Please read through all the lecture slides and try to sync them

Please read through all the lecture slides and try to sync them into answering those 2 questions. Also use the rubrics given.

Length: 1,500 words (maximum 1,650 words; exclude reference list)

Task: This assessment includes two questions. You need to address these questions utilizing relevant IHRM literature and illustrate your arguments with appropriate examples if necessary.

Critically discuss the key International Human Resource Management (IHRM) frameworks, models or theories by comparing the differences, similarities, prons and cons etc.

How do cultural distance and institutional distance influence multinational companies’ (MNCs’) international staffing approaches, in particular the use of expatriates ?

Individual essay marking rubric

Individual essay marking rubric

Criteria

Ratings

Pts

This criterion is linked to a learning outcome1. Comprehension

(The ability to understand the purpose of the assignment and fulfil the requirements with relevant information)

9 to >7.14 Pts

HD/ High Distinction

Has understood and responded to each of the task requirements appropriately. Engages with A wide range of both creatively and judiciously, demonstrating imagination and conceptual flair.

7.14 to >6.24 Pts

D/ Distinction

Has understood and responded to most task requirements appropriately. A range of relevant, information sourced, demonstrating initiative, engagement, and curiosity, which is reflected in the quality of the assignment.

6.24 to >5.34 Pts

CR/ Credit

Has understood some task requirements and attempted to respond appropriately. A limited range of relevant, additional information sourced, demonstrating engagement and curiosity, and enhancing the quality of the assignment.

5.34 to >4.5 Pts

PA/ Pass

Limited understanding of the task was evident, but some requirements are missing. Student engages with prescribed texts only, and in a limited fashion. No identification of additional, relevant information, demonstrating limited engagement and curiosity, which limits the quality of the assignment.

4.5 to >0 Pts

NN/ Fail

No evidence that the student has understood what is required in this task. Insufficient engagement with prescribed texts. No identification of additional, relevant information, demonstrating an absence of curiosity and engagement, critically limiting the quality of the assignment.

9 pts

This criterion is linked to a learning outcome2. Depth of analysis

(The ability to demonstrate coherent theoretical knowledge in depth)

9 to >7.14 Pts

HD/ High Distinction

Student displays considerable conceptual flair. Sophisticated and novel insights made possible by highly advanced analysis and synthesis skills. Mastery of abstract concepts demonstrated. Contextualised and nuanced understanding of existing theory and practice concerning IHRM.

7.14 to >6.24 Pts

D/ Distinction

Student displays advanced analytical and synthesis capability. Ideas within the assignment are integrated and coherent, and allow the student to offer insights that build upon existing ideas. Advanced understanding of existing theory and practice concerning IHRM.

6.24 to >5.34 Pts

CR/ Credit

Student displays sound analytical and synthesis skills. Assignment is coherent, fulfils the assignment requirements, and displays a sound understanding of existing theory and practice concerning IHRM.

5.34 to >4.5 Pts

PA/ Pass

Student displays limited analysis and synthesis of ideas, and only partially responds to the assignment requirements. Coherence of ideas is patchy and understanding of existing theory and practice concerning IHRM is superficial.

4.5 to >0 Pts

NN/ Fail

Student’s work is descriptive, rather than analytic, and does not synthesise ideas to respond to the assignment requirements. Assignment is incoherent and does not demonstrate an understanding of existing theory and practice concerning IHRM.

9 pts

This criterion is linked to a learning outcome3. Structure

(The ability to structure information & ideas to reveal patterns, themes, and insights logically)

3 to >2.4 Pts

HD/ High Distinction

Cohesive structure consistently encourages reader-engagement with the content. New information from research is synthesised and presented under themes to address the assessment question.

2.4 to >2.1 Pts

D/ Distinction

Information organised mostly logically in an essay structure. Generally cohesive paragraph structure. Some effort to structure new information from research into themes to address the assessment question.

2.1 to >1.8 Pts

CR/ Credit

Cohesive paragraph structure supports engagement with the content. Uses discrete paragraphs to respond to the prescribed questions but new information from research is structured into themes linked to the assessment question.

1.8 to >1.5 Pts

PA/ Pass

Has used an essay structure to organise information logically. But has presented response as a series of discrete paragraphs based on the summary of main ideas from each article.

1.5 to >0 Pts

NN/ Fail

Limited or no attempt at an essay structure. Information presented randomly or as a series of question/answers only. No sense of cohesion between ideas.

3 pts

This criterion is linked to a learning outcome4. Written expression

(The ability to transmit the knowledge and ideas to the readers)

3 to >2.4 Pts

HD/ High Distinction

Uses discipline-specific language appropriate for an academic or professional audience. Writing is fluent and uses appropriate paragraph/sentence structures. No critical language errors.

2.4 to >2.1 Pts

D/ Distinction

Includes discipline-specific language sufficient for an academic or professional audience. Writing is generally fluent and uses mostly appropriate paragraph/sentence structures. Minor errors usually do not interfere with meaning, but some editing and proofreading is required.

2.1 to >1.8 Pts

CR/ Credit

Some discipline-specific language included to meet general expectations of an academic or professional audience. Writing is generally clear and mostly uses appropriate paragraph/sentence structures. Editing and proofreading would reduce errors and improve clarity.

1.8 to >1.5 Pts

PA/ Pass

Limited use of discipline-specific language which may not always meet expectations of an academic or professional audience. Inconsistent paragraph and sentence structures. Errors are frequent. Little evidence of proofreading or editing.

1.5 to >0 Pts

NN/ Fail

Limited vocabulary. Little or incorrect use of discipline-specific language. Consistent and numerous errors in writing (grammar, paragraph and sentence structure) make reading difficult. Not appropriate for an academic or professional audience. No evidence for editing or proofreading.

3 pts

This criterion is linked to a learning outcome5. Research and referencing skills

(The ability to utilize and correctly attribute the sources)

6 to >4.7 Pts

HD/ High Distinction

Uses academic research skills to select 10 or more current, credible and authoritative academic references. The student has considered how the articles relate directly to assessment requirements. Uses Harvard/APA referencing style and in-text citations with no errors.

4.7 to >4.1 Pts

D/ Distinction

Uses academic research skills to locate 8 or more current, credible and authoritative academic references. Uses Harvard/APA referencing style and in-text citations with few errors.

4.1 to >3.5 Pts

CR/ Credit

Uses academic research skills to source 6 or more current, credible and authoritative Academic references. Uses Harvard/APA referencing style and in-text citations, but with consistent errors.

3.5 to >3.0 Pts

PA/ Pass

Uses academic research skills to source 4 academic references. Limited attempt at using Harvard/APA referencing style. In-text citations show consistent errors throughout.

3 to >0 Pts

NN/ Fail

Has not located 4 academic references or selected refences do not meet the task requirements. Uses general web searches to locate online webpages or articles. Little or no attempt to use a referencing style or include in-text citations.

6 pts

Total points: 30