If so, the question needs to use all three theories -Vernon’s Product Life Cycle Theory -Krugman’s First Mover Advantage Theory; and -Dunning’s Ownership-Location-Internalisation (OLI) eclectic theory. Drawing on relevant theories, critically compare different perspectives on the extent of globalization within the business environment and whether its impact has been positive or negative for consumers and wider society. "whether its impact has been positive or negative for consumers and wider society."

In Question 3 please explain these three theories given below..-Vernon’s Product Life Cycle Theory -Krugman’s First Mover Advantage Theory; and -Dunning’s Ownership-Location-Internalisation (OLI) eclectic theory. also add one more question in Question 1 question 1 is Drawing on relevant theories, critically compare different perspectives on the extent of globalization within the business environment and whether its impact has been positive or negative for consumers and wider society. wondering if you have worked on " compare different perspectives on the extent of globalization within the business environment" and "whether its impact has been positive or negative for consumers and wider society."

at least 20 academic reference, harvard business referencing choose one of the questions the word file to work on Drawing on what you have learnt during the module, your assignment should apply the theories that are relevant to the assignment question chosen. In addition, your arguments within the assignment should be supported by drawing on relevant academic literature and examples from companies operating in the international business environment, You also need to make sure that direct quotations are cited and acknowledged in compliance with the Harvard Referencing System.

Presentation style – Was there a clear introduction of team members and their role. Did they connect with audience? Did they know their subject? Did it flow well? Teamwork – Did all the team know what theyt were supposed be doing? Did they work well together and support each other?

Content – Did it answer all the questions? Were the slides coherent and consistent in terms of style, colour, overall look? Was there just enough content or too much on each slide? Structure – Was it clear : introduction/overview, addressing key questions; what happened next. Was there a clear conclusions that summarised key findings? Were references appropriate?

30 – 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.

35 – 39% Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Largely descriptive or narrative, with little evidence of analysis A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence Some evidence of a view starting to be formed but mainly derivative. Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Barely adequate use of literature. Over reliance on material provided by the tutor.

40 – 49% Some correlation with the requirements of the assessment but there are instances of irrelevance Basic understanding of the subject but addressing a limited range of material Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader Evidence of use of appropriate literature which goes beyond that referred to by the tutor. Frequently only uses a single source to support a point.

50 – 59% Some attempt to address the requirements of the assessment: may drift away from this in less focused passages Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance Significant analytical treatment which has a clear purpose Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)

60 – 69% Directly relevant to the requirements of the assessment A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein Comprehensive analysis - clear and orderly presentation Well supported, focussed argument which is clear and logically structured. Contains distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice. Well written, with standard spelling and grammar, in a readable style with acceptable format Critical appraisal of up- to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material.

70 – 75% The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.

76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality.

Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature 86 – 100% The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

Presentation The work is well written, with standard spelling and grammar, in a readable style with acceptable format. 5% Reference to Literature Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated source material. 5% Total Marks 100% Comment

Assessment Criteria Details Marks Criteria Allocated Actual Relevance The Relevance of the work examined to its selected question. 20% Knowledge The work should have a substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein. 20% Analysis The analysis should be comprehensive, clear and orderly. 20% Argument and Structure The argument should be well supported, focussed, clear and logically structured. 10% Critical Evaluation The work should contain distinctive or independent thinking; and formulate an independent position in relation to theory and/or practice. 20%

This is an individual assignment. It will constitute 100% of your overall mark for the module. Please choose ONE question from the following FOUR. You are asked to write an essay-style answer of about 3000 words on the topic you have chosen. You are expected to develop your own arguments within the assignment, based on your own critical reflection, as well as your wider reading, and the discussions that have taken place during lectures and seminars. You are also expected to draw on academic sources such as journal articles, books to to support the arguments and analysis within your assignment. You should also make sure that referencing and citing of sources complies with the Harvard Referencing System. A guide for this can be found online via the University of Sunderland Library website.