Summative Assessment

Academic Year 2017/18 Module Code: BSM944 Module Name: CSR, Sustainable Development and Public Policy Module Leader: Dr. Bimal Arora

Coursework Title: Formative Assessment Drawing from your own experiences and perspectives write a reflective note on CSR, Sustainable Development and Public Policy. Summative Assessment

A) Conduct an analytical literature review on a topic of your choice related to CSR and sustainable development, and the associated public policy issues and the policy debates. You can choose any issue and context (global, region – such as EU or Asia - or a country).

B) Develop a case study (of a company or a country or a region) on a topic of your choice related to CSR and sustainable development, and associated public policy issues and the policy debates.

Task Details/Description: The formative assessment is for the student to demonstrate own understanding of CSR, sustainable development, and associated public policies, drawing on personal/professional life experiences, and perspectives developed on the topics. This is a piece of reflective writing, and the student may write in first person. The student may choose to, but is not expected to, engage with any literature for this assignment. The student may choose to reflect on some very narrow topic/issue (such as choosing organic products) or very broad issues (such as climate change). Based on lectures, classroom discussions, reading of literature and materials, and blackboard engagements, the summative assessment is for the student to demonstrate the achievement of learning objectives of the module. Topic A for Summative Assessment - the literature review on the topic of your choice related to CSR and sustainable development, and the associated public policy issues – expect the student to conduct and develop a fuller background and understanding through a literature review. Wide variety of choices are available to the student to choose a topic of interest. For example, the student could choose a topic of public policy associated challenges with banning of single use plastic; or growing public policy push for the usage of electric vehicles for private transport. Both these examples involve a complex array of emerging research around CSR and sustainable development, and associated challenges for policymakers, on controlling and regulating business and public behaviours and

COURSEWORK ASSIGNMENT

attitudes. Literature review, as an assignment, on the chosen topic will pose the problem, present different arguments in the extant literature (including, where applicable, policy and practice literature), theories applied by scholars for the study of the issue, and empirical studies conducted. Most importantly, student is expected to be analytical in this assignment, and highlight the knowledge gaps. The assignment will require the student to have a deeper and substantive engagement with the topic/issue, the literature, theories and policy debates. The student is free to choose any issue and context - for instance, the topic/issue could be of concern at the global, region – such as EU or Asia - or a specific country level. Topic B for Summative Assessment, to develop a case study of a company, or a country or a region (such as EU or Africa) and on the topic of your choice related to CSR and sustainable development, and the associated public policy issues. Much like Topic A, the Topic B expect the student to develop a fuller background and understanding, but by doing a case study. Again, wide variety of choices are available to the student to choose a case of interest. For example, the student could choose a case of an automotive company such as TESLA, and link it to CSR and sustainable development and explore and analyse the associated public policy issues. This example involves a complex array of emerging research around CSR and sustainable development, and associated challenges for policymakers. Case study, as an assignment, on the chosen topic will start with the case instead and embed the case in the problem of CSR and sustainable development, present different arguments in the extant literature (including, where applicable, policy and practice literature), theories applied by scholars for the study of the issue, and empirical studies conducted. With this topic too, the student is expected to be analytical and assignment will require the student to have a deeper and substantive engagement with the topic/issue (through the case), the literature, theories and policy debates. The student is free to choose any case study from any context - for instance, the case and the concerned topic/issue could be of global, region – such as EU or Africa - or a specific country level. For both topics (whichever topic the student will choose) it is essential that the student engages with theoretical and empirical literature and policy debates, and is expected to conduct an analytical and critical review.

Module Learning Outcomes Assessed: On successful completion of the module, the student will be able to identify and discuss factors that influence companies CSR and sustainable development strategies and practices vis-à-vis public policies.

Presentation Requirements: Word Count: 1,000 (Formative Assessment) and 3,000 (Summative Assessment) Font Size: 1.5 Line Spacing: Double spaced

Submission Date & Time: Date: 8th February 2019 (12:00) for (Formative Assessment) and 29th March 2019 (for Summative Assessment)

Assessment Weighting for the Module: Percentage: 20% (Formative Assessment) and 80% (Summative Assessment)

Assessment Criteria The assignment is designed to encourage students to be active learners and to take responsibility for their own learning, in a supported and supportive environment. To achieve the learning aims and objectives the student is required to demonstrate understanding of the module themes through engagement with assignment topic. The module design is interactive and the expectations from student is to engage in class discussions and with suggested readings and other materials. The formative assessment is integral to the module. Feedback from the first assignment is to help students and the lecturer to address any areas of concern and to provide the student guidance on summative coursework. For more details, see the grading criteria in next page.

Ethical Requirements This assignment does not require the collection of primary data.

Essential Reading for Coursework Task (if in addition to reading provided in the module outline): Please note that this is not intended as an exhaustive or definitive list of readings for this piece of coursework. Instead, the articles/chapters listed below should be viewed as core or essential readings that may act as a start point as you prepare to tackle this assignment: 1. Moon, J. (2014). Corporate social responsibility: A very short introduction. OUP Oxford. 2. Moon, J., & Vogel, D. (2008). Corporate social responsibility, government, and civil society. In The Oxford handbook of corporate social responsibility. 3. Matten, D., & Moon, J. (2008). “Implicit” and “explicit” CSR: A conceptual framework for a comparative understanding of corporate social responsibility. Academy of management Review, 33(2), 404-424. 4. Scherer, A. G., & Palazzo, G. (Eds.). (2008). Handbook of research on global corporate citizenship. Edward Elgar Publishing.

Grading Criteria

% Quality Description of Criteria for Reference

Lexicon

90-100

SUPREME

Supreme performance demonstrates:

Exemplary range and depth of attainment of all intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials. Comprehensive and extensive analysis and synthesis at an advanced level. Demonstrates evidence of originality of thought and creativity, and the ability to develop a highly systematic and logical or insightful argument with exceptional clarity in communication.

80-89

EXCEPTIONAL

Exceptional performance demonstrates:

Attainment of intended learning outcomes with a sometimes unique or insightful use of relevant materials, often from highly germane and modern or seminal sources. Accompanied by analysis and synthesis that demonstrates a deep awareness of relevance and context (place and time). Arguments are coherent and judicial, cautious where appropriate and strident when clear. Clarity of communication throughout

70-79

EXCELLENT

Excellent performance demonstrates:

Attainment of virtually all intended learning outcomes, secured by a high degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this may be occasionally limited in places. Demonstrates the ability to develop a systematic and logical or insightful argument with a high level of clarity in communication.

60-69

VERY GOOD

A very good performance demonstrates:

Attainment of the core intended learning outcomes with a competent degree of use of the standard resources and some unique resources. Analysis and synthesis at an advanced level and is used to support principal thesis throughout. Cogent argumentation demonstrates advanced use of analytical skills with synthesis between often competing views reconciled well. Communication is clear and supported with attributed references throughout.

50-59

GOOD

A good performance demonstrates:

Attainment of most of the intended learning outcomes, secured by a significant degree of competence in the appropriate use of relevant materials. Analysis and synthesis at an advanced level although this will be limited in places. Demonstrates the ability in places to develop a systematic and logical or insightful argument with evidence of clarity in communication.

45-49 BARE FAIL An acceptable performance demonstrates:

Attainment of some intended learning outcomes, secured by an acceptable degree of competence in the appropriate use of relevant materials. Analysis and synthesis limited or partially incomplete but still at an advanced level. Demonstrates evidence of clarity in communication.

35-34

INSUFFICIENT

An insufficient performance demonstrates:

Limited attainment of intended learning outcomes. Demonstrates a limited degree of competence in the appropriate use of relevant materials. Evidence for some analysis and synthesis but not sufficient for level 9. Incomplete evidence of effective communication.

25-34 POOR

A poor performance demonstrates:

No convincing evidence of attainment of intended learning outcomes. Incomplete understanding and no evidence of competence in the use of relevant materials. Inadequate analysis and synthesis. Materials not effectively communicated.

15-24 UNACCEPTABLE An unacceptable performance demonstrates:

No evidence of attainment of learning outcomes. Tentative relevance of writing presented to the question, prompt or rubric. No analysis of note, with any attempted syntheses cursory and inadequate and hesitant. Communication unclear or inappropriate in register, form and/or function

10-14 IRRELEVANT

Use of repetition and/or material not relevant to the rubric.

0-9 IRRELEVANT

Rewriting of assignment question, unintelligible writing, inappropriate commentary, not addressing question in any

way.