London School Master’s in Business Administration

of Business &
Finance (LSBF)
Module
International Human Resource Management
Assignment Briefing Sheet Autumn 2010

Assignment Year on year companies are spending more money on Corporate Social
Title Responsibility (CSR) initiatives. Yet this type of activity is often regarded
by some as nothing more than expensive PR and that it adds no real
value to society or return on investment for shareholders. How far do
you agree with this statement? Giving examples to support your
arguments, explain the reasons why companies engage in CSR activity
and what the future holds for those who choose not to do it at all.
Assignment Type Essay
Word Limit 5000
Weighting 50%
Student Cohort Intake 5
Issue Date 5th November 2010
Submission Date 16th December 2010
Feedback Date
Issued by Barry Goode
(Assessor)
Internal Verifier
Plagiarism When submitting work for assessment, students should be aware of the LSBF
guidance and regulations in concerning plagiarism. All submissions should be your
own, original work.

You must submit an electronic copy of your work. Your submission will be
electronically checked.

Harvard The Harvard Referencing System must be used. The Wikipedia website must not
Referencing be referenced in your work.

Learning On successful completion of this assignment you will be able to:

Outcomes
Understand and explain the concept of CSR
Understand the trends towards CSR amongst certain employment groups
Appreciate why CSR inititiatives are increasing
Understand the public, political, and profit drivers that are shaping CSR
activity
Predict the future for CSR and its impact on business and the wider
community
Grading Criteria Please see separate Assignment Grading Criteria Autumn 2010 sheet for this
Assignment.

Introduction
CSR is not a new concept but has become increasingly more popular in recent
years. Disasters such as the recent BP oil spill off the Gulf of Mexico all help to
raise the issue of CSR and public expectations of big multinational organisations.

You are required to investigate the conecept and history of CSR and apply your
learning to the modern day challenges facing organisations today. There are many
reasons why companies are adopting a CSR strategy; some of which are more
transparent than others.

Your task is to provide an intelligent interpretation and conclusion regarding the

motives driving and shaping CSR activity, along with some supported predictions for
the future.

Your recommendations should include consideration as to the ‘what’ and the ‘how’
organisations should address their own CSR strategy for the future given your
findings.

Guidelines
All materials must be properly referenced. The actual word count should be +/-10%
of the indicated word count, excluding references and appendices. Word counts
that are below and above the +/- 10% of the indicated word count will be
penalised. Comprehensive yet concise assignments are necessary for good credit
points. Originality, quality of argument and good structure are required. What I
want to see is that you can take a body of theory, understand it, choose
what you want from it, apply it in a reasonable fashion and hence
evaluate it. Your submissions will be expected to demonstrate the following
qualities:

1. Answering the central focus of the assignment topics.

2. A critical appreciation and application of relevant literature and theories to
support argument substantiate model(s) and other aspects of the assignment.
3. Taking ownership of the content, being prepared to debate and argue a
personal position, evidences evaluative skills. A submission made up of
extracts from published sources which is descriptive and just theoretical, is not
acceptable. Your submission must have interpretation and consideration of the
challenges and issues of taking theory into practice (using cases and/or
personal experience).
4. Ability to analyse relevant theoretical concepts in a critical manner, evaluation
of material.
5. Logical flow of ideas and treatment; imaginative approaches; appropriate
selection of real world factors related to the model(s) or specific assignment
topic.
6. Evidence of additional personal research, and the ability to analyse material
from a variety of appropriate relevant perspectives. A clear and listing of
 references and/or bibliography using the Harvard referencing method.
7. Presentation, structure, appropriateness of methodology, breaking into section
headings/subheadings (depending on the type of assignment), tidiness.
8. A strong conclusion.

Please ensure that you reference material which you take from text books,
published documents, internet etc… in the main body of your report, at the place
you use it, as well as listing the publications in an appendix. Also, try to evaluate
and critique this material and the experience you get from applying and using it.
The assignment should be written from a third-person perspective.
NB: Marks will be awarded for proper referencing and originality of work. Also note
that plagiarism is a serious offence and your submission will be electronically checked.

Note This Assignment Briefing Sheet Autumn 2010 is available on

http://docs.google.com/ for you to view and print off at a type size more
convenient to you.
LSBF Student Name Course Unit Title / Code Type of Assessment

Postgraduate Assessment Name of Student Text

Feedback Sheet □ Staff Assessment
Date of Assessment Student ID Course Unit Level □ Self Assessment
Date AA 000000 7 □ Peer Assessment
Type of Assessment Course and College Assignment / Project Title
□ Formative
Text Course Text
□ Summative
College

The feedback you are given will General comments and advice on how to improve your work in the future
be informed by each of the
marking criteria overleaf. Text
Marks are arrived at through
markers’ holistic judgement,
informed by the criteria

The feedback you receive

should help you to understand
your overall level of
performance for the
assessment. Feedback should
help you plan and execute work
as well as understand how your
mark was arrived at.
 London School of Business & Finance
Postgraduate Marking Criteria

Criteria Level of Achievement Indicators

Fail Pass
0–29% 30–39% 40-49% 50-59% 60-69% 70+%
1 Research Little or no evidence of Information presented Adequate research has Information is accurate Well informed Extensive independent
Systematic appropriate research does not relate been carried out and and from a range of judgements made of research, accuracy, familiarity
identification and sufficiently to the task; appropriate information sources, with evidence the relative value of with the material, and sound
investigation of there may be evidence has been gathered and of some analysis and connected information judgments
appropriate sources of rudimentary research documented from evaluation from a wide range of
readily available academic sources
sources applying
standard techniques

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

2 Analysis Little or no evidence of Judgments (with or Key elements within Uses examination and Judgements are astute Evidence of analysis which
Examination and analytical engagement without complete data) relevant information are interpretation of and well supported; potentially contributes new
interpretation of are not sound; critiques identified, but may lack sources to make sound able to deal with ideas, processes or knowledge
resources are not well argued; accurate interpretation judgments ; shows complex issues both to the field or is ground
response to complex and analysis critical awareness of systematically and breaking in a way that would
issues is not systematic current problems creatively; critiques are be recognized as valid by
or creative insightful and well experts in the field
substantiated; offers
new insights

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

3 Subject Knowledge Inaccurate and/or Fragmentary and/or Evidence of Knowledge is accurate Systematic and Brings a valid individual
Understanding and incomplete knowledge partial knowledge of the understanding key and current within the extensive knowledge, at understanding to concepts and
application of subject of the subject field and subject and its aspects of the subject field, and applied the forefront of their knowledge in the field Where
knowledge and its development development context, in current appropriately field of study, perhaps appropriate, able to propose
underlying principles debates and/or informed by related or original ideas or hypotheses
historical background. external fields, used
creatively

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

4 Experimentation Unable to identify Exploration of methods Operates within familiar Decision making is Effective decision Risk taking shows a profound
Problem solving, risk problems; does not or concepts is not and well established based on sound making in complex and and precise understanding of
taking, experimentation understand the purpose sufficient to resolve ideas, processes, judgement of available unpredictable the nature of the field, and
and testing of ideas and of risk taking or barriers and/or move media and/or materials; options; risk is situations; progresses the field, perhaps
materials in the exploration of practice forward some evidence of managed appropriately; demonstrates originality in an individually distinctive
realisation of concepts alternatives exploration of ideas and applies established in tackling and solving way
concepts techniques creatively in problems; approach
the discipline consistently moves
practice forwards

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

5 Technical Execution shows very Techniques are limited Skills are adequate to Skilled command of Discernment and Idea and technique are unified.
Competence limited command of or rudimentary in communicate ideas; conventions and judgement are evident. Discernment and judgement
Skills to enable the techniques and poor selection or skill accepted conventions procedures. Technical Idea and technique are are evident. Technical Skills
execution of ideas judgement and procedures are skills facilitate practice, unified. Breadth of may have contributed to
appropriate to the usually applied conceptual techniques adopted conceptual advances
medium development and the may be a feature
communication of ideas

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

6 Communication and Ineffective use of visual/ Partial lack of Conventions and Able to communicate Communication is Communication shows an
Presentation oral/ written awareness and standards are applied; own conclusions and persuasive and exceptional and integrated
Clarity of purpose; skills communication observance of structure is clear; explain and summarise compelling; diverse understanding of the topic and
in the selected media; conventions in the conventions and information selection existing work clearly, in audience needs are audience needs
awareness and production and standards; lack of and organisation shows appropriate media to accounted for; message
adoption of appropriate presentation of ideas clarity in structure awareness of audience specialist and non and medium are unified
conventions; sensitivity selection and requirements and specialist audiences with personal style
to the needs of the organisation of preferences
audience information; lack of
awareness of audience

0–29% 30–39% 40-49% 50-59% 60-69% 70+%

7 Personal Consistent lack of Evidence of reflection Evidence that reflection Demonstrable capacity Takes full responsibility Evidence of strong sense of
and Professional evidence of reflection or and planning for and planning have led to continue to advance for own learning and motivation and commitment to
Development planning for learning. learning not to increased subject their knowledge and development through personal and professional
Management of Little or no awareness consistently engagement and understanding, and to iterative cycles of well development, explicitly and
learning through of personal strengths progressed. Incomplete commitment. develop new skills to a articulated purposeful clearly communicated and
reflection, planning, self and weaknesses in awareness of personal Developing an high level analysis and planning, evidenced
direction, subject relation to task strengths and awareness of strengths supported by extensive
engagement and weaknesses and weaknesses evidence
commitment

0–29% 30–39% 40-49% 50-59% 60%60-69% 70+%

8 Collaborative and / or Shows little accurate Insufficient Awareness of main Shows self-direction Regularly shows self- Makes sound decisions readily
Independent knowledge of related understanding of standards required of and/or originality in direction and originality in complex and unpredictable
Professional Working profession; is professional life; relevant profession. tackling and solving in tackling and solving situations; operates both
Demonstration of unproductive working struggles to plan and Able work both problems; can plan and problems; shows autonomously and
suitable behaviour for alone; does not complete work alone; collaboratively and implement tasks at a initiative and personal collaboratively as a
working in a collaborate effectively collaborates reluctantly; independently professional or responsibility; professional; a consistently
professional context with others behaviour may be equivalent level; able to consistently plans and strong contributor to any team,
alone, or with others unsupportive of others work effectively in implements tasks at a in any role
diverse teams professional or
equivalent level,
autonomously or
collaboratively; able to
work effectively in
diverse teams, in
multiple roles