Introduction to the Module

| June 7, 2016


Lord Ashcroft International Business School

Business Economics

Economics, International Business and Operations Management

Module Code: MOD001047

Year: 2013/14

Semester: 2

Academic Year: 2013/14




.doc#_Toc374387941″>1. Key Information.2

.doc#_Toc374387942″>2. Introduction to the Module.2

.doc#_Toc374387943″>3. Intended Learning Outcomes.2

.doc#_Toc374387944″>3.1 Employability skills delivered in this Module.4

.doc#_Toc374387945″>4. Outline Delivery.5

.doc#_Toc374387946″>4.1 Attendance Requirements.6

.doc#_Toc374387947″>5. Assessment7

.doc#_Toc374387948″>5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]9

.doc#_Toc374387949″>5.2 Submitting your work [Students in all other locations at Associate Colleges]11

.doc#_Toc374387950″>5.3 Marking Rubric and Feedback.11

.doc#_Toc374387951″>5.4 Re-Assessment (resit)11

.doc#_Toc374387952″>6. How is My Work Marked?.12

.doc#_Toc374387953″>7. Assessment Criteria and Marking Standards.14

.doc#_Toc374387954″>7.1 Specific Assessment Criteria and Marking Rubric.14

.doc#_Toc374387955″>7.2 University Generic Assessment Criteria.15

.doc#_Toc374387956″>8. Assessment Offences.17

.doc#_Toc374387957″>9. Learning Resources.19

.doc#_Toc374387958″>10. Module Evaluation.20

.doc#_Toc374387959″>Appendix 1: Re-Assessment Information.21

1. Key Information
Module: Business Economics

Module Leader: Peter MacDonald

Room LAB322, LAIBS Cambridge

Extension: 5676


Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

· the Virtual Learning Environment (VLE)

· the My.Anglia Module Catalogue at”>

· Anglia Ruskin’smodule search engine facility”>

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at”> A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office [REPLACE WITH EQUIVALENT OFFICE/LOCATION AT ASSOCIATE COLLEGE](all new students will have received a copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module
This module takes further the introductory materials involving the economic underpinnings of business and management activity encountered in the corresponding core module. Itis designed to develop further analytical skills and an understandingof the economic principles and how they apply to the business environment. The module explores various aspects of business behaviour, including acquiring an efficient mix of inputs, price and output determination, and growth strategies. The focus is on providing the tools needed to build the bridge between the economic theories and practice by furthering the students’ knowledge on some of the techniques of economic analysis (demand analysis, costs analysis, game theory).In this module, students will acquire vital tools for applying economic analysis to managerial decision making, which are valuable to any business.

3. Intended Learning Outcomes
Anglia Ruskin modules are taught on the basis of intended learning outcomes (LOs). On a successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes. For this module, in particular, on its successful completion students will be expected to be able to:

LO1: Assess therelevance of conventional micro-economic principles to actual business behaviour.

LO2: Useeconomic analysis to explain observed business behaviour within specified sectors and markets and in response to specified external events.

LO3:Apply empirical and case study evidence to the testing and/or devising of economic hypotheses.

These intended learning outcomes are linked to the assignment coursework. The assignment aims at verifying students’ understanding of the economic environment and the role of the market conditions in shaping business behaviour. The assignment is designed in such a way to serve as a bridge for directapplications of the principles, techniques and concepts of economics to managerial problems.

3.1 Employability skills delivered in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:


Skills acquired in this module

Communication (oral)

Communication (written)


Commercial Awareness


Cultural sensitivity

Customer focus

Data Handling


Decision making







Interpersonal Skills

Leadership/Management of others


Organisational adaptability

Project Management


Problem Solving and analytical skills



Team working

Time Management



4. Outline Delivery


Lecture/Seminar topic

Key reference

Other references


Introduction to the module

(and revision of supply, demand, elasticity and market structures)

Allen et al (2013) Ch1

Sloman et al (2010) Ch1-2

Keat and Young (2009) Ch3

Griffiths and Wall (2011) Ch1, 2, & 6.


Consumer behaviour and rational choice

Allen et al (2013) Ch3

Baye (2010) Ch3


Estimating demand

Allen et al (2013) Ch4

Sloman et al (2010) Ch7

Baye (2010) Ch4


Production theory

Allen et al (2013) Ch5

Baye (2010) Ch5


Monopoly power, joint products and cost plus pricing

Allen et al (2013) Ch8

Baye (2010) Ch11, pp396-402

Keat and Young (2009) Ch10, pp408-413


Pricing strategies 1 – Price discrimination

Allen et al (2013) Ch9, pp304-321

Baye (2010) Ch11, pp402-408

Keat and Young (2019) Ch10, pp393-404

Sloman et al (2010) Ch17


Pricing strategies 2 – peak load pricing and two-part tariffs

Allen et al (2013) Ch9, pp319-340

Baye (2010) Ch11, pp 408-410 & pp415

Sloman et al (2010) Ch17


Pricing strategies 3 – bundling and transfer pricing

Allen et al (2013) Ch10

Baye (2010) Ch11 pp412-415 & pp416-417

Sloman et al (2010) Ch17



Allen et al (2013) Ch11

Baye (2010) Ch9


Labour market 1 – labour supply and demand

Lecture notes

Sloman et al (2010) Ch18

Griffiths and Wall (2011) Ch7, pp202-217


Labour market 2 – monopsony and principle-agent problems

Lecture notes and Allen et al (2013) Ch15

Most intermediate Microeconomics texts


Review of the module

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact your Module Tutor [or amend as appropriate].

Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.

5. Assessment
The assessment for this module consists of one piece of coursework comprised two tasks. Deadlines for assessments vary.


Type of assessment

Word or time limit

Submission method

Deadline for assessment


Coursework with two tasks: 600 words to answer two short answer questions; 2400 word essay

3000 words

Turnitin®UK GradeMark

or in hard copy (off main UK campus only)

Tuesday 13th May, 2014 by 5pm

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

Task A – 20% of your final mark (LO1)

Answer two of the three questions below in 600 words or fewer using diagrams to illustrate your answers. Each question answered is worth 10% of your overall mark for the module.

1.A consumer splits their income equally between two goods. If the price of one good increases by 10% and their income increases by 5%, show that the consumer’s optimal consumption bundle will change despite them being able to afford their original bundle.

2.When estimating a demand function, explain why fitting a line of best fit through observed price and quantity combinations over time is not likely to yield good estimates.

3.If a firm uses only capital and labour, show why the cost minimising combination of inputs sets: .gif”> .

This task is intended to assess your knowledge of conventional microeconomic principles (part of LO1). The word count is deliberately tight in order to force you to prioritise the most important arguments/explanations in your answers. Providing clear and concise explanations of the most important aspects will lead to good marks. Your answers should be written in an academic style.

Diagrams are essential. It is impossible to produce a good answer to these questions without using a well-chosen, and well-drawn, diagram. Do not simply present a diagram without carefully explaining it in the text. Use diagrams to save words and explain them to illustrate your answer.

Task B – 80% of your final mark(LO1, LO2 & LO3)

Select a (domestic).doc#_ftn1″ title=””>[1] public limited company of your choice which has some degree of market power. In an essay of 2400 words or fewer, evaluate the pricing strategies it employs for its core product/business in order to increase its market share and profitability within its industry (at the national level).

Task B must be written as an essay. You will need to build up a case study based on a company of your choice. You must first demonstrate that the company has some power to set its own price (that is, it has some degree of market power) – e.g. what is the structure of the industry it operates in? What is its market share for the product? How concentrated is the industry?

You must then use economic analysis to evaluate the pricing strategies your firm has adopted for its main product(s). Make clear comparisons between the predictions of the economic theories covered in the module and the empirical evidence for your firm. Are the strategies adopted by the firm optimal? If so, why? If not, why not? How might they be improved?

Further guidance on the assignment will be made available on the VLE.

5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]
You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOTbe marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE.

When you submit your paper, remember to:



At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:

More timely receipt of your feedback;
Better quality feedback;
The ability to hand in your work online;
Reduction in time spent queuing to hand in and pick up your assignments;
The ability to receive marker feedback when it is posted, regardless of your location;
Reduction of both yours and the university’s carbon footprint by no longer printing work.

Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.



The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.
Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.
All work submitted MUST be entitled by your Student ID number.
Any work handed in via the iCentre will NOT be marked.
The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required.
The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).
Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.
Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: Furthermore, there is a support VLE site (”> with videos to show you how to submit your work and to view your feedback.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.2Submitting your work [Students in all other locations at Associate Colleges]
All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.3 Marking Rubric and Feedback
For Task A the rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work. For the essay, Task B, the criteria listed in Section 7.1 will be used along with the generic University marking standards in Section 7.2.


You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with prompt feedback on all assessed work within a prompt 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed and subject to external moderation and approval. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at”>

5.4 Re-Assessment (resit)
If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked?
After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:

· Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

· Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

· External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) – who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

· Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Economics, International Business and Operations ManagementDAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:


External Examiner’s Name

Academic Institution

Position or Employer

Dr Kenny Crossan

Napier University, Edinburgh

Economics Lecturer

The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at”>

Anglia Ruskin’s marking process is represented in the flowchart below:

Anglia Ruskin’s marking process is represented in the flowchart below:

.gif” alt=”Text box: marking stage”>.gif” alt=”Text box: internal moderation stage”>.gif” alt=”Text box: external moderation stage”>.gif” alt=”Text box: dap4 stage”>.gif”>

7. Assessment Criteria and Marking Standards
7.1 Specific Assessment Criteria and Marking Rubric

Your work will be marked against the specific criteria beIow. There are separate criteria for each task. Examine them carefully when you begin your assignments. Also try to mark your work against them. This will help you to identify how and where it can be improved.

Task A – (short-answer questions worth 20% of your final mark)

Each of your answers for Task A will be marked according to the following rubric:

Marking criterion

(% of marks for each criterion)

Characteristics of Student Achievement by Marking Band











How well is question addressed? (40% of marks)

Are all parts of the question answered? Is the answer precise? Are the key concepts explained? Are the most important arguments emphasised or is the focus on minor aspects of the topic?

Question not attempted or answer not directed at the question, or many serious logical or factual errors.

Little evidence of understanding. Crucial concepts missing or serious errors of logic.

Limited understanding of topic. Key concepts poorly understood or missing. Major or frequent logical/factual errors or omissions.

Basic understanding of topic. Some omissions or misunderstanding. Perhaps minor logical/factual errors.

Satisfactory application of key concepts to question.

Few if any logical errors/omission.

Good application of key concepts to question.

Key concepts well explained.

Excellent application of key concepts to question.

Key concepts well explained with no errors or omissions.

Outstandingapplication of key concepts to question.

Concepts explained with precision and without errors or omissions.

Exceptionalapplication of key concepts to question.

Concepts explained with precision and without errors or omissions.


Use of diagrams

(40% of marks)

Are diagrams used?Are they well explained in the text? Is the reader talked through them? Are they clearly drawn? Are the diagrams used appropriate?

Question not attempted or addressed, no diagram or completely inappropriate diagram presented.

Diagram unclear, unsuitable or serious errors in explanation

Diagram appropriate but not referred to or discussed in text, or poorly suited for question.

Basic use of appropriate diagram. Basic explanation of diagram in text perhaps with some errors.

Satisfactory use of appropriate diagram. It is discussed and explained in text and illustrates answer well. Few if any errors.

Good, clear and appropriate diagram used. Well integrated into the answer and clearly explained in text.

Reader talked through diagram in text step by step. Diagram clear and covers all aspects of the question.

Outstanding use of diagram. Explanation precise and without error.

Exceptional use of diagram to illustrate answer. Explanation faultless.

Answers scoring 70% or more for this criterion are very likely to have drawn the diagram rather than copy and pasted it.


Clarity and referencing

(20% of marks)

Clarity of explanation, language, structure, use of academic style, referencing (Harvard style? Correctly applied? Uses a range of academic sources?), well presented?

Question not attempted or addressed or unreadable. Referencing so bad as to border on plagiarism.

Little evidence of use of learning resources or citing sources and difficulty with structure/accuracy in expression.

Limited use of learning resources and/or difficulty with structure/accuracy in expression.

Basic use of sources (perhaps mainly non-academic) and referencing and/or some difficulty with structure and accuracy in expression.

Satisfactory use of academic sources and citations in text with more than one source used. Perhaps some lack of structure/accuracy in expression

Good use of learning resources and referencing. Draws on a range of academic sources.

Well structured and clearly written.

Excellent management of learning resources excellent referencing. Draws on a wide range of academic sources.

Structured/ accurate expression in precise academic style.

Outstanding management of learning resources. Referencing entirely in Harvard style. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination.

Exceptional management of learning resources. Referencing flawless. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination.

Work lacking citations in the text cannot score more than 40% for this criterion.

NB This mark scheme is indicative rather than definitive; it allows flexibility, especially in the allocation of marks between criteria. If required, criteria other than those listed may be used.

Task B (2,400 word essay worth 80% of your final mark)

Task B will be marked using the following criteria:

Assessment criteria

Maximum % Mark



Should contain an introduction, a main body and a conclusion. Sections, subsections and paragraphs should be well-transitioned and follow in a logical order.

Knowledge & Understanding


Should demonstrate knowledge and understanding of economic theories. The economic concepts under consideration should be clearly defined. It should contain appropriate and insightful connections between economic theories and the real-life business issues of the company.



The choice of company must be well justified and the essay should contain comprehensive analysis of the pricing strategies pursued. It should include empirical evidence to support arguments. It should demonstrate insightful and independent thinking. Theeconomic analysis should explain and critically evaluate the company’s pricing strategies.

Figures, Tables & Data


Should demonstrate an excellent use of supporting evidence (figures, tables, and data); figures and tables should be referred to, presented well and sufficiently described in the text.

Citations & References


Sources should be properly cited and listed in a reference list in a correct Harvard System of Referencing convention at the end of the essay.

NB This mark scheme is indicative rather than definitive; it allows flexibility, especially in the allocation of marks between criteria. If required, criteria other than those listed may be used.

7.2 University Generic Assessment Criteria



Level 5reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.

Mark Bands


Generic Learning Outcomes (GLOs)(Academic Regulations, Section 2)

Knowledge & Understanding

Intellectual (thinking), Practical, Affective and Transferable Skills

Characteristics of Student Achievement by Marking Band


Achieves module outcome(s) related to GLO at this level

Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy.

Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills.


Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy

Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills


Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy

Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Very goodacademic/ intellectual skills and team/practical/professional skills


Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy

Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills


Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline

Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/intellectual skills, going beyond description at times. Satisfactory team/practical/professional skills. Inconsistent self-direction


A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension

Basic use of learning resources with little self-direction. Some input to team work. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills


A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark

Limited knowledge base; limited understanding of discipline and its ethical dimension

Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Weakacademic/intellectual skills. Still mainly imitative and descriptive. Team/practical/professional skills that are not yet secure


Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension

Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weakacademic/intellectual skills and significantdifficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills


Inadequate information base. Inadequate understanding of discipline and its ethical dimension

Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weakacademic/intellectual skills and majordifficulty with structure/expression. Wholly imitative and descriptive. Inadequate practical/professional skills


No evidence of any information base. No understanding of discipline and its ethical dimension

No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidenceacademic/intellectual skills andincoherent structure/ expression. No evidence of practical/ professional skills


Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes

8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences


Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

· directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;

· using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;

· rewording someone else’s work, without referencing them; and

· handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.


Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

Examples of collusion include:

· agreeing with others to cheat;

· getting someone else to produce part or all of your work;

· copying the work of another person (with their permission);

· submitting work from essay banks;

· paying someone to produce work for you; and

· allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).


Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

· taking unauthorised material into the examination room;

· inventing results (including experiments, research, interviews and observations);

· handing your own previously graded work back in;

· getting an examination paper before it is released;

· behaving in a way that means other students perform poorly;

· pretending to be another student; and

· trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism).

You can get advice on how to use honestly the work of others in your own work from the library website (”> and your lecturer and personal tutor.

You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at:”>

9. Learning Resources
Lord Ashcroft International Business School”>

Reading List



Key textbook

Allen, WB, N. Doherty, K, Weigelt and E. Mansfield (2013) Managerial Economics: Theory, applications and cases,8th Edition.New York: Norton.

We will draw heavily on this book. The readings for each week are given above in the outline delivery – Section 4.

The examples are rather heavily US based, but I suggest that you buy a copy.

John Smith’s will sell you a copy and it may be worth investigating their book packs.


Baye, M. (2010) Managerial Economics and Business Strategy, 7th Edition. McGraw-Hill (MEBS).

Keat, P., and P. Young (2009)Managerial Economics,6th edition. FT/Prentice Hall.

Sloman, J., K. Hinde and D. Garrett (2010) Economics for Business, 5th Edition. Harlow: FT/Prentice Hall.

Griffiths, A., and Wall, S. (2011) Economics for Business and Management, 3rd Edition. Harlow: FT/Prentice Hall.


There are many other textbooks that cover the material in this course. The books to the left are those referred to in the outline of the course. It is often useful to read more than one explanation of a concept, especially if finding it hard to understand.

Copies should be available in the library.

Sloman et al (2010) is a useful introduction to many of the topics, but lacks the rigour and depth needed to fully support the module.

Griffiths and Wall (2011) is useful for revision of concepts covered in the first year.

Useful Websites

Websites of UK market research websites, for example:

– Kantar Worldpanel”>

– Mintel”>

London Stock Exchange”>

Any broadsheet newspaper

These websites provide useful resources for collecting empirical evidence in your research.

There will be cross references between these websites, but exploring them will provide useful material, resources and ideas.

Additional notes on this reading list

Link to the University Library catalogue and Digital Library”>

Link to Harvard Referencing guide”>

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to”> at any time.

Appendix 1: Re-Assessment Information

The reassessment for this module consists of one piece of coursework comprised two tasks:


Type of assessment

Word or time limit

Deadline for assessment


Coursework with two tasks: 600 words to answer two short answer questions; 2400 word essay

3000 words

21st July, 2014 by 5pm

Task A reassessment – 20% of your final mark (LO1)

Answer two of the three questions below in 600 words or fewer using diagrams to illustrate your answers. Each question answered is worth 10% of your overall mark for the module.

1.Show that a consumer’s utility maximising bundle equates the marginal rate of substitution to the ratio of the prices of goods (ignore corner solutions).

2.Explain why firms in monopolistic competition make no economic profit in the long run.

3.Show how monopsony may lead to increased employment after the introduction of a minimum wage.

Task B reassessment – 80% of your final mark(LO1, LO2 & LO3)

Task B is unchanged. You must address the same task using the company you chose for the initial assessment.

.doc#_ftnref1″ title=””>[1] Select a domestic company for the country you study in, unless instructed otherwise. For example, if you are a student in the UK, you must select a UK company and analyse its UK industry. If you study in another country, select a company equivalent to public limited company in this country (e.g., SA in France, Spain, SPA in Italy etc.).

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