In partnership with the University of Suffolk
LSC UoS BA in Business
Course/Programme:
Level:
Module Title:
Module Leader:
Assignment titles:
Assignment number(s):
Weighting:
Date given out:
Submission date:
Eligible for late submission (3
working days, with penalty)?
Method of submission:
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submission (if any):
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Employability skills assessed:
Assignment Brief
BA Business
4
Business Law and Ethics
Randolph Metz-Johnson
1. Individual Essay (Critique Article below) 1500 words
- 50% (LOs 1and 2)
2. Individual Report – 1500 words – 50% (LOs 3/4/ &
5.)
1 and 2
Assignment 1 - Individual Essay: 50%
Assignment 2 - Individual Report: 50% of overall
module grade.
July 2020
Assignment 1 – 14th September 2020
Assignment 2 – 26th October 2020
Yes
X Online only Online and paper copy
C1: Reading, selecting, analysing and synthesising
information from a range of sources
C2: Producing different types of document
 C3: Participating in discussions
C4: Making presentations
LP1: Develop a strategy for using a range of skills to
improve own learning and performance
IT1: Preparing information
IT2: Processing and presenting information
S1: Plan personal work schedules
WWO2: Working towards identified targets

Learning outcomes assessed: LO1: Demonstrate an understanding of the fundamentals of

the English legal system, company and business law.
LO2: Understand company and business law, corporate
governance and ethical issues within an international
context.
LO3: Recognize and respond in a mature and reflective
manner to ethical conflict and turbulence in their
professional careers and the workplace.
LO4: Understand philosophical theories and professional
body ethical guidance and advice.
LO5: Use appropriate MIS development and acquisition
approach in acquiring relevant systems for organizations.

Learning Outcomes tested Assessment Criteria to achieve each outcome

a student must demonstrate the ability to:
(from module descriptor)

1. Demonstrate an understanding on  The essay task enables the student to

the key elements of the internal
environment of organisations and
the interaction with the external
environment.
2. Identify the dynamics of the Legal
and ethical environments and the
role of government within it
3. Examine the economic environment
within which businesses operate in
the United Kingdom
4. Examine the global business 
environment and explain why
countries benefit from trade with
each other.
5. Understand the reducing impact of 
the European Union on the
demonstrate an understanding of how
organisations make decisions based on the
external environment. In this case, the
impact that the Legal environment has
Corporate Organisations.
 The case study enables the student to
demonstrate an understanding of legislation
and ethical codes of conducts and the
principles of government that create the
framework for it.
 In the essay the student is required to look at
the market situation within the United
Kingdom, with reference to a specific
business environment.
The case study provides the student with the
opportunity to look at the macro
environment and at how specified countries
are impacted by international economic
scenarios.
In the case study task, the student is expected
to look at not just the UK environment, but
businesses operating in the EU also beyond, at the EU level, as to how the
environment. business environment operates in the 21st
century.
 TASK DESCRIPTION – ASSIGNMENT 1 (Individual essay 50%)

TASK
Formation of Contractual Relationships
The following facts have occurred.
Hilary advertised a printing press in a specialist trade journal for £15,000. Eleanor wrote to
Hilary offering to buy it for £10,000. Hilary replied by return of post saying she would accept
£13,000. When she heard nothing further from Eleanor, Hilary wrote again saying she would
accept £10,000. Eleanor says she no longer wants to buy the printing press.
Hilary wrote to Amy offering for sale an office computer for £1,000. The morning that she
received the letter Amy wrote to Hilary agreeing to buy at the asking price. After she had
posted the letter, but before it was delivered, Amy changed her mind and sent Hilary a fax
asking her to ignore the letter when it arrived.
Hilary decided to have a grand summer sale at her art gallery. She put large notices in the
windows of the gallery stating that a valuable painting by Trumpeter, a famous artist, would
be available for only £1 to the first customer who came into the gallery at the commencement
of the sale, together with a free signed print of another Trumpeter painting. Olivia waited
outside the shop for two days before the sale started to be sure of getting the painting, but as
she entered the shop, Hilary told her that the painting by Trumpeter was no longer for sale.

Questions for Discussion:

Required:
1. Define contract law and describe all the blue prints of a contract.
2. Explain the court system in relation to the English legal system and advise the
parties above which court(s) action to pursue.
3. Advise Hilary as to whether binding contracts exist between herself and each of
the following people: Eleanor, Amy and Olivia.
4. Explain and discuss the various remedies available to the parties

Write your responses to the above questions in the form of an essay. Justify your responses.
This task addresses LOs 1 and 2.

LENGTH
REQUIRED

A maximum of 1500 words.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
 2. Focus: Focus only on the tasks set in the assignment.
3. Document format: Essay
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in Harvard style.
 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 1

This section details the assessment criteria. The extent to which these are demonstrated by
you determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Marks
Marks
Common Assessment Criteria Applied

avail
able
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that 10
form the basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models 20
used in your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Demonstrating conceptual insights into the potential values of 20
the selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Applying your conceptual insights to successfully address the 30
situations faced by your chosen organisation. Making
recommendations for future plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.
Quality of the presentation. 20
Potential effectiveness in terms of getting your messages across
 to your intended audience.
1. TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the UoS Assessment Board. These comments
%
and marks are to give feedback on module work and are for 72 Hour Late Submission
guidance only until they are confirmed. ) Penalties (tick if appropriate)
 TASK DESCRIPTION: Individual Report (50%)

BACKGROUND / INTRODUCTION

This part of the assignment is testing your understanding of Los 3, 4 and 5 by applying the
concepts into the questions below. You are therefore required to write a report based on the
question provided. You will be assessed on your content, research / referencing, application
of legal rules, analysis / application and presentation skills.

TASKS

Individual Report – 1500 words – 50%

Enron Fraud scandal.

Enron Corporation - At the end of 2001, it was revealed that Enron's reported financial
condition was sustained by an institutionalised, systemic and creatively planned accounting
fraud. Discuss this case in relation to ethical corporate governance and the Sabane-Oxley
Act of 2002.

These tasks address LOs 3, 4 and 5

LENGTH 2000 words maximum

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Formatting: Report
4. Ensure a clear title, course, and name or ID number is on a cover sheet and a
bibliography using Harvard referencing throughout is also provided.
5. Research: Research should use reliable and relevant sources of information e.g.
academic books and journals that have been peer reviewed. The research should be
extensive.

The use of a range of information sources is expected – academic books, peer reviewed
journal articles, professional articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company information. All referencing
should be in the Harvard style.
 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 2

This section details the assessment criteria. The extent to which these are demonstrated by
you determines your mark. The marks available for each criterion are shown. Lecturers use a
similar format to comment on the achievement of the task(s), including those areas in which
you have performed well and areas that would benefit from development/improvement.

Marks
Marks
Common Assessment Criteria Applied

avail
able
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that 10
form the basis of the insights in your essay.

2. Knowledge and Understanding of Subject

Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models 20
used in your presentation.

3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Demonstrating conceptual insights into the potential values of 20
the selected academic concepts/ models.

4. Practical Application and Deployment

Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Applying your conceptual insights to successfully address the 30
situations faced by your chosen organisation. Making
recommendations for future plans and strategies.
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.
Quality of the presentation. 20
Potential effectiveness in terms of getting your messages across
 to your intended audience.
2. TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the UoS Assessment Board. These comments
%
and marks are to give feedback on module work and are for 72 Hour Late Submission
guidance only until they are confirmed. ) Penalties (tick if appropriate)
GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated
knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that
area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and
make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate
different approaches to solving problems and will be able to communicate the results of their study/work accurately and reliably, and with
structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed
environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4 EXCEPTION
SATISFACT EXCELLENT
MARGINAL GOOD VERY GOOD AL
FAIL ORY (1st /
FAIL (2.2 / Pass) (2.1 / Merit) (1st /
(3rd / Pass) Distinction)
Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with evidence of engagement with a limited within with a wide with an engagement
literature reading and/or with essential range of appropriate range of extensive range with an
(including reliance on reading. No mostly relevant range of literature, of relevant and extensive range
reading, inappropriate evidence of and credible literature, including credible of relevant and
referencing, sources. wider reading. sources but including sources literature. credible
academic Views and Reliance on with some sources retrieved Consistently literature.
conventions findings mostly inappropriate reliance on retrieved independently. accurate High-level
and unsupported sources, and/or information independently. Selection of application of referencing
academic and non- indiscriminate gained through Some over- relevant and referencing. skills
honesty) authoritative. use of sources. class contact. reliance on credible consistently
 Referencing Heavily reliant Some texts rather sources. applied.
conventions on information omissions and than other Generally
used gained through minor errors. sources. sound
incoherently or class contact. Referencing Referencing referencing,
largely absent. Inconsistent conventions may show with no/very
and weak use evident though minor few
of referencing. not always inaccuracies or inaccuracies or
applied inconsistencies inconsistencies
accurately or . .
consistently.
Knowledge Major gaps in Gaps in Limited Knowledge of Competent Excellent Exceptional,
and knowledge and knowledge of knowledge and the basic knowledge of knowledge and detailed
understandin understanding the basic understanding underlying the basic understanding knowledge and
g (Knowledge of the basic underlying of the basic concepts and underlying of the basic understanding
of the basic underlying concepts and underlying principles is concepts and underlying of the basic
underlying concepts and principles, with concepts and accurate with a principles. concepts and underlying
concepts and principles of flawed or principles good Exhibits very principles of concepts and
principles of a the subject superficial within the understanding good the subject. principles
subject.) matter. understanding. subject area. of the field of understanding.
Inclusion of Some Some elements study but lacks
irrelevant significant may be depth and/or
material. inaccuracies missing. breadth.
Substantial and/or
inaccuracies. irrelevant
material.
Cognitive and Wholly or Largely Limited Good Sound Excellent Exceptional
intellectual almost wholly descriptive attempt at evaluation of evaluation of evaluation of evaluation of
skills descriptive work, with evaluation of the underlying the underlying the underlying the underlying
(Evaluate work. Little or superficial the underlying concepts and concepts and concepts and concepts and
underlying no evaluation evaluation of concepts and principles. Can principles. Can principles. Can principles-
of the the underlying principles, interpret interpret interpret based
underlying concepts and tending qualitative and qualitative and qualitative and evidence.
concepts and
principles of a concepts and principles. towards quantitative quantitative quantitative Outstanding
subject and principles. Weak description. data, with data accurately. data accurately interpretation
interpret Failure to interpretation Can interpret minor errors. Ability to and with some of qualitative
qualitative and develop of data, flawed qualitative and An emerging devise insight. and
quantitative arguments, development of quantitative ability to use arguments Excellent quantitative
data in order leading to arguments and data but with evidence to using evidence ability to data.
to develop illogical or judgements. some errors. support the to make mostly devise Exceptional
lines of invalid Information Some evidence argument. appropriate and arguments ability to
argument and judgements. accepted to support Mostly valid valid using evidence devise
make sound Minimal or no uncritically, emerging arguments and judgements. and make arguments
judgements.) use of uses arguments and logical appropriate and using evidence
evidence to generalised judgements but judgements. valid and make
back up views. statements these may be judgements. wholly
made with underdevelope appropriate and
scant evidence d or with a valid
and little judgements.
unsubstantiated inconsistency /
opinions. Ideas mis-
sometimes interpretation.
illogical and
contradictory.

Practical Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
skills use of taught, application of awareness and appropriate application of a application of a levels of
(Different basic methods, taught, basic mostly application of range of basic range of application and
approaches to materials, tools methods, appropriate basic methods, methods, taught, basic deployment
solving and/or materials, tools application of materials, tools materials, tools methods, skills in
problems in techniques. and/or basic methods, and/or and/or materials, tools particular
particular Little or no techniques but materials, tools techniques. techniques. and/or practical
contexts.) appreciation of without and/or Clear Very good techniques. contexts.
the context of consideration techniques. appreciation of consideration The context of Outstanding
the application. and Basic the context of of the context the application identification
 Very weak competence. appreciation of the application. of the is well of problems in
evidence of Flawed the context of Good evidence application. considered, particular
different appreciation of the application. of different Very good and insightful. contexts and
approaches to the context of Can identify approaches to evidence of Excellent formulation of
problem- the application. problems in problem- different evidence of wholly
solving in Weak evidence particular solving in approaches to different appropriate,
particular of different contexts and particular problem- approaches to thoughtful
contexts. approaches to propose basic contexts and solving in problem- solutions /
problem- alternative proposes particular solving in different
solving in approaches or mostly contexts and particular approaches.
particular solutions appropriate proposes contexts and
contexts. though there solutions. appropriate proposes
may be errors. solutions. appropriate
solutions.
Transferable Work is poorly Work is poorly Mostly ordered Mostly Work is Work is Work is
skills for life structured, presented in a presentation coherent, accurate, coherent, very accurate,
and disorganised, disjointed and structure in organised and coherent, fluent and is exceptionally
professional inaccurate manner. It is which relevant accurate work, fluent, well- presented coherent, very
practice and/or loosely, and at ideas / in a suitable structured and professionally. fluent and
(Communicate confusingly times concepts are structure and is organised. Can work presented well.
the results of expressed. incoherently, reasonably for the most Can work effectively Can work
their Very weak use structured, expressed. part clearly effectively independently effectively
study/work of language with Work may lack expressed. Can independently and/or as part independently
accurately and and/or very information coherence work and/or as part of a team, with and/or as part
reliably, and inappropriate and ideas often and/or effectively of a team, with an excellent of a team, with
with structured style. Failure to poorly accuracy in independently very good contribution to an exceptional
and coherent work expressed. places. Can and/or as part contribution to group contribution to
arguments; the effectively Weak use of work as part of of a team, with group activities. group
qualities individual or as language a group, clear activities. Demonstrates activities.
needed for part of a group. and/or meeting most contribution to Demonstrates excellent skills Demonstrates
employment Little or no inappropriate obligations to group very good for exceptional
evidence of the style. Flawed others but activities. skills for employment skills for
requiring the
exercise of skills for approach to perhaps with Demonstrates employment requiring the employment
some personal employment individual or limited the skills for requiring the exercise of requiring the
responsibility requiring the group work, involvement in employment exercise of some personal exercise of
within a exercise of meeting only group requiring the some personal responsibility some personal
structured and some personal partial activities. exercise of responsibility, with an responsibility
managed responsibility. obligations to Demonstrates some personal with just appetite for with an
environment.) others. Limited the basic skills responsibility, occasional further appetite for
evidence of the for with some minor development. further
skills for employment areas of weakness. development.
employment requiring the strength and
requiring the exercise of some of minor
exercise of some personal weakness.
some personal responsibility,
responsibility. with some
areas of minor
weakness.