Assignment 2

Assignment 2 Marking Rubric High Distinction

80-100 Distinction 70-79

Credit 60-69

Pass 50-59

Fail 30-49

Serious Fail 0-29

Define the Strategic Dilemma

(15)

Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identifies potentially significant yet previously less-explored aspects of the issue(s). Highly original or insightful work.

Demonstrates a comprehensive knowledge of the subject. Demostrates the ability to construct a problem statement with evidence of most relevant contextual factors having been considered and analysed. Appropriately addresses most relevant aspects of the issue.

Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. Volume of reading of sucfficient breadth and depth for a competent understanding of the amin issues, underlying principles and concepts but without the comprehensiveness of higher grades.

Demonstrates an ability in identifying a problem statement or related contextual factors. Important aspects of problem not addressed. Depth of reading insufficient to award a credit grade. Probelm statement may be factual and descriptive rather than analytical.

Develops a problem statement but lacks academic rigour, with material that is incomplete or irrelevant. Little evidcence of knowledge of the relevant body of knowledge to make a persuasive case.

Unable to or poorly demonstrates an ability to write a problem statement or identify important contextual factors. Work failed for for one or more of the following: non-submission, academic misconduct, answering a different question from the one asked, poor or incoherent vocabulary, no evidence of correct scholarly referencing.

Propose and Justify Solution(s) (The

strategy)

(30)

Proposes a solution that indicate full comprehension of the problem. Solution is sensitive to contextual factors as well as all of the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is complete (for example, contains thorough and insightful explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution. Comprehensively addresses why the solution avoids 'bad strategy'.

Proposes a solution that indicates comprehension of the problem. Solutions are sensitive to contextual factors as well as the ethical, logical, and cultural dimensions of the problem. Justification of potential solutions is thorough (for example, contains thorough explanation) and exhibits the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution but may be missing some subtle points. Addresses why the solution avoids 'bad strategy'.

Proposes one generic solution that is rather than one that is individually designed to address the specific contextual factors of the problem. Justification of potential solutions is superficial but includes the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Proposes a solution that is difficult to evaluate because it is vague or only indirectly addresses the problem statement. Justification of potential solutions is superficial and does not include the following: logic/reasoning, examines feasibility of solution, and weighs impacts of solution.

Proposes a partial solution that is innapropriate for the problem or context. Justification of the solution is poorly done, may be irrelevant, or is innapropriate.

Doesn't propose a complete solution or proposes a solution that is unrelated to the problem or context. Justification of solutions is not done and/or fails to address the following: logic/reasoning, examines feasibility of solution, or weighs impacts of solution.

Implement Solution (or design of

implementatin plan)

(15)

Implementation plan addresses thoroughly the relevant contextual factors.

Implementation plan addresses multiple contextual factors of the problem.

Implementation plan addresses the problem statement but ignores some of the relevant contextual factors.

Implementation plan addresses the problem statement but only in a basic or straight-forward manner.

Fails to describe how to implement the solution in a manner that directly address the problem statement.

Fails to propose an implemetnation solution, or proposes a solution that is unconnected to the probelm /context.

Design of Evaluation Mechanisms

(how will the success or otherwise of the strategy

be measured?)

(15)

Evaluation mechanism is practical and addresses all key success factors. The approach adopted may be creative and/or isnightful while still having regards to practicality and legal

Evaluation mechanism is practical and addresses most success factors. Critical elements of the evaluation mechanism are thoroughly developed, however, more subtle elements may be ignored

Evaluation mechanism is practical and addresses at least one key success factor but lacks the rigour and analytical reasoning of the higher grades.

Evaluation mechanism is basic and/or does not address key success factors. Proposed evaluation mecnahinsm is presented in a basic or straight-froward manner.

Evaluation mechanism proposed does not directly address the strategic context and/or propsoed strategy. Parts may be irrelevant or innaporpriate.

Evaluation mechanism is not described.

Assignment 2 Marking Rubric

constraints. or unaccounted for.

Use and application of Theory

(15)

All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant subdisciplines. Identifies flaws in published work.

Shows reasoning and creative skills to use knowledge and awareness to exercise critical thinking and judgment in selecting and applying methods and technologies in identifying and solving problems with intellectual independence. Critical elements of the methodology or theoretical framework are thoroughly developed, however, more subtle elements may be ignored or unaccounted for.

The elements of the methodology or theoretical framework are developed but some elements may be missing, incorrectly developed, or unfocused. Coherent arguments supported by evidence and illustration from the work of other authorities or direct empirical analysis but without the intellectual independence found in the higher grades.

The choices and/or application of theory demonstrates a basic understanding of the methodology or theoretical frameworks. Theories and/or frameworks applied in an unsophisticated manner.

The choices and/or application of theory demostrates a poor understanding of the methodology or theoretical frameowrks. There may be basic errors in the applicaiton of the theories and/or frameworks.

Fails to demonstrate any coherent methodology or application of theoretical frameworks

Presentation and correct use of materials.

(10)

Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format and exhibits high degrees of creativity and professionalism.

Students use correctly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format, and is of a professional standard .

Students use correctly most of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains no flaws in spelling, grammar, format.

Students use correctly some of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains minor flaws in spelling, grammar, format.

Improper citation of sources and referencing of work. (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) or fail to demonstrate an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentaiton contains some flaws in spelling, grammar, formatting.

Students use incorrectly all of the following information use strategies: use of citations and correct referencing; using information in ways that are true to original context; distinguishes between common knowledge and ideas requiring attribution, demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Presentation contains extensive flaws in spelling, grammar, format.