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Students are supported through regular in-class contact, such as lectures, tutorials and workshops and are expected to participate in online learning activities, peer discussion and review, and self- reflection. For every classroom-based contact hour it is expected that students will undertake another two hours of self-directed work. ! Victoria University Graduate Capabilities are generic skills that all students should possess at graduation. These skills are in addition to the specific knowledge and skills associated with the discipline area of students’ degrees.
Graduate Capabilities are divided into five levels (for undergraduates) and will be achieved progressively with increasing levels of sophistication. A full description of the Graduate Capabilities can be found in the V Graduate Capabilities policy. This unit of study contributes to voltmeter of these Graduate Capabilities in a number of ways, with emphasis on Problem solve in a range of settings and Communicate in a variety of contexts and modes. Table 1 offers examples of how the teaching and learning activity(sees) in this unit and the assessment tasks correspond to each Graduate Capability.
Graduate Capability Underpinning Concepts 1. Adaptable and capable 21st century citizens who can communicate effectively, work collaboratively, think critically and solve complex problems a) Identifying, anticipating and solving problems ranging from simple to important, complex and unpredictable problems. ) Accessing, evaluating and analyzing information. Z) Effective communication using known and Heat to be developed tools in many contexts. D) Using effective interpersonal skills, collaborate with and influence, their personal, Nor, and community networks locally and globally. . Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and learning a) Understanding of the role of culture, values and dispositions in affecting achievement of goals. B) Understanding how to initiate and develop z) Planning and organizing self and others. ) Decision making. 3. Responsible and ethical citizens who use their intercultural understanding to contribute to their local and global communities. A) Respecting and valuing diversity. ) Understanding the workings of local and global communities and individual’s responsibilities within these. R & L Activity and Assessment All parts of the subject facilitate this capability and all assessments address this capability. rhea essays reflect the underpinning concepts a) and b), the presentations reflect concept c) and the report reflect concept d) rhea essays and presentations reflect the underpinning concepts ) and b) and the report reflect concept c) and d) rhea report reflects the underpinning concepts of this graduate capability.
GRADE SETS There are five grade sets, namely fail (N: 0-49%), pass (P: credit (C: distinction (D: 70-79%), and high distinction (HAD: 80-100%). ASSESSMENT Assessment* Night Learning Outcome 10% + 2. Tutorial Presentation 3. Project Formats Active contribution to tutorial discussion Individual tutorial presentation Final Group Report Iliac Graduate Capabilities old ;Portfolios Due Date 4 & 12 neck 2-12 Please note that there is no exam in this unit. As such, there is no supplementary exam either.
Students must attempt all the assessments as outlined below in order to pass this unit. Supplementary assessments or be eligible for a supplementary assessment, students must submit an application for special consideration to the Colleague office. Special consideration applications must have the appropriate documentation, and will only be granted on the terms outlined in the Student Assessment and Progress policy. Students that have received an extension on their individual presentation for compelling reasons will be allowed to present their topic during the tutorial in week 12.
Students who after attempting all the assessment receive an overall mark between 45-49 OR students that have an approved special consideration application, will be asked to submit an extra 1000 Nor reflective essay. The requirements for the essay will be the same as for assessment 1, but the essay needs to cover different topic that what the student have submitted during the semester. Eligibility for supplementary assessment including submission deadlines will be communicated to students through their V student email. A full description of assessment tasks follows. ASSESSMENT TASKS
Assessment 1 – Reflective Essay (10% + 30%) – Learning outcomes 1 & 2 Each student should actively participate in class discussions during the tutorials. Mere presence does not equal participation; there are no marks for attendance. Rather, marks are given for Joining the discussion and offering opinions in response to fellow students’ discussion facilitation. Marks are given for demonstration of knowledge and insight; I. E. Demonstrate that you have read the relevant material each week. To receive a DOD mark on participation, you should prepare for all tutorial topics each week.
Preparing also means that you have done external reading beyond the required readings listed in this unit guide. Independent research is what will earn you the reflective essay in week 4 and 12 (worth 10% and 30%). The first essay should be Max 500 words, while the second essay should be Max 1 500 words. The essays should include your core contributions to the discussions throughout the semester. Included n the essay should be a short description of what the presenters covered, how you contributed as well as what external material you had read as background for your contribution. E essays should have in-text references where appropriate and a reference list at the end. You must include at least two (2) academic Journal papers in your first essay and at least six (6) in your second essay. ROR need to cover 2 different topics in your first essay and 6 topics in your second essay. It is recommended that all students keep a diary of the tutorial discussion throughout the semester. See appendix E for a template of how you can keep a diary. This would help in picking the ‘best’ (or the ones you found most engaging) discussions to cover in your essays.
Important: Students cannot include their own presentation topic in their participation essays. The presentation is a separate assessment; zero marks will be awarded for students own presentation topics Included in the participation essays. Submission Submit your assignment to the Turning link on Web before your lecture in week 4 and 12. Work submitted after the due date, without an extension granted or the relevant documentation provided will be regarded as submitted but will attract a zero mark in accordance with the university policy. No hardcore’s are needed for this assessment.
All assignments will be marked and handed back electronically through the Graveyard software on Turning. Important: Refer to Appendix D of this Subject Guide for the participation essay nonrecurring. Vow will be able to download your assignments from Turning including rubric scores and comments from your tutor and lecturer when advised. Assessment 2 – Individual tutorial presentation (20%) – Learning outcomes 1 & 2 This assessment is to be undertaken individually during the tutorials with the student presenting facilitating the discussion of one of the discussion question topics outlined below.
ALL students are expected to have prepared detailed written solutions to the tutorial question listed below each week (not only when you are presenting) for the tutorial discussion. When answering the questions, include Identification and discussion of relevant international marketing theories and concepts to support your answers. In week 1, students will be required to choose their preferred questions for presentation. Please note, only two (or three) students are permitted to present each “eek (due to time restrictions). Minimum requirements for the written and class presentation assessment are: 1 .
A the following criteria: Your supporting reasons Identification of the relevant international marketing theories or concepts from at least four (4) relevant secondary references Ronald articles, newspapers, magazines etc. ). Please note, at least two (2) of the sources must be academic Journal articles. Restating the content of the textbook, lecture material or the textbook chapters is unacceptable. Students need to demonstrate that they can read and extract useful information from academic papers. Identification of your own examples of application of the relevant theories. Use of elevate maps, graphs, statistics and samples (e. G. Samples of product(s) and its promotion) are encouraged. 2. A class presentation (maximum duration of 10 minutes) followed by leading a short class discussion (minimum duration 5 minutes, tutor will stop discussion if needed). rhea material must be presented. Reading directly from notes is not permitted and students must actively facilitate a class discussion. “Are there any questions? ” is NOT considered class facilitation. Students failing to conduct a class discussion will have marks deducted. Please note: Extensions will not be available for this assessment ask.
Two presentations) neck AAA: Neat is the country of origin (COO) effect? Does the COO effect affect all Countries and Product Types? Give examples. (Two presentation) neck B: different from COO. Neat is the difference between COO and Consumer Ethnocentrism (CE)? Give an example of an industry in your country that you think can take advantage of CE. neck B: Is Consumer desertification (CD) good or bad news for marketers? Show your own examples of CD in different markets. Anyone have Consumer Animosity (CAn) towards products made in your country? Who and why? If so, how should marketers deal with CAn?