Module: BAC5014 Investment markets and principles Level 2 – Coursework (Foreign investment decisions)
Word limit: 3,000 words
Inspect the Repot and Accounts for Walt Disney Co. to examine its international profile of activities over the past years and answer the following questions:
1) How has the company’s foreign investment strategies changed over the years? And what factors caused the changes?
2) Motives for FDI (foreign direct investment) have been well established academically (e.g. Blonigen, 2005, and Doukas and Lang, 2003). Based on the literature, please examine the benefits of the opening of Disney Paris.
3) ‘Once an MNC establishes a subsidiary, FDI remains an ongoing decision’. Linking to the case of Disney Paris, explain and evaluate the statement.
(100 marks in total)
Blonigen, B.A. (2005), A Review of the Empirical Literature on FDI Determinants, Atlantic Economic Journal, 3, 383-403.
Board of Directors. (n.d.). In The Walt Disney Company and Affiliated Companies. Retrieved from
Doukas, J.A. and L.H.P. Lang (2003), Foreign Direct Investment, Diversification and Firm Performance, Jounal of International Business Studies, 34(2), 153-72.
Drew, Abbie. (2006). Starting a Business. 5 Secrets to Walt Disney World’s Success. Retrieved from
• Only printed copy is to be submitted through I-ZONE by due day.
Standard assessment regulations apply. You must reference your work as required by Cardiff Metropolitan University regulations.
This is assessment One and contributes 50% of the overall module assessment.
Learning Outcomes. On successful completion of this assessment, the student will:
• Demonstrate an awareness of economic issues and their impact on foreign investment;
• Understand the risks and benefits of foreign investment;
• Critically evaluate the main principles governing how to construct an international investment portfolio.
90 – 100 A quite exceptional and outstanding answer, providing insights which would not be available publicly, and would, with some editing, be publishable. In addition to the features of the next section, this range is distinguished by superior organisation economic use of language and totally comprehensive, given the conditions of the exercise.
80 – 89 An answer which demonstrates an excellent understanding of the question and of the complexity of the issues involved. There is a sound basis of relevant factual knowledge and/or the theoretical issues involved. Most of the important issues are dealt with in a detailed, specific and systematic way. There is either some measure of original thinking in the answer or an accurate and comprehensive account is given in a way which demonstrates understanding, for example by structuring the material such that it could not have been based just on reproduction of lecture notes and programme material. Evidence of creativity, critical approach, and wide reading beyond the core subject matter.
70 – 79 As above but a slightly less consistently excellent level. Alternatively, this range of mark may be given for an answer which, while not having original insights, gives comprehensive and accurate coverage of the issues at a high level throughout the answer, without significant omissions or errors.
60 – 69 The answer shows evidence of ability to maintain a personal position in original terms and shows a command of the accepted critical positions with some attempts at innovation. It is lively and highly articulated, giving evidence of knowledge, enthusiasm and control. There is demonstration of a clear understanding of the question and a grasp of the complexity of the issues involved, and there is a sound basis of relevant factual knowledge and/or theoretical issues involved, with few significant errors
50 – 59 The answer shows evidence of an ability to defend on the basis of evidence and personal position in relation to an issue or aesthetic. It shows evidence of evaluation of information and synthesis of generalisations from it. There is clear evidence of selection of appropriate material, logical structure and clear argument. The answer demonstrates an understanding of the major or basic issues in the question, and there is a basis of factual knowledge and/or relevant theoretical issues.
40 – 49 The answer demonstrates an understanding of the major or basic issues in the question. There is evidence of a satisfactory level of analysis and judgement including a statement of criteria. Evidence of selection of appropriate material, logical structure and clear argument are also present. The overall framework is sensible and accurate.
30 – 39 Significant errors may be present. The answer is less well planned compared to above, or poorly planned, with little clear train of thought or development of argument. There is some evidence of ability to collate information and construct generalisations, but with limited comment on the weighting of evidence or opinion.
20 – 29 The answer may meander around the general area of the question, but with very little convenience or structure. There is no evidence of criticism, synthesis or evaluation.
10 – 19 Some notes relevant to the question, but without coherence.
1 – 9 Notes of little relevance to the question or only an introductory paragraph and one or two scattered thoughts
Graduate Skills assessed: 1a, 1b, 1d, 2b, 2c, 3c, 4a, 4b, 6a, 6b, 6c, 6d, 7b & 7c.
Skill Category Skill Elements to be developed
1. Communications a. Written
b. Presentation: verbal and written
c. Listening and interpretation
d. Reading and interpretation
2. Numeracy a. Calculation/estimation
b. Understanding conventional numerical data.
c. Handling and interpreting date.
3. Technology a. Use/application of ICT
b. Electronic communications
c. Information retrieval and manipulation
4. Learning and Study a. Personal time management
c. Learning technology
5. Interactive Group a. Team working
b. Taking initiative
c. Leadership/managing others
6. Problem Solving a. Identifying key issues
c. Managing tasks
d. Creativity and originality
7. Professionalism a. Ethical evaluation
d. Self reflection evaluation
e. Career/career development awareness.
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