MGTM15 HRM in an International and Digital Context Assessment Brief 2026 | The University of Sunderland
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| University | The University of Sunderland |
| Subject | MGTM15 HRM in an International and Digital Context |
MGTM15 Assessment Brief – Postgraduate
Instructions on Assessment
With reference to appropriate models, theories, frameworks, and academic literature, you are required to create a digital academic poster that responds the following:
Choose a MNC and one of its subsidiary countries to illustrate the challenges an ‘expatriate’ manager will face in the chosen host country in comparison to the parent country, for example corruption, risk factors etc and you are to provide appropriate recommendations to overcome these challenges. The academic poster will illustrate knowledge and application of appropriate models, frameworks, and theory but also be esthetically pleasing with the use of colour, imagery and imagination to represent the chosen country. The poster must include text citation and a reference list. Additionally, the poster will be accompanied with a critical reflection (1000 words) to state why you chose the particular MNC and the associated challenges, justification with be required. Both sections will test all learning outcomes.
The size of the digital academic poster is A1 (594mm x 841mm) and the word count is 800- 1200 words (+/- 10%) and it is weighed at 100% of the overall mark. The poster can be created in power point (one slide), but both the poster and critical reflection are to be merged as a PDF and submitted in this format.
This is an individual assessment and does not require a presentation.
Word limits for Assignments
Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib- dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.
Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire and demonstrate as part of the assignment process.
Submission of Assessment
All assignments must be submitted via the Turnitin Dropbox on the hand-in date notified at the beginning of this brief. It is advisable to retain a copy of your assignment for you own records. Your mark and feedback will be made available to you electronically once the internal moderation process has taken place, you should note that at this stage marks are still subject to external examiner and academic board approval.
Referencing Your Work
In this institution the Harvard method of referencing is used.
The Harvard method of referring to publications and of arranging references uses the author’s name and the date of the publication. References are listed at the end of the text in alphabetical order by author’s name. The general format of a journal reference is shown below:
Smith, J. (1999) How to succeed! Journal of Entrepreneurs , 1(2), p. 34-56
Author’s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where article appears, which is underlined or in italics. Finally, state the volume and issue Number (in brackets) along with the pages where article can be located.
A short guide to Harvard referencing will also be available on the Sunspace site under the module assessment navigation button.
Academic Integrity and Misconduct:
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
MGTM15 Assessment Criteria
| Assessment | Categories | |||||||
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature | |
| Pass | 86 –100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation, or discourse. |
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| 76-85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will beexcellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality. | |||||||
| 70 –75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,interpretation, or discourse. | |||||||
| 60 –69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes,questions, and issues therein | Comprehensive analysis – clear and orderly presentation | Well supported, focussed argument which is clear and logically structured. | Contains distinctive or independent thinking; and begins to formulate an independent positionin relation to theory and/or practice. | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to- date and/or appropriate literature. Recognition of different perspectives.Very good use of a widerange of sophisticated source material. | |
| 50 –59% | Some attempt to address the requirements of the assessment: may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of anappreciation of its significance | Significant analytical treatment which has a clear purpose | Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) | May contain some distinctive or independent thinking; may begin to formulate an independent positionin relation to theory and/or practice. | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond librarytexts. Competent use of source material. | |
| 40 –49% | Some correlation with the requirements of the assessment but there are instances of irrelevance | Basic understanding of the subject but addressing a limited range of material | Some analytical treatment, but may be prone to description, or to narrative, which lacks clearanalytical purpose | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoreticalmode(s) couched in simplistic terms | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic | A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point. | |
| Fail | 35 –39% | Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challengingterms | A limited understanding of a narrow range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence | Some evidence of a view starting to be formed but mainly derivative. | Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic orrepetitious style | Barely adequate use of literature. Over reliance onmaterial provided by the tutor. |
| The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. | ||||||||
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