E

4. Managerial implications

• A, B, C, etc.

5. Conclusion

6. References

IBUS2309 Assignment Guide

Page 11 of 26

IBUS2309 Oral Presentation Criteria Summary

Maximum of 18-minutes; including Take-Away Lesson. All members must present to be awarded marks.

Research Presentation 7.5% of final mark (12-15 Min)

Take-Away Lesson 7.5% of final mark (3-5 min.)

Student Name & ID Number:

Detailed rubric can be found in subsequent sections of this assignment guide.

Criteria Weight & Mark

Research



Demonstrates understanding of relevant aspects of concepts/topics.



Clear elaboration of how culture influenced concepts/topics.



Use of appropriate theories and/or frameworks to analyse concepts/topics and

demonstrated understanding; other than Hofstede.



Concept effectively addressed; using theory and/or framework other than Hofstede.



Independent interpretation/novel approach.



The presentation stimulates thought or debate.



Contributed to learning of concepts related to cross-cultural management and/or

international business.



Handout of presentation with reference list; all groups must be ready to present on the

day of presentation with their presentation materials on a USB or alternative device to use

the seminar room facilities.

75% of total

Oral Presentation Delivery



Appropriate use of materials (visual etc.).



Innovative/original approach.



Good time management.



Clear presentation, well structured, professional presentation (as in a corporate setting),

and delivery.



All members demonstrated understanding of materials.

10% of total

Interactivity



Created class discussion & engaged class throughout presentation (not just during the

take-away lesson).



Fielded and answered questions from the class.

15% of total

Take-away lesson



Clear discussion & analysis of concepts/topics.



Demonstrated understanding & research in presenting the take-away lesson.



Successfully conveyed relevance of concepts/topics for cross-cultural management;

using theory and/or framework other than Hofstede.



Engaged class during the take-away lesson.

Out of 100

Overall Mark

Research Presentation

Take-away lesson

Grade 1

Serious Fail

Fail

Pass

Credit

Distinction

High

Distinction

% Range 0-29 30-44 46-49 50-64 65-74 75-84 85+

IBUS2309 Assignment Guide

Page 12 of 26

IBUS2309 Oral Presentation Rubric

The assignment’s grades are allocated according to the following four criteria.

Each criterion will carry the weight shown in

the Rubric.

Research and Effective Application in Presentation (80%)

1 The presentation does not draw upon research and/or course textbook materials (show evidence) and has not used

theories, frameworks, concepts.

2 The presentation has attempted to conceptually draw upon research and/or course textbook (show evidence) but not met

minimum research criteria, and have not used theories, frameworks, concepts.

3 The presentation has not adequately conceptually drawn upon research, and only attempted to apply theories,

frameworks, and concepts.

4 The presentation has drawn upon research and/or course textbooks to a basic standard; only just met minimum research

criteria thus only show superficial understanding of issues, as well as superficial use of theories, frameworks, and

concepts.

5 The presentation has demonstrated good evidence research and demonstrated a selection of relevant literature, stimulated

thinking, and demonstrated the use of theories, frameworks, concepts.

6 The presentation has successfully applied research and demonstrated the selection of relevant literature, stimulated

thinking, and successfully used theories, frameworks, and concepts to provide insights into the phenomenon.

7 The presentation demonstrates excellent application of research, in some depth to stimulate thinking and successfully

used theories, frameworks, concepts to provide deep insights into the phenomenon and learning in IB/M and/or

multicultural environment.

Presentation Delivery (10%)

1 The presentation does not use visual materials, excessively long or short, and poorly structured.

2 The presentation has some visual materials, too long or short, and poorly structured.

3 The presentation used visual materials, too long or short, and poorly structured.

4 The presentation used visual materials, on time, but poorly structured.

5 The presentation has creative visual materials, attempted to be innovative, on time, and organised.

6 The presentation has creative engaging visual materials, innovative, on time, and organised, professional presentation and

delivery.

7 The presentation has excellent creative engaging visual materials, very innovative, on time, and organised, professional

presentation and delivery.

Interactivity (10%)

1 The presentation has no interactivity with audience during research presentation and take-away lesson.

2-3 The presentation has no interactivity with audience during research presentation, but some during take-away lesson.

2-3 The presentation has some interactivity with audience during the research presentation, but not during take-away lesson.

4 The presentation has some interactivity with audience during research presentation and but not during take-away lesson.

5 The presentation has some interactivity with audience during research presentation and some during take-away lesson.

6 The presentation has good interactivity with audience during research presentation and during take-away lesson.

7 The presentation has excellent interactivity throughout.

Take-away lesson

1 The take-away lesson does not draw upon research and/or course textbook materials (show evidence) and has not

addressed a cultural concept; have not used theories, frameworks, concepts; have not engaged audience.

2 The take-away lesson has attempted to conceptually draw upon research and/or course textbook (show evidence) but not

met minimum research criteria, has not addressed a cultural concept, and have not used theories, frameworks, concepts

have not engaged audience.

3 The take-away lesson has not adequately conceptually drawn upon research, thus have not elaborated on a cultural

concept effectively and only attempted to apply theories, frameworks, concepts; have attempted to engage audience.

4 The take-away lesson has drawn upon research and/or course textbooks to a basic standard; only just met minimum

research criteria thus only show superficial understanding of issues and cultural concepts; attempted to suggest an

alternative explanation apart from Hofstede, as well as superficial use of theories, frameworks, concepts; have engaged

audience.

5 The take-away lesson has demonstrated good evidence research and demonstrated selection of relevant literature,

addressed a cultural concept to stimulate thought; presented an alternative explanation apart from Hofstede, demonstrated

the use of theories, frameworks, concepts; engaged audience.

6 The take-away lesson has successfully applied research and demonstrated selection of relevant literature, addressed a

cultural concept to stimulate thought; successfully presented alternative explanation apart from Hofstede, successfully

used theories, frameworks, concepts to provide insights to the phenomenon; engaged audience well.

7 The take-away lesson has impeccably applied research and relevant literature, addressed a cultural concept to stimulate

thought; successfully presented more than one alternative explanation apart from Hofstede, and impeccably used theories,

frameworks, concepts to provide insights to the phenomenon; engaged audience well.

IBUS2309 Assignment Guide

Page 13 of 26

Group Dynamics

• Although we hope all group members will work happily with each other and learn from each other, problems can

occur. If so, please first deal with this issue immediately with your group member. To excel as business leaders,

you will need to deal openly, constructively, and promptly with any issues in your group.

• Consistent problematic issues regarding group member participation will prompt a meeting with the course

coordinator with the intent to reintegrate the erring member. Uncooperative members run the risk of having their

grade reduced to account for their behaviour’s assumed negative effect on their group’s project and as a deterrent to

social loafing.

• It is strongly recommended that each group appoint a Secretary-Recorder, which can be a rotating or shared role,

who will maintain a log of all group activities (including attendance at meetings and group member follow-through

on commitments) for course coordinator review upon request in the event of issues arising within a group.

• You are encouraged to have a Captain to facilitate the group work. Again, this can be a rotating or shared role to

allow everyone to lead.

Please submit the IBUS2309 Group Charter to the Blackboard submission site.

The Group Charter is a

binding document amongst group members.

The University of Queensland Business School is committed to developing and maintaining an inclusive

environment that supports intellectual freedom, personal and academic integrity, and ethical standards. As

members of the University community, all students have a shared responsibility to conduct themselves in a manner

consistent with the University’s values and guiding principles.

The Student Charter promotes a sense of community and personal accountability while also recognising that all

members of the University community deserve respect from others in both formal and informal contexts. The

University strongly opposes any conduct which might reasonably be perceived as discrimination, harassment or

bullying or which is otherwise intimidating.

When disagreement occurs, students are still expected to treat others with courtesy, being able to voice alternative

points of view in rational debate.

We ask that all students familiarise themselves with the Student Charter and internalise the values and

responsibilities that it sets out.

IBUS2309 Assignment Guide

Page 14 of 26

PEER EVALUATION IBUS2309 (Written Assignment)*

The purpose of this evaluation is to assess a member’s contribution to the group effort.

Group members may

contribute to the group along various dimensions.

These include their organisation/project management,

knowledge/research, communication, and responsibility, including supporting the group and members in any way.

Use the 9-point rating scale given below to rate yourself and members of your group.

Please be as objective as

possible, taking behaviours rather than personal style into consideration.

Peer reviews are compulsory to ensure

that a contribution score is available for all moderation.

Instructions: You are required to assess your peers on their contribution to the group assignment by allocating

each group member a mark in each of the four criteria.

For each criterion, allocate a mark between one and six,

where a mark of one (1) indicates no contribution or submitting contribution passed the agreed group deadline,

and a mark of nine (9) indicates that they made the maximum contribution possible.

1 = Person demonstrated no contribution in this criterion or submitted contributions past the agreed-upon group

deadline.

1.01 – 1.99 = Person demonstrated a low contribution to the group in this criterion.

2 – 3.99

= Person demonstrated a medium-low contribution to the group in this criterion.

4 – 5.99 = Person demonstrated a medium-level contribution to the group in this criterion.

6 – 8.4 = Person consistently demonstrated a medium-high level of contribution to the group in this criterion.

8.5 - 9 = Person consistently demonstrated high-level contribution to the group in a criterion.

• A mark of six (6) or less (1 to 6), based on the above guide (out of 9) for any criteria, requires a comment;

otherwise, it is invalid.

• To take account of the possibility that a student does not contribute to one or all criteria, 1 signifies that a

student has not contributed.

• Peer reviews are compulsory and must be submitted within five days of the assessment due date, not

submitting peer reviews may decrease marks.

If no peer review is received from a student after 5 days,

then no contribution scores are calculated and not available for all moderation. No exceptions!

Important Mark Moderation Based on Peer Review – highest score is 9, see explanation below.

The moderation of individual marks will be based on the following overall average review):

• 8.5 to 9.0 (consistently demonstrated full contribution to group), no deduction from group mark.

• 8.0 to 8.4 (demonstrated medium-high level contribution) 5% deduction from group mark.

• 6.0 to 7.99 (demonstrated medium level contribution), 15% deduction from group mark.

• 3.0 to 5.99 (demonstrated medium-low contribution), 25% deduction from group mark.

• 1.01 to 2.99 (demonstrated low contribution in several criteria or submitted contribution passed agreed

group deadline), 50% deduction from group mark.

• 1, no individual mark will be awarded.

*No contribution in the written analyses will imply zero marks for ALL group work, since the subsequent works

are dependent on the written assignment.

For each criterion, allocate a mark between 1 (no contribution) and 6 (maximum contribution) to each

group member (a mark of 6 or less requires a comment).

Criteria 1: Organisation/Project Management

Role in contributing to the process needed to complete the assignment. Consider their approach to setting up

meeting times and work submission deadlines as well as their willingness to listen to other group members'

opinions.

Criteria 2: Knowledge/research

Contribution of research, knowledge, opinions, and skills to group discussions and work completion.

• Maintaining academic integrity (ensuring original work; no plagiarised and/or AI-generated materials).

Criteria 3: Communication

IBUS2309 Assignment Guide

Page 15 of 26

How well one collaborated and communicated with others in the group and fulfilled their roles within the group.

To determine your mark, consider if each group member:

• was present at all meetings, as long as feasibly possible (either in person or via phone/online) (barring

legitimate reasons),

• played an active role in facilitating agreement and resolving conflict and,

• provided timely responses to all communications and queries.

Criteria 4: Responsibility

Taking responsibility for the group’s outcome, and consistently acting in a manner that demonstrated they were

keen for the group to perform well (e.g., supporting the group).

• This includes ensuring that the English language is used in all forms of communication. Since the official

language of Australia is English, non-compliance can lead to assessments awarded the mark of zero, and

non-compliance in group/group settings be interpreted as exclusionary behaviour, a form of bullying and a

serious offence.

IBUS2309 Assignment Guide

Page 16 of 26

PEER EVALUATION IBUS2309 (Oral Presentation – Part 2 & 3)*