In partnership with the University of Suffolk
LSC UoS BA in Business
Course/Programme:
Level:
Module Title:
Module Leader:
Assignment titles:
Assignment number(s):
Weighting:
Date given out:
Submission date:
Eligible for late submission (3
working days, with penalty)?
Method of submission:
Special instructions for
submission (if any):
Date for results and feedback:
Employability skills assessed:
Assignment Brief
BA Business
4
Business Law and Ethics
1. Individual Essay 1500 words - 50% (LOs 1 and 2)
2. Individual Report – 1500 words – 50% (LOs 3/4/ &
5.)
1 and 2
Individual Essay: 50% of overall module grade
Individual Report: 50% of overall module grade
July 2022
Individual Essay: 50% - 5th September 2022
Individual Report: 50% - 26th September 2022
Yes
X Online only Online and paper
copy
C1:         Reading, selecting, analysing and synthesising
information from a range of sources
C2:         Producing different types of document
 C3:         Participating in discussions
C4:         Making presentations
LP1:       Develop a strategy for using a range of skills to
improve own learning and performance
IT1:        Preparing information
IT2:        Processing and presenting information
S1:         Plan personal work schedules
WWO2:  Working towards identified targets

Learning outcomes assessed: LO1: Demonstrate an understanding of the fundamentals

of the English legal system, company and business law.
LO2: Understand company and business law, corporate
governance and ethical issues within an international
context.
LO3: Recognize and respond in a mature and reflective
manner to ethical conflict and turbulence in their
professional careers and the workplace.
LO4: Understand philosophical theories and professional
body ethical guidance and advice.
LO5: Use appropriate MIS development and acquisition
approach in acquiring relevant systems for organizations.

Learning Outcomes tested Assessment Criteria to achieve each outcome

a student must demonstrate the ability to:
(from module descriptor)

1. Demonstrate an understanding on  The essay task enables the student to

the key elements of the internal
environment of organisations and
the interaction with the external
environment.
2. Identify the dynamics of the Legal
and ethical environments and the
role of government within it
3. Examine the economic environment
within which businesses operate in
the United Kingdom
4. Examine the global business 
environment and explain why
countries benefit from trade with
each other.
demonstrate an understanding of how
organisations make decisions based on the
external environment. In this case, the impact
that the Legal environment has Corporate
Organisations.
 The case study enables the student to
demonstrate an understanding of legislation
and ethical codes of conducts and the
principles of government that create the
framework for it.
 In the essay the student is required to look at
the market situation within the United
Kingdom, with reference to a specific
business environment.
The case study provides the student with the
opportunity to look at the macro environment
and at how specified countries are impacted
by international economic scenarios.

5. Understand the reducing impact of  In the case study task, the student is expected
the European Union on the to look at not just the UK environment, but
businesses operating in the EU also beyond, at the EU level, as to how the
environment. business environment operates in the 21st
century.
 TASK DESCRIPTION – ASSIGNMENT 1 (Essay 50%)

TASK

Assignment 1 – 1500 words – 50%

Sam has just graduated from the University of Business and has applied for a three-week
internship with a commercial law firm called Manchester Law

Sam has just found out that he has received an invitation to interview for an internship.
Sam is aware that if he impresses members of the various departments at Manchester Law
it may lead to a training contract at the firm. Sam has been told by Deb, the HR Manager
at Manchester Law, that during the internship, the successful candidate would spend time
in each of the following two departments: Company Law and the Employment Law
Division. As part of the interview process, Sam is given a set of questions. One question
relates to the two departments in which she would work during her internship.

Sam is asked the following:

1 Discuss the broad historical structure of UK Employment Law since the 1970s and
indicate who you think UK Employment Law favours – either employers or
employees (750 words).

2 Discuss the fundamental features of the formation of the Company in the UK (750
words).

Advisory Note – you are asked to discuss so just present your views in a descriptive way
This task addresses LOs 1 and 2.

LENGTH
REQUIRED

A maximum of 1500 words.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Essay
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.
The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in Harvard style.
MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 1

This section details the assessment criteria. The extent to which these are demonstrated by
you determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Mark
Common Assessment Criteria Applied

Awa
Mar
avail
able

ks
s
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that 10
form the basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models 20
used in your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Demonstrating conceptual insights into the potential values of the 20
selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Applying your conceptual insights to successfully address the 30
situations faced by your chosen organisation. Making
recommendations for future plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
 organisation.
Quality of the presentation. 20
Potential effectiveness in terms of getting your messages across
to your intended audience.
1. TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the UoS Assessment Board. These comments
%
and marks are to give feedback on module work and are for 72 Hour Late Submission
guidance only until they are confirmed. ) Penalties (tick if appropriate)
 TASK DESCRIPTION: Report (50%)

BACKGROUND / INTRODUCTION

This part of the assignment is testing your understanding of LOs 3, 4 and 5 by apply them in
to the questions below. You are therefore required to write a report based on the question
provided. You will be assessed on your content, research / referencing, application of legal
rules, analysis / application and presentation skills.

TASKS
 
Critically discuss the extent to which Corporate Social Responsibility (CSR) is actually
taken seriously by large corporations.
In your answer you should draw on both the UK and International framework for CSR.
Please have a look at this documentary in order to answer this question. We will look at it in
class during the course.
https://www.youtube.com/watch?v=zpQYsk-8dWg

LENGTH 1500 words maximum

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Formatting: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in the Harvard style.
 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 2

This section details the assessment criteria. The extent to which these are demonstrated by
you determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Mark
Common Assessment Criteria Applied

Awa
Mar
avail
able

ks
s
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that 10
form the basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models 20
used in your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Demonstrating conceptual insights into the potential values of the 20
selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Applying your conceptual insights to successfully address the 30
situations faced by your chosen organisation. Making
recommendations for future plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.
Quality of the presentation. 20
Potential effectiveness in terms of getting your messages across
to your intended audience.
 2. TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the UoS Assessment Board. These comments
%
and marks are to give feedback on module work and are for 72 Hour Late Submission
guidance only until they are confirmed. ) Penalties (tick if appropriate)
GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated
knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that
area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and
make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate
different approaches to solving problems and will be able to communicate the results of their study/work accurately and reliably, and with
structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed
environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3 / Pass)
rd
Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with evidence of engagement with a limited within with a wide with an engagement
literature reading and/or with essential range of mostly appropriate range of extensive range with an
(including reliance on reading. No relevant and range of literature, of relevant and extensive range
reading, inappropriate evidence of credible literature, including credible of relevant and
referencing, sources. wider reading. sources but including sources literature. credible
academic Views and Reliance on with some sources retrieved Consistently literature.
conventions findings mostly inappropriate reliance on retrieved independently. accurate High-level
and unsupported sources, and/or information independently. Selection of application of referencing
academic and non- indiscriminate gained through Some over- relevant and referencing. skills
Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
honesty) authoritative. use of sources. class contact. reliance on credible consistently
Referencing Heavily reliant Some texts rather sources. applied.
conventions on information omissions and than other Generally
used gained through minor errors. sources. sound
incoherently or class contact. Referencing Referencing referencing,
largely absent. Inconsistent conventions may show with no/very
and weak use evident though minor few
of referencing. not always inaccuracies or inaccuracies or
applied inconsistencies. inconsistencies.
accurately or
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competent Excellent Exceptional,
and knowledge and knowledge of knowledge and the basic knowledge of knowledge and detailed
understandin understanding the basic understanding underlying the basic understanding knowledge and
g (Knowledge of the basic underlying of the basic concepts and underlying of the basic understanding
of the basic underlying concepts and underlying principles is concepts and underlying of the basic
underlying concepts and principles, with concepts and accurate with a principles. concepts and underlying
concepts and principles of flawed or principles good Exhibits very principles of concepts and
principles of a the subject superficial within the understanding good the subject. principles
subject.) matter. understanding. subject area. of the field of understanding.
Inclusion of Some Some elements study but lacks
irrelevant significant may be depth and/or
material. inaccuracies missing. breadth.
Substantial and/or
inaccuracies. irrelevant
material.
Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Cognitive and Wholly or Largely Limited Good Sound Excellent Exceptional
intellectual almost wholly descriptive attempt at evaluation of evaluation of evaluation of evaluation of
skills descriptive work, with evaluation of the underlying the underlying the underlying the underlying
(Evaluate work. Little or superficial the underlying concepts and concepts and concepts and concepts and
underlying no evaluation evaluation of concepts and principles. Can principles. Can principles. Can principles-
concepts and of the the underlying principles, interpret interpret interpret based evidence.
principles of a underlying concepts and tending qualitative and qualitative and qualitative and Outstanding
subject and concepts and principles. towards quantitative quantitative quantitative interpretation
interpret principles. Weak description. data, with data accurately. data accurately of qualitative
qualitative and Failure to interpretation Can interpret minor errors. Ability to and with some and
quantitative develop of data, flawed qualitative and An emerging devise insight. quantitative
data in order to arguments, development of quantitative ability to use arguments Excellent data.
develop lines leading to arguments and data but with evidence to using evidence ability to Exceptional
of argument illogical or judgements. some errors. support the to make mostly devise ability to
and make invalid Information Some evidence argument. appropriate and arguments devise
sound judgements. accepted to support Mostly valid valid using evidence arguments
judgements.) Minimal or no uncritically, emerging arguments and judgements. and make using evidence
use of uses arguments and logical appropriate and and make
evidence to generalised judgements but judgements. valid wholly
back up views. statements these may be judgements. appropriate and
made with underdevelope valid
scant evidence d or with a judgements.
and little
unsubstantiated inconsistency /
opinions. Ideas mis-
sometimes interpretation.
illogical and
Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
contradictory.
Practical Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
skills use of taught, application of awareness and appropriate application of a application of a levels of
(Different basic methods, taught, basic mostly application of range of basic range of taught, application and
approaches to materials, tools methods, appropriate basic methods, methods, basic methods, deployment
solving and/or materials, tools application of materials, tools materials, tools materials, tools skills in
problems in techniques. and/or basic methods, and/or and/or and/or particular
particular Little or no techniques but materials, tools techniques. techniques. techniques. practical
contexts.) appreciation of without and/or Clear Very good The context of contexts.
the context of consideration techniques. appreciation of consideration the application Outstanding
the application. and Basic the context of of the context is well identification
Very weak competence. appreciation of the application. of the considered, and of problems in
evidence of Flawed the context of Good evidence application. insightful. particular
different appreciation of the application. of different Very good Excellent contexts and
approaches to the context of Can identify approaches to evidence of evidence of formulation of
problem- the application. problems in problem- different different wholly
solving in Weak evidence particular solving in approaches to approaches to appropriate,
particular of different contexts and particular problem- problem- thoughtful
contexts. approaches to propose basic contexts and solving in solving in solutions /
problem- alternative proposes particular particular different
solving in approaches or mostly contexts and contexts and approaches.
particular solutions appropriate proposes proposes
contexts. though there solutions. appropriate appropriate
may be errors. solutions. solutions.

Transferable Work is poorly Work is poorly Mostly ordered Mostly Work is Work is Work is
skills for life structured, presented in a presentation coherent, accurate, coherent, very accurate,
Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
and disorganised, disjointed and structure in organised and coherent, fluent and is exceptionally
professional inaccurate manner. It is which relevant accurate work, fluent, well- presented coherent, very
practice and/or loosely, and at ideas / concepts in a suitable structured and professionally. fluent and
(Communicate confusingly times are reasonably structure and is organised. Can work presented well.
the results of expressed. incoherently, expressed. for the most Can work effectively Can work
their Very weak use structured, with Work may lack part clearly effectively independently effectively
study/work of language information coherence expressed. Can independently and/or as part independently
accurately and and/or very and ideas often and/or work and/or as part of a team, with and/or as part
reliably, and inappropriate poorly accuracy in effectively of a team, with an excellent of a team, with
with structured style. Failure to expressed. places. Can independently very good contribution to an exceptional
and coherent work Weak use of work as part of and/or as part contribution to group contribution to
arguments; the effectively language a group, of a team, with group activities. group
qualities individual or as and/or meeting most clear activities. Demonstrates activities.
needed for part of a group. inappropriate obligations to contribution to Demonstrates excellent skills Demonstrates
employment Little or no style. Flawed others but group very good for exceptional
requiring the evidence of the approach to perhaps with activities. skills for employment skills for
exercise of skills for individual or limited Demonstrates employment requiring the employment
some personal employment group work, involvement in the skills for requiring the exercise of requiring the
responsibility requiring the meeting only group employment exercise of some personal exercise of
within a exercise of partial activities. requiring the some personal responsibility some personal
structured and some personal obligations to Demonstrates exercise of responsibility, with an responsibility
managed responsibility. others. Limited the basic skills some personal with just appetite for with an
environment.) evidence of the for responsibility, occasional further appetite for
skills for employment with some minor development. further
employment requiring the areas of weakness. development.
requiring the exercise of strength and
exercise of some personal some of minor
Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
some personal responsibility, weakness.
responsibility. with some
areas of minor
weakness.