MGMT20132: ASSIGNMENT 1 Part 1 _____ + Part 2 _____ = _______ overall INDIVIDUAL ESSAY: BUSINESS MODELS RUBRIC (Part 1) Criteria Max Mark % Fail (0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%) Demonstrates an appreciation of the business model concept and develops a coherent set of arguments that fully addresses the essay question 5 2 5 0 2.5 3.25 3.75 4.25 5 Insufficiently addresses Effectively demonstrates an appreciation of business models and articulates arguments well Convincingly demonstrates an appreciation of business models and articulates arguments well using credible sources of evidence Convincingly demonstrates an appreciation of business models as systems and articulates arguments well using credible sources, broad evidence and logical reasoning Very convincingly demonstrates an appreciation of business models as systems and articulates arguments well using credible sources, broad evidence, and very insightful and well-reasoned arguments Defines key terms intelligently, drawing on the literature, including the terms static or cross-sectional, dynamic or longitudinal, systems, value chain activities, resources, partnering or networking, and innovation processes. This is done within a business model context 20 4 20 0 7.5 9.75 11.25 12.75 15 Insufficiently addresses Effectively defines and uses key terms Convincingly defines and uses key terms; and explains the historical context or their place in the literature Convincingly defines and uses key terms and explains the historical context or their place in the literature using credible sources. The student demonstrates a strong appreciation of the extant literature and that terms should be defined in support of an argument and not just to ensure they are defined Very convincingly defines key terms and explains their historical context or their place in the literature using credible sources. The student also does more than just define terms and is able to ‘expertly’ weave the definitions into the body of the arguments of the essay. The student demonstrates a superior appreciation of the extant literature Demonstrates an appreciation of the arguments in all of the three articles cited in the essay question, grounding the arguments in this essay through the use of sound logic and/or reference to an example that is explained sufficiently enough to demonstrate the argument(s) being made 7.5 1.5 7.5 0 5 6.5 7.5 8.5 10 Insufficiently addresses Barely dealt with one Effectively describes the arguments and implications of the three essays Convincingly describes the arguments and implications of the three essays and demonstrates a strong appreciation of at least one article and/or is able to provide a good example to ground arguments Convincingly describes the arguments and implications of the three essays and demonstrates a strong appreciation of at two articles and/or is able to provide a good example to ground arguments. The student also demonstrates an appreciation of the difference between static and dynamic, and why activity-based systems are a useful tool Very convincingly describes the arguments and implications of the three essays and demonstrates a strong appreciation of all three articles and/or is able to provide a good example to ground arguments. The student clearly understands all of the key terms described in criteria 2 of this rubric and why activity-based systems are a useful tool Explains one of the cited articles in the essay question intelligently and/or uses an example to explain the point being made and/or uses a diagram to explain the point 5 1 5 0 2.5 3.25 3.75 4.25 5 Insufficiently addresses Effectively explains one of the cited articles in the essay question intelligently and/or uses an example to explain the point being made and/or uses a diagram to explain the arguments made Very effectively explains one of the cited articles in the essay question intelligently and/or uses an example to explain the point being made and/or uses a diagram to explain the arguments made Convincingly explains one of the cited articles in the essay question intelligently and uses an example to explain the point being made and/or uses a diagram to explain the point. Demonstrates an appreciation for the implications for research and/or management. The student uses diagrams effectively to explain arguments made Very convincingly explains one of the cited articles in the essay question intelligently and uses an example to explain the point being made and/or uses a diagram to explain the point. Demonstrates a strong appreciation for the implications for research and/or management. The student uses diagrams to explain arguments made. The diagrams are original Concludes by summarising key arguments, including their implications; these arguments are well-structured and masterfully articulated, integrating the theory well while demonstrating an appreciation of the challenges faces by managers in real life organisations 5 1 5 0 2.5 3.25 3.75 4.25 5 Insufficiently addresses Effectively concludes, including summarises key arguments Convincingly concludes, including summarises key arguments and their implications Convincingly concludes, including summarises and elaborates upon key arguments where appropriate, as well as their implications for theory and practice Very convincingly concludes, including summarises and elaborates upon key arguments where appropriate, as well as their implications for theory and practice; demonstrates an understanding of the essay’s ability to contribute to the extant literature or put the extant literature into context for the reader Excellent written communications and/or use of tables, diagrams, etc. A high standard of grammar, expression, credible sources of information and the essay was within the word limit 7.5 1.5 7.5 0 5 6.5 7.5 8.5 10 Poor Effectively communicates and structures ideas, using credible sources of evidence; within the word limit Convincingly communicates and structures ideas, using credible sources of evidence; within the word limit Convincingly communicates and structures ideas, using credible sources of evidence; demonstrates imagination and flair; within the word limit Very convincingly communicates and structures ideas, using credible sources of evidence; demonstrates imagination and flair, an ability to think originally and independently; within the word limit Moderation 0 0 Additional comments: Little focus or clarity of understanding in your submission and it only touched on one of the 3 papers you were supposed to study Total Mark 50 Grade VIDEO PRESENTATION & TRANSCRIPT: BUSINESS MODELS RUBRIC (Part 2) Criteria Max Mark % Fail (0-49%) Pass (50-64%) Credit (65-74%) Distinction (75-84%) High Distinction (85-100%) Effectively uses text, audio, images and other appropriate methods of communication via video to explain the essay’s arguments making sure the video is accessible to someone with little business training 7.5 1 7.5 0 5 6.5 7.5 8.5 10 Insufficiently addresses Effectively uses video to convey arguments Convincingly uses video to convey arguments Convincingly uses video to convey arguments. Arguments are coherently and thoughtfully articulated and accessible to someone who is a layperson Superior use of video to convey arguments. Arguments are coherently and thoughtfully articulated and accessible to someone who is a layperson; witty and/or demonstrates an ability to explain difficult concepts and theories simply, as well as engage the audience throughout the video’s duration Uses the example well to define key terms intelligently, drawing on the literature, including the terms static or cross-sectional, dynamic or longitudinal, systems, value chain activities, resources, partnering or networking, and innovation processes 20 3.5 20 0 10 13 15 17 20 Insufficiently addresses Effectively defines terms in the context of the arguments of the essay, making the video accessible to a layperson at the same time Convincingly defines terms in the context of the arguments of the essay, making the video accessible to a layperson at the same time Convincingly defines terms in the context of the arguments of the essay, making the video accessible to a layperson at the same time. The student is able to explain how these terms have been explained over time in the management literature Very convincingly defines terms in the context of the arguments of the essay, making the video accessible to a layperson at the same time. The student is able to explain how these terms have been explained over time in the management literature and the implications thereof Tone of the video is consistent, for instance, uses humour effectively and/or a professional tone 5 1 5 0 2.5 3.25 3.75 4.25 5 Inconsistent and/or confused messages Effective tone throughout Consistent tone throughout Very consistent tone throughout Close to professional execution and tone Quality of the video production; within the time limit (NB. As long as the sound and picture are clear, ideas well structured, the video will be considered to be high in quality. It is not necessary to achieve professional video production standards to get a distinction mark for this criterion.) 5 1.5 5 0 2.5 3.25 3.75 4.25 5 Poor quality Effective quality and well-timed Good quality and well-timed. Content makes up for any shortcomings in the production method Very good quality and very well-timed. Content and structure makes up for any shortcomings in the production method Extremely good quality and very well-timed. Content and structure makes up for any shortcomings in the production method Creativity and flair 12.5 1.5 12.5 0 5 6.5 7.5 8.5 10 None Some creativity Creative and demonstrates some flair Creative and demonstrates flair while not overstating or understating the problems associated with developing effective business models using activity-based systems logic Very creative and demonstrates flair while not overstating or understating the problems associated with developing effective business models using activity-based systems, or dwelling on some points for too long unnecessarily, including being unnecessarily repetitive Moderation 0 8.5 0 Additional comments: Very disappointing effort. Little attempt to come to grips with the topic or even make a clear presentation Total Mark 50 11x0.6+8.5x0.4 50 Grade 10