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COURSEWORK QUESTION PAPER: 1st sit |
Spring 2025 Semester-long |
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Module Code: |
AC4057 |
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Module Title: |
Business Law and Ethics |
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Module Leader: |
Nischaya Subedi (Islington College) |
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Coursework Type: |
Group Coursework: Individually assessed group presentations – 20 minutes |
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Coursework Weight: |
This coursework accounts for 40% of your total module grades. |
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Submission Date: |
TBA |
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When Coursework is given out: |
Week 8 |
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Submission Instructions: |
You are required to a group to develop a presentation of the given topic ● Submit the copy of powerpoint on the due date given by RTE before coming for the presentation. ● The presentation date and time of your group will be provided by the module lecturer a week before. ● Each group are required to submit these files to the RTE as a part of formal submission. 1. A copy of Powerpoint file: <<group name>>.pptx 2. Group Contribution Log (pdf) 3. 1 page presentation synopsis (pdf) |
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Warning: |
London Metropolitan University and Islington College takes Plagiarism seriously. Offenders will be dealt with sternly. |
© London Metropolitan University
Page 1 of 6
Section A: Learning outcomes of the assessments
The assignment addresses the following learning outcome/s of the module:
LO3: Demonstrate an understanding of the importance of ethics to society, business and the professional accountant and related professions
LO4: Recognise that business and finance should be conducted in a manner which complies in the spirit of accepted professional ethics and values
Section B: Introduction
Oral Exam – this assessment will be in the form of individually assessed group presentations
This assessment requires the students to work in groups to analyse the Business ethics issues affecting one of the organisations assigned.
It is mandatory for students to submit a group declaration form.
This assessment encourages students to develop and practice the following skills: Researching and analysing facts, application of knowledge and presenting facts, communicating/presenting – orally and in writing, including problem-solving and decision making, interpersonal, including collaborating/working with others, cross-cultural awareness, and having a positive attitude.
Section C: Assessment Strategy
You are expected to work in a group of 4-5 students to develop a presentation of a given topic. The group will be formed on week 8 by the lecturer or tutor.
Task Details
● This presentation will consist of a 20-minute presentation and followed by Q&A, an opportunity to “showcase” your Ethics in Business concept. The assessment also enables students to acquire the skills of working with others from diverse cultural and educational backgrounds.
● You are required to watch the documentary videos on WorldCom “When the greed goes too far” to understand the context. Based on the documentary, the case provided, and your research work, each group need to develop the presentation of the one of the topics given below.
Topics for the group presentation
• Role of Bernard J. Ebbers on the WORLDCOM collapse.
• Role of Scott D. Sullivan on the WORLDCOM collapse.
• Role of Cynthia Cooper on the WORLDCOM collapse
• Role of Arthur Anderson on the WORLDCOM collapse
Requirements
● Your group can use PowerPoint with audio and video, supporting graphics, pictures or other relevant material of your own creation.
Page 2 of 6
● Remember the panel has only limited time and many other presentations to consider; it is your task to “showcase” your case as clearly as possible in the limited time available. Do keep a note of all source references used.
● Each presentation should consist of exactly 20 slides and last 20 minutes.
Section D: Assessment submission
Each group are required to submit the following files as a part of the official submission to RTE on the announced date during EXAM WEEK.
1. A copy the presentation slide
2. Group Contribution Log
3. 1-page presentation synopsis
In all documents, the university id of all the members must be mentioned on the cover-page. The filename convention must be as below:
● GroupA-John-Sally-Patt-Barry.pptx
● GroupA-Group Contribution Log.pdf
● GroupA-synopsis.pdf
Presentation will take place after the date of the submission to RTE. The time and date of the group presentation will be provided by the lecturer in the VLE a week before the date of the presentation.
Section E: Marking Criteria: How you will be evaluated?
Even though this is a group presentation, you will be evaluated INDIVIDUALLY in most of the components. Following are the different criteria used to evaluate this assessment.
Group Criteria – 40%
1. Overall Content delivered
2. Structure
3. Critical analysis
4. Time limit
5. Referencing (Harvard Referencing, In-text citation and bibliography)
6. Quality of the visual aid used
Individual Criteria – 60%
1. Content delivered – individually
2. Reflection of In-classroom learning and learning materials during the presentation 3. Ability to answer during the Q&A session.
4. Quality of the presentation
5. Contribution in the group work
6. Time limit
Section F: Recommended Table of contents
● Cover page
● Agenda
● Problem Identification
● Facts Collected
● Findings and Recommendations
● Bibliography
Page 3 of 6
Section G: Recommended Reading for references
● Business Ethics: Concepts and Cases — Books a la Carte, 8/E Manuel G. Velasquez, Santa Clara University
● Case- WorldCom’s Bankruptcy Crisis, Center for Ethical Organizational Cultures Auburn University http://harbert.auburn.edu
● Video Documentary: When the greed gets too far
Section H: Assessment Grade Description
GSBL UNDERGRADUATEGENERAL GRADE DESCRIPTORS
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Level 3/4 |
Level 5 |
Level 6 |
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General |
Acquisition of broad knowledge Evaluate information Use information to plan, develop and problem solve |
Generate ideas through analysing concepts Demonstrate a command of specialised skills Formulate responses to well defined and abstract Analyse and evaluate information |
Critically review, consolidate and extend a body of knowledge using specialised skills Critically evaluate concepts and evidence from a range of sources Transfer and apply skills and exercise significant judgement in a range of situations |
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70-100 (A) |
Very good Demonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation and critical appraisal Use of a wide variety of appropriate sources Transformation of knowledge Independent thinking and development of ideas Ability to communication very clearly and effectively Very good evidence of preparation |
Excellent Advanced scholarship Goes beyond the material provided Excellent link to research Excellent analysis, synthesis, evaluation and critical appraisal Excellent evidence of preparation Comprehensive and critical understanding of the topic Excellent ability to communicate clearly and effectively Excellent organisation, structure and presentation of work |
Excellent – Outstanding (for use at far end of range) Outstanding understanding, exploration and insight Strong evidence of originality and development of own ideas Develop a highly complex argument Outstanding ability to communicate topics clearly and concisely Advanced organisation, structure and presentation of work Good references, appropriate sources (quality and |
Page 4 of 6
|
Very good organisation, structure and presentation of work – minimal errors Good references, appropriate sources (quality and quantity). No errors in reference list or citations. |
Good references, appropriate sources (quality and quantity). No errors in reference list or citations. |
quantity). No errors in reference list or citations. References well utilised and critiqued |
|
|---|---|---|---|
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60-69 (B) |
Very good Demonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation Use of a wide variety of appropriate sources Transformation of knowledge Independent thinking and development of ideas Ability to communication clearly and effectively Very good evidence of preparation Very good organisation, structure and presentation of work – minimal errors Good references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations. |
Very good Demonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation Use of a wide variety of appropriate sources Transformation of knowledge Independent thinking and development of ideas Ability to communication clearly and effectively Very good evidence of preparation Very good organisation, structure and presentation of work – minimal errors Good references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations. |
Very Good Advanced scholarship Goes beyond the material provided Very good link to research Very good analysis, synthesis, evaluation and critical appraisal Very good evidence of preparation Comprehensive and critical understanding of the topic Very good ability to communicate clearly and effectively Very good organisation, structure and presentation of work Good references, appropriate sources (quality and quantity). No errors in reference list or citations. |
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50-59 (C) |
Adequate – Satisfactory Some analysis but limited Some insight and exploration of ideas Sound conclusions No significant inaccuracies or omissions Some analysis, evaluation or synthesis of information Lacking clarity at times Some evidence of preparation Referencing is sound. Mostly appropriate sources. Numerous errors or inconsistencies |
Adequate – Satisfactory Some evidence of thinking independently to develop own ideas Evaluation of relevant theories or literature Reasonable ability to communicate clearly and effectively Report information in a structured way Use of an appropriate format Quite comprehensive knowledge Satisfactory evidence of preparation Satisfactory referencing, appropriate sources. Numerous but minor errors in references |
Adequate- Satisfactory Evidence of thinking independently to develop own ideas Evaluation of relevant theories or literature Ability to communicate clearly and effectively Report information in a structured way Use of an appropriate format Reasonably Accurate, quite comprehensive knowledge Satisfactory evidence of preparation Coherent and well presented – minor errors Satisfactory referencing, appropriate sources. Minor errors in references |
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40-49 (D) |
All learning outcomes met Competent (practical) May be incomplete in knowledge (some errors or omissions) Insufficient analysis, evaluation or synthesis |
All learning outcomes met Competent (practical) May be incomplete in knowledge (some errors or omissions) Weak or no analysis, evaluation or synthesis |
All learning outcomes met Competent (practical) May be incomplete in knowledge (some errors or omissions) Weak or no analysis, evaluation or synthesis |
Page 5 of 6
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Limited application of theories/knowledge An awareness of appropriate principles/theories/technique s Irrelevance to the task at times Disorganised work with weak standard of presentation Numerous aberrations from the requirements of the task Referencing is attempted although may be inconsistent, many errors, weak sources |
Some application of theories/knowledge An awareness of appropriate principles/theories/technique s Irrelevance to the task at times Disorganised work with weak standard of presentation Aberrations from the requirements of the task Referencing is attempted although may be inconsistent, many errors, weak sources |
Some application of theories/knowledge An awareness of appropriate principles/theories/technique s Irrelevance to the task at times Disorganised work with weak standard of presentation Aberrations from the requirements of the task Referencing is attempted although may be inconsistent, many errors, weak sources |
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|---|---|---|---|
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Condoned Pass 30- 39 (R2/F1) |
Learning outcomes not met Little relevant knowledge Lacking structure Numerous errors in structure and form Limited understanding of concepts/theories No appropriate analysis, evaluation or synthesis Significant inaccuracies/omissions Not competent Little or no attempt to use references and if so very weak with errors |
Learning outcomes not met Little relevant knowledge Lacking structure Numerous errors in structure and form Limited understanding of concepts/theories No appropriate analysis, evaluation or synthesis Significant inaccuracies/omissions Not competent Little or no attempt to use references and if so very weak with errors |
Learning outcomes not met Little relevant knowledge Lacking structure Numerous errors in structure and form Limited understanding of concepts/theories No appropriate analysis, evaluation or synthesis Significant inaccuracies/omissions Not competent Little or no attempt to use references and if so very weak with errors |
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Under 30 (R2/F2) |
Little engagement with the task No basic understanding of the subject matter Poor communication (written or verbal) Lacking or no structure Significant errors in structure and form Many significant inaccuracies/omissions – very little correct Little or no attempt to use references and if so very weak with many significant errors |
Little engagement with the task No basic understanding of the subject matter Poor communication (written or verbal) Lacking or no structure Significant errors in structure and form Many significant inaccuracies/omissions – very little correct Little or no attempt to use references and if so very weak with many significant errors |
Little engagement with the task No basic understanding of the subject matter Poor communication (written or verbal) Lacking or no structure Significant errors in structure and form Many significant inaccuracies/omissions – very little correct Little or no attempt to use references and if so very weak with many significant errors |
|
(0%) |
No submission Nothing of relevance in the work submitted |
No submission Nothing of relevance in the work submitted |
No submission Nothing of relevance in the work submitted |
End of Document
Page 6 of 6
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