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BTM4BUE Business & Tourism Management Assignment Brief
BTM4BUE Module Assignment Brief
| Program: | Business & Tourism Management | ||
| Level: | Level 4 | Module Title: | Business Environment |
| Module code: | BTM4BUE | Module Leader: | Man Sheung Lam (Suki) |
| Assignment No: | 1 | Assignment Type: | Poster - Group |
| Assignment weighting %: | 100% | Assignment Word Count: (or equivalent) | 3000 |
| Penalties | All penalties are listed at the end of this document in the Table of Penalties. | ||
| Submission Dates and Times (Day: Date & Time) | |
| Summative Link | Monday 6th July 2026 before 2 pm BTM4BUE_JUN25: - First Submission | Global Banking School |
| Late Submission | Wednesday 8th July 2026 before 2 pm BTM4BUE_JUN25: - Late Submission | Global Banking School |
| Grade & Feedback Release Dates | All grades and feedback release dates are 21 days after the submission date. If an assignment deadline is Monday 1st at 2:00 pm, then the grade release date will be Monday 22nd at 2:00 pm. |
| This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes: | |
| Module Outcome 1 | Demonstrate knowledge and understanding of organisations, institutions, and markets within the business environment. |
| Module Outcome 2 | Understand and interpret information relevant to an analysis of a firm's business environment. |
| Module Outcome 3 | Demonstrate an understanding of how economic, political, social, technological, environmental and ethical factors impact business activities and their stakeholders, through the use of SWOT/PESTLE analysis. |
| Module Outcome 4 | Work as part of a team making appropriate contributions, agreeing with group decisions, demonstrating oral presentation skills, and demonstrating appropriate academic writing skills, referencing and good academic practice. |
Assignment Requirements
Overview
The effective operation of a business requires a good understanding of the interaction between different types of organisations, institutions and markets that make up the business environment on the one hand, and the ability to interact and work with the different people/parties that make up a group on the other. Using Wizz Air, students have the opportunity to demonstrate teamwork via the preparation and display of the information that shows an understanding of the different types of organisations, institutions and markets that make up the business environment.
| Assignment task/s to be completed. | Coursework will consist of a one-page group poster (with graphics and text), divided into two sections:
Section 1: ➤ Describing the meaning of: o Public, private, and third sectors (LO1, LO2); o Local & national businesses, international & multinational businesses (LO1, LO2); o Types of e-commerce market and the types of market structure (LO1, LO2); You MUST provide at least 3 relevant examples and images for each category.
Section 2: ➤ Introduction (About Wizz Air) ➤ SWOT and PESTLE analysis to assess the micro and macro environmental factors which may impact Wizz Air and interpretation of the relevant findings (LO1, LO2, LO3, LO4); ➤ Conclusion and Recommendations
3000 words will be developed in the speaker's notes only. |
| Important | 1. Week 5: In-Class Presentation During Week 5, your group will present a one-page poster in class. This poster should be visually clear, well-organised, and effectively communicate your key points to the audience. Ensure all group members are prepared to discuss the content during the presentation.
2. Week 6: Summative Submission For summative submission on Moodle, all group members must convert the poster presentation into a Microsoft Word document containing the following components in this exact order:
|
Key Points to Remember
- The poster presented in Week 5 must be the same one included in your final Word document submission.
- All components must be in a single Word document in the order specified above.
- The 3,000-word speaker notes should provide substantial depth and academic rigor beyond what is shown on the poster.
- Ensure the task distribution table accurately reflects each member's contributions.
- Double-check that all references are complete and properly formatted.
| Additional Information required to support completing the tasks above | The assignment tasks involve preparing and delivering a group (4-5 people) printed (optional) poster presentation that demonstrates an understanding of the business environment.
Presentation Preparation and Delivery
Expected Deliverables
Mandatory Referencing and Research Requirements
|
Format of your submission and how your assignment will be assessed
1. The Group Poster (only main ideas- must follow the template available on Moodle)
This section represents the format of the Poster Template:
- The Poster will include only the main ideas, pictures, diagrams, graphs etc.
The Task Distribution
-each student that has contributed to the poster, must fill in the task distribution table with the part of the task that was completed individually. Insert all the names of the team members.
-each member of the group will have to submit the final Group Poster.
POSTER PAGE - main points / examples / graphics / diagrams / images
Business Environment (section 1) | ||
| Private Sector | Public Sector | Third Sector |
| Local & National Businesses | International & Multinational Businesses | |
| Types of E-commerce | Types of Market Structures | |
Wizz Air (section 2) Introduction | ||
| SWOT Analysis | ||
| Strengths | Weaknesses | Opportunities |
| SWOT Analysis | |||
| Strengths | Weaknesses | Opportunities | Threats |
| PESTLE Analysis | |||||
| Political factors | Environmental factors | Social factors | Technological factors | Economic factors | Legal factors |
| Conclusion & Recommendations |
TASK DISTRIBUTION
| Student Name | Student ID | Task completed |
Format of your submission and how your assignment will be assessed
This assignment should be submitted electronically via Moodle (module tutors will discuss this process with you during class time).
- You must submit your work in Microsoft WORD document format.
- You can submit your work as many times as you like before the submission date. If you do submit your work more than once, your earlier submission will be replaced by the most recent version.
- Once you have submitted your work, you will receive a digital receipt as proof of submission, which will be sent to your forwarded e-mail address (provided you have set this up). Please keep this receipt for future reference, along with the original electronic copy of your assignment.
- You are reminded of the academic misconduct, which can be viewed by following the links at the end of this document. In submitting your assignment, you are acknowledging that you have read and understood these regulations.
- It is the complete and sole responsibility of the student to upload their assessment to Turnitin for Marking prior to the specified deadline. Students should not request lecturers or SST's to submit assessments on their behalf as they are unable to do so.
- To avoid uploading issues, students should aim to upload their assessment several hours prior to the deadline to avoid Turnitin issues around the deadline time or accidentally submitting to the wrong submission link. It is recommended to check that the assessment that has been uploaded is able to be read after you have uploaded it and if not to re-upload it. Contact the SST on your campus if you have any issues.
- Any assessment submitted after the specified deadline will incur a late penalty as specified in CCCU Academic regulations unless prior approval has been granted for Exceptional Circumstances.
Your work will be assessed on the extent to which it demonstrates your achievement of the stated learning outcomes for this assignment (see above) and against other key criteria, as defined in the grading descriptors. If it is appropriate to the format of your assignment and subject area, a proportion of your marks will also depend on your use of academic referencing conventions.
The assignment will be assessed against the specified rubric as uploaded to Moodle.
Marking Scheme / Rubric - The Marking Scheme (otherwise known as a rubric) is available on the Module Assessment Tab on Moodle.
Submission Requirements
| Submission Platform | This assignment should be submitted electronically using Moodle to the Module Submission link |
| Submission Date & Time | All submission & resubmission dates and time are as stated at the beginning of this Assignment brief. You should submit your Assignment for all deadlines earlier than 2:00pm on the date stated. Late submissions can be accepted for Summative Submissions only up to a maximum of 2 working days after the submission deadline. This does not apply to resubmission deadlines. A 10-mark deduction will be made by CCCU for all late submissions. Work submitted more than two working days after the deadline will not be accepted and will be recorded as a non-submission. Assignments submitted to the Resubmissions deadlines will be capped at 40 by CCCU. If you are affected by events which are unexpected, outside your control and short-term in nature (i.e. lasting one to two weeks), under the exceptional circumstances procedure you may be eligible for:
Please note that Examinations and time-constrained tests are not eligible for the seven day self-certification request
You can make a self-certification request up to 14 calendar days before your deadline:
|
Table of Penalties
| Issue with the Assignment | Penalty to be Applied |
| Suspected Academic Misconduct or Breach of Academic integrity | The Assignment will be graded zero. Written feedback will be 'This assignment has been identified as potential Academic Misconduct/Breach of Academic Integrity. You will be invited to a meeting to discuss'. You will be invited to a meeting with an Academic Misconduct reviewer. When you attend the meeting if Academic Misconduct or the breach of Academic Integrity is upheld you will be asked to rewrite the section of the assignment it applies to and re-submit the assignment. Do not upload any assignments to the AMC submission links before the meeting otherwise it will be removed. Failure to attend the meeting means the assignment will remain graded at zero and you will be unable to pass the module until you have attended the meeting. |
| The assignment is more than 10% over the prescribed wordcount i.e. for 3,000 words, if 3,400 is submitted excluding the cover page, table of contents, references and appendices. | A 10-mark deduction applied to the overall grade that is manually entered by the Lecturer. This deduction is capped at 40%, which means an assignment cannot get less than 40% if a deduction has to be made. For example, if the mark for the assignment was 60. The lecturer would deduct 10 marks and the mark will be 50. Written feedback will also state 'This assignment is 10% over the wordcount and 10 marks have been deducted'. |
| Where assignments are more than 10% less than the prescribed wordcount and lecturers cannot identify if the learning outcomes have been met. | This assignment will be graded below 40. |
| Where a student submits a .pdf instead of a word document. | This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state 'This is a pdf submission and is not allowed. All submissions should be in Microsoft Word format'. |
| Students not working in their groups as agreed by the lecturer. | This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state 'This submission was not completed in the designated group'. Please note: Where a student has asked the lecturer to move from their original group and the lecturer has agreed this does not apply. |
| For a presentation assignment that requires oral delivery, and the student does not present in person. | The Oral rubric criteria is not moved, and the oral criteria will remain at zero. |
| For a presentation assignment and the student does not upload a converted PPT To Word File with speaker notes. | The communication rubric criteria is not moved, and the communication criteria will remain at zero. |
| For a presentation assignment that requires oral delivery, and the student did not present on the day or upload the presentation to a Word document with speaker Notes. | This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state 'There was no Oral presentation in class and the submission was not converted to Microsoft Word'. |
| For a presentation assignment the student uploads a file that contains no slides and is simply continuous text. | This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state 'There are no slides present in the assignment submission'. |
If the assignment is group work and the resubmission is not changed to individual work. If a group assignment is failed then the resubmitted work must be changed by a minimum of 25% to make it an individual piece of work. This means if a Group Presentation is 12 slides a minimum of 3 must be different to the group submission. If the assignment is a Group Poster with 6 text boxes then a minimum of 2 of them must be different to the Group Poster. | This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state 'This resubmission should be individual and a minimum of 25% of the assignment has not changed'. |
| Where a written assignment has text that is unable to be read by Turnitin because it is either a graphical image (excluding Presentations & Posters); for example, a screenshot or the assignment is written within text boxes on each page. | This assignment will be graded 0 and the written feedback should state 'This assignment is unreadable by Turnitin and cannot be checked for Academic Misconduct. It has been referred for an AMC meeting'. The assignment will then be referred for Academic Misconduct investigation. |
| An assignment that does not make use of any Mandatory references provided in the assignment brief/Module Handbook. | The reference rubric criteria is not moved and that criteria will remain at zero |
| An assignment has a reference list, but no citations. | The reference rubric criteria is not moved and that criteria will remain at zero Written feedback should state 'The reference criteria has been graded Zero as no citations have been used. Please include citations in your assignment to support the academic points being made'. |
| An assignment has no citations and no reference list. | Foundation & Level 4 - The reference rubric criteria is not moved and that criteria will remain at zero. The written feedback will state 'Please ensure that you use citations and references to support your assignment submission'. At Level 5 and Level 6 this would be graded as a Fail. The lecturer will grade as 1 and written feedback will also show 'This assignment has no citations and no reference list'. |
| Where False references are included in an assignment. | This will be referred for Academic Misconduct. This assignment will be graded 0 and the written feedback should state 'This assignment contains false references and has been referred for Academic Misconduct. You will be invited to attend an Academic Misconduct meeting'. |
| Assignment is submitted after the Late Deadline or if it is a Resubmission, after the Resubmission deadline | This assignment will be graded a Fail. The lecturer will grade as 1 and written feedback should state 'This assignment was submitted after the deadline. Please resubmit at the next resubmission opportunity.' |
Generative AI
CCCU and GBS have provided guidance on how students can use Generative AI to support their knowledge and education. Please see the link below that provides further guidance on the topic and also includes some case studies that students should familiarise themselves with.
Welcome to your generative AI guidance - Canterbury Christ Church University
GenAI has a broad range of uses and a student may use GenAI tools for:
- Time management
- Planning an assignment
- Generating ideas for a topic
- Learning new concepts (check key facts with reputable sources)
- Developing critical writing skills such as editing and proofreading
- Self-directed study assistance
- Creating revision materials.
Students may NOT use GenAI applications as indicated below
The use of an artificial intelligence tool/source/programme/platform, such as ChatGPT or any other GenAI software, to generate material which is submitted as if it is the student's own work without clear referencing is not permitted.
Generative AI should not be used to produce the original text required in summative assessments. This includes:
- The summary and analysis of peer reviewed literature.
- The summary and analysis of original data.
- The synthesis of ideas, discussion or conclusions.
- The generation of new findings or creation of graphs, charts or images.
English Proficiency and the use of GenAI.
Students can make use of a spelling and grammar checker to correct misspelled words and to correct grammatical errors. However, if the GenAI offers to rewrite sentences or create sentences this may be seen as an unacceptable use of GenAI.
Students must understand the sentences created including the overall meaning as well as the meaning of specific words
Student Integrity and Academic Misconduct
The values of student integrity expected by GBS and CCCU are:
- Honesty - being clear about what is your work and where your ideas come from other sources.
- Trust - others can have faith in you being open about your work and acknowledging others' work.
- Fairness - you do not try to gain an unfair advantage in using others' work.
- Responsibility - you take an active role in applying the principle of Academic Integrity to your work.
- Respect - you show respect for the work of others.
Peer-support:
Students might choose to get support from their peers when preparing assessments, such as discussing the subject of the assessment, exchanging ideas, and receiving suggestions for improving the work. This is peer-support, and the GBS accepts this as a reasonable expectation when completing assessments. However, peers must not make any changes to anyone's assessments as such actions could lead to allegations of academic misconduct.
Use of English as the medium of assessment:
Students cannot write an assessment in another language and subsequently translate their work into English or have it translated by any form of third-party. Use of translation software or third-party translators is a form of academic misconduct.
Proofreading:
Students can make use of Microsoft Word's grammar and spell-checking functions but the use of Grammarly is not allowed as it uses AI text generation. If student's use third-party proofreaders, these cannot make any changes that alter the assessment in anyway including correcting language or citation format errors. Third-party alterations to the assessment are a form of academic misconduct.
Plagiarism
Plagiarism can be defined as incorporating another person's material from books, journals, the internet, another student's work, or any other source into assessment material without acknowledgement. It includes:
- Using exactly the same words (sentences, phrases or even expressions not in everyday use, invented or created by an author to explain an idea) as used originally
- Rephrasing by making slight adjustments
- Paraphrasing in a way which may deceive the reader as to the source.
- Plagiarism in whatever form it takes is form of academic misconduct.
Collusion:
If students submit work for assessment that is falsely presented as the student's own work but was jointly written with somebody else; this is a form of academic misconduct.
Duplication/Self-Plagiarism:
The inclusion in assessments of a significant amount of identical or substantially similar material to that already submitted for assessment by the student and graded for the same course or any other course or module at GBS or elsewhere is classed as self-plagiarism. It does not include a resubmission of the same piece of work allowed by the examiners in an improved or revised form for reassessment purposes. Self-plagiarism is a form of academic misconduct.
Further clarification of the above can be found in CCCU's Academic Misconduct documents below
1. CCCU Student Academic Misconduct Procedures can found below: Please click the link to Open.
https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Misconduct-Procedures-staff-students.pdf
2. CCCU Student Academic Integrity Policy can be found below: Please click the link to Open.
https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Integrity-Policy.pdf
Assignment Rubric:
| 100-80 : Excellent | 79-70 : Very Good | 69-60 : Good | 59-50 : Sound | 49-40 : Satisfactory | 39-20 : Fail | 19-0 : Fail | |
20 Knowledge Knowledge and application of subject and theories | Knowledge and understanding of theory are detailed and beyond what has been taught. Appreciation of the limits of subject-specific theories demonstrated in the work. Approach to assessment task is clearly, | Demonstrates an accurate, systematic theoretical understanding of the subject and a range of key theories. Appropriately selected theoretical knowledge is synergised into the overall assessment task with | Shows a systematic and accurate understanding of key subject-specific theories, which are appropriately integrated within the context of the assessment task. | Sound descriptive knowledge of key theories with appropriate application; sometimes balanced towards the descriptive rather than the critical or analytical. | Selection of theory is satisfactory, and terminology, facts and concepts are handled accurately, but application and understanding are generalised. | In this assignment some of the theories presented are not appropriate. Terminology, facts, and concepts are presented inaccurately and/or with omissions in key areas. The application and/or understanding demonstrated is extremely limited. | In this assignment there is a lack of relevant subject-specific theory. |
15 Clarity Clarity of objectives and focus of work | This work defines appropriate objectives in detail and addresses them logically, coherently, comprehensively showing sophisticated interpretation of complex ideas. | This work defines appropriate objectives in detail and addresses them logically, and coherently, interpreting complex ideas clearly. | This work defines appropriate objectives and addresses them coherently and logically throughout the work providing a clear focus to the work. | This work outlines some appropriate objectives and addresses them in a coherent manner which gives focus to the work. | This work uses generalised objectives to provide adequate but limited focus to the work | In this piece of work objectives are not appropriate and/or clearly identified – focus is not logical or coherent. | In this piece of work no objectives are identified, and the submission lacks focus and coherence. |
15 Conclusions Conclusions | Conclusions are well developed, analytical, use appropriate forms of conceptualisation and show some originality. They form an integrated part of arguments or discussion, reflecting a strong grasp of a range of theory and/or evidence. Demonstrates development of critical insight and interpretation of complex ideas. | Conclusions are well developed, analytical, and use appropriate forms of conceptualisation. They are systematic and thoroughly grounded in a range of theory and/or evidence Demonstrates development of some critical insight and interpretation of complex ideas. | Conclusions show some critical insight and relate clearly and logically to substantiated arguments based on a range of sources of evidence and/or theory. A range of views and information are critically evaluated and there is perceptive interpretation of complex ideas. | Logical and evidenced conclusions are drawn from evaluation of a range of sources of evidence and/or theory. Shows developing ability to consider and evaluate a range of views and to explain complex ideas consistently and clearly. | Adequate conclusions are drawn which are derived from understanding of evidence and/or theory. Shows the ability to consider alternative views and explain complex ideas. | The work demonstrates limited or inaccurate understanding of the evidence and does not draw together arguments effectively. | The work either lacks a conclusion or presents an unsubstantiated and/or invalid conclusion. |
10 Expression Clarity of expression (incl. accuracy, spelling, grammar, punctuation, and numeracy) | Fluent and accomplished writing, appropriate to assignment. grammar, spelling, and numeracy are highly accurate. | Fluent writing, appropriate to the assignment. grammar, spelling, and numeracy are accurate. | Language generally fluent and expressive. grammar, spelling, and numeracy accurate. | Meaning is clear but language not always used fluently. grammar, spelling and/or numeracy is mainly accurate. | Understandable and clear meaning, but language choices include errors which detract from the argument. Accuracy of spelling, punctuation, grammar and numeracy allows understanding but needs to be improved. | In this piece of work the meaning is often unclear with frequent errors in grammar, spelling, and or numeracy. | In this piece of work, the meaning is unclear throughout. Errors in spelling, grammar, punctuation and/or numeracy make interpretation challenging for an assessor. |
15 Visual Presentation (visual) | Imaginative presentation with strong visual impact which enhances the message. | Message is presented creatively with strong visual impact. | Presentation is clear and has very good visual effect. | Presentation has a generally sound structure and visual tools are used effectively. | Visual aspect and/or structure of presentation is adequate with limited creativity. | Presented in a disorganised manner. Lacks appropriate support from visual tools. | Presentation is disorganised and/or incoherent and/or medium is non-visual. |
10 Oral Presentation (oral) | Presentation is very well structured and engaging. Audibility and pace are appropriate to audience and used with excellent effect to enhance the presentation. | Presentation is very well structured and engaging. Audibility and pace are effective in engaging the audience. | Presentation is well-structured and addressed effectively to audience. Pace and audibility are very good. | Presentation has a sound structure. Pace and audibility are satisfactory most of the time. | Pace, audibility and/or structure of presentation are adequate. | Delivery is disorganised and/or pace and audibility is poor. | Presentation is not understandable and/or inaudible and/or not an oral presentation. |
15 Teamwork Interactive and group skills (including teamwork, negotiation, understanding group dynamics) | Demonstrates a flexible, approach to negotiation which addresses conflict and builds co-operation to develop relationships which are mutually beneficial to achieving group objectives. | Uses a range of networking skills effectively within a learning or professional group. Seeks to address conflict to establish relationships which serve the group needs. | Interacts within a learning group, giving and receiving information and ideas and modifying responses where appropriate to contribute to group aims. | Meets obligations to others (tutors and/or peers) providing constructive contributions to support shared objectives. Recognises and assesses alternative options. | Uses basic interactive skills appropriately to usefully contribute to the group aims. | In this assignment there was either a tendency to avoid working with others or contributions to this group activity were not effective or constructive. | In this assignment there was either a lack of contributions to the group or the contributions made were unconstructive and made it harder for the group to achieve their aims. |
| 100 |
Reference List
Core text:
- Thompson, E., Worthington, I. and Britton, C. (2023) The Business Environment: A Global Perspective. 9th ed. London: Pearson.
Recommended reading:
- Dima, A, M. and D'Ascenzo, F. (2021) Business Revolution in a Digital Era. Springer Proceedings in Business and Economics. Springer, number 978-3-030-59972-0, December.
- Hamilton, L. and Webster, P. (2018) The International Business Environment. 4th edn. Oxford: Oxford University Press.
- Morrison, J. (2017) The Global Business Environment: Challenges and Responsibilities. 4th edn. London: Palgrave.
- Whittington, R. and Angwin, D. and Regner, P. and Johnson, G. and Scholes, K.(2017) Exploring Strategy: Text and Cases. Pearson Higher Education
Journals
- Brinkman, J. and Bateman, I. and Harper, D. and Hodgson, C. (2014) Unlocking the Business Environment. (pp.1-378). Taylor and Francis. https://doi.org/10.4324/9780203782644
- Hoffman, A. J. and Georg, S. (2018) 'Business and the Natural Environment', Business and the Natural Environment. London: Routledge. https://doi.org/10.4324/9781351238946
- World Bank 2020" Doing Business 2020: Comparing Business Regulation in 190 Economies. Washington, DC:
- World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/32436 License: CC BY 3.0 IGO."
- Qiang, Z. and Wang, C. and Xu, H. and Colin, L. (2020) Heterogeneous Effects of the de jure and de facto Business Environment: Findings from Multiple Data Sets on the Business Environment. Policy Research Working Paper; No. 9115. World Bank, Washington, DC. © World Bank.
- https://openknowledge.worldbank.org/handle/10986/33229 License: CC BY 3.0 IGO.
- Gender, Work and Organisation Work, Employment and Society Journal of Organisational Behaviour
- Organisation Studies
- Academy of Management Annals
News & Magazines:
- The Economist
- Bloomberg Businessweek
- The Financial Time
Other Learning Resources
Further Digital Resources
- Academic Search Index
- Aphasiology Archive
- Archive of European Integration
- arXiv
- British Library EThOS
- Business Source Complete
- CINAHL Complete
- ClinicalTrials.gov
- Communication Source
- Construction News
- eBook Business Collection (EBSCOhost)
- eBook Collection (EBSCOhost)
- Economist
- E-LIS (Eprints in Library & Information Science)
- Entrepreneurial Studies Source
- FT.com
- GOBI E-books
- IndianJournals.com
- Industry Studies Working Papers
- JSTOR Journals
- Library Catalogue
- Milne Open Textbooks
- Minority Health Archive
- PhilSci Archive
- SCOAP3
- Supplemental Index
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