Consciousness of Ignores culture difference in the case study. Recognises cultural Identifies, analyses and diversity in the case Fails to identify own cultural filters and differences. Identifies addresses diversity and study (20%) their impact on thinking processes. cultural filters and impact workplace issues. on own thinking Elaborates cultural processes. norms, values and frameworks.

Articulation of research principles (20%) The focus for the research question(s) or basis for the project is unclear. The rationale for the research methodology is The focus for the research question(s) or basis for project is The focus for the research question(s) or basis for project is clear. The focus for the research question(s) or basis for project is The focus for the research question(s) or basis for project is inappropriate for the research reasonable. The The rationale for the very clear. The exceptionally clear. The question/project. rationale for the research research methodology is rationale for the Rationale for the methodology is stated and appropriate research research methodology appropriate for the for the research methodology is is compared and research question/project. compared with evaluated against question/project. alternatives and the alternatives and the chosen method is chosen method is appropriate for the appropriate for the research research question/project. question/project.

Assessment Attributes Fail (Unacceptable) Pass (Functional) Credit (Proficient) Distinction (Advanced) High Distinction (Exceptional) Assessment of Neglects one or more elements of a SWOT Completes all elements Elaborates all elements Elaborates all Demonstrates a strengths and analysis of a SWOT analysis. of the SWOT analysis elements of the sophisticated weaknesses (30%) beyond basic SWOT analysis understanding of each requirements. beyond basic element of the SWOT requirements and analysis and integrates includes elements of PEST analysis factors. political, economic, social and technological factors.

Distinction (Advanced) High Distinction (Exceptional) Information, Expertly presented; the arguments and presentation is logical, evidence are very persuasive, and well well presented; the supported by evidence, presentation is demonstrating a clear logical, clear and flow of ideas and well supported by arguments. Engages evidence. and sustains audience’s Demonstrates interest in the topic, cultural sensitivity. demonstrates high Skilfully manages levels of cultural cohesion and sensitivity Uses a wide paragraphing. range of structures with flexibility and accuracy demonstrating a sophisticated control of lexical features.

Assessment Attributes Fail (Unacceptable) Pass (Functional) Credit (Proficient) Effective Difficult to understand for audience, no Information, arguments Information, arguments Communication (30%) logical/clear structure, poor flow of ideas, and evidence are and evidence are well argument lacks supporting evidence. presented in a way that is presented, mostly clear Audience cannot follow the line of not always clear and flow of ideas and reasoning. Has little command of logical. Line of reasoning arguments. Line of organisational features. Uses some is often difficult to follow. reasoning is easy to cohesive devices but these may be May not always use follow. Manages all inaccurate or repetitive. referencing clearly or aspects of cohesion well. appropriately.

There are numerous ways to interpret the assessment brief. This rubric should not be used as a prescription or tick-the-box list of requirements but as a description of an amalgam of several possible interpretations and the standards they might take. The assessment will be graded holistically, based on the criteria in the leftmost column. Your interpretation may not match the rubric exactly as you may extend the requirements, using your initiative to demonstrate your mastery of the subject matter.

Students should commence this assignment early, keep regular backups and ensure they submit the correct, final version. Students should use this brief as the instruction set for the assignment requirements. Additionally, the rubric below can be used to describe what unacceptable, functional, proficient, advanced and exceptional assignments might look like according to the criteria in the leftmost column of each row. As this is a Masters level subject, students are expected to engage with high-quality academic journal articles, using the Torrens University Library. Textbooks, Wikipedia and, in general, anything that can be obtained through an open Google search page are considered supplementary material, unbecoming of a postgraduate.

The report is to be limited to 2000 words, exclusive of formal document sections (i.e. title page, executive summary, table of contents, references list, appendices, etc.), citations, tables and graphs. Students should submit one file through Turnitin. There are a number of forms the report could take. The exact form of the report will depend on the additional research the student will undertake; students should aim for the demonstration of deep learning, founded on reflection, rather than on getting any aspect of the brief ‘right.’