FACULTY ECONOMICS AND MUAMALAT

MFA 3033 – CORPORATE FINANCIAL MANAGEMENT

SEMESTER I 2022/2023
Group (15%) and Individual Assignment (15%)
Case Analysis

The purpose of this task is to give students the experience in identifying and solving issues/problems
related to topics in corporate finance thru the case analysis. Students should give suggestion with proper
justification and evidence in solving the issues. Students should present the writing in a professional
way.

GUIDELINE OF THE ASSIGNMENT:

(a) Students are required to form a group of 5 students per group.

(b) Students are required to analyze and discuss the case study with the group members.
(c) Students are required to answer all the requirement in the given case.
(d) Format:
 Cover page
 Rubrics
 Table of content
 Font: Times New Roman (size 12), Spacing: 1.5, justified
 Length: Minimum 2 pages, excluding references and appendices, if any.
 Kindly ensure the report contains minimal typos and grammatical errors. You may check for
any errors in your essay via https://app.grammarly.com/.
(e) Submission:
 Softcopy:
This assignment needs to be submitted by Monday, 26th December 2022 (11.59 pm)
via GOALS in a form of PDF file. Please rename your file as ‘CLASS – MATRIX NO’.
Example: TMB1 – 1191234.

LATE SUBMISSION WILL NOT BE COMPROMISED, AND MARKS WILL BE DEDUCTED

ACCORDINGLY.

(f) The rubrics need to be attached with the report on the second page (after the cover).

(g) Students need to book an appointment with the respective instructors in discussing and evaluating
their work.
 RUBRIC FOR ASSESSMENT OF INDIVIDUAL WORK (CLO2)
NUMERICAL (PLO7)
4 (Capstone) 3 (Milestones) 2 (Milestones) 1 (Benchmark)
Level of Assessment SCORE
A- Proficient/Excellent B- Very Good C- Average/Fai D - Poor

Interpretation: Provides accurate explanations of Provides accurate Provides somewhat accurate Attempts to explain information
information presented in explanations of information explanations of information presented presented in mathematical forms,
Ability to explain information mathematical forms and makes presented in mathematical in mathematical forms, but but draws incorrect conclusions
presented in mathematical appropriate inference. For example, forms. For instance, occasionally makes minor errors about what the information means.
forms (e.g., equations, explains data shown in a graph and accurately explains the related to computations or units. For For example, explain data shown in
graphs, diagrams, tables, makes predictions for what the data trend data shown in a instance, accurately explains data in a graph, but will misinterpret the
words) suggest about future events. graph. a graph, but miscalculates slope of trend, perhaps by confusing
the trend line. positive and negative trends.

Representation: Skillfully converts relevant Competently converts Completes conversion of information Completes conversion of
information into an insightful relevant information into an but resulting mathematical portrayal information but resulting
Ability to convert relevant mathematical portrayal in a way appropriate and desired is only partially appropriate or mathematical portrayal is
information into various that contributes to a further or mathematical portrayal. accurate. inappropriate or inaccurate
mathematical forms (e.g., deeper understanding.
equations, graphs, diagrams,
tables, words)

Calculation Calculations attempted are Calculations attempted are Calculations attempted are either Calculations are attempted but are
essentially all successful and essentially all successful unsuccessful or represent only a both unsuccessful and are not
sufficiently comprehensive to solve and sufficiently portion of the calculations required to comprehensive
the problem. Calculations are also comprehensive to solve the comprehensively solve the problem
presented elegantly (clearly, problem.
concisely, etc.)

Application / Analysis Uses the quantitative analysis of Uses the quantitative Uses the quantitative analysis of data Uses the quantitative analysis of
data as the basis for deep and analysis of data as the as the basis for workmanlike (without data as the basis for tentative,
Ability to make judgments thoughtful judgments, drawing basis for competent inspiration or nuance, ordinary) basic judgments, although is
and draw appropriate insightful, judgments, drawing judgments, drawing plausible hesitant or uncertain about drawing
conclusions based on the reasonable and conclusions from this work. conclusions from this work.
quantitative analysis of data, appropriately qualified
while recognizing the limits of conclusions from this work
this analysis

Explicitly describes assumptions

Assumptions:
and provides compelling rationale Explicitly describes
for why each assumption is assumptions and provides
Ability to make and evaluate
appropriate. Shows awareness that compelling rationale for Explicitly describes assumptions Attempts to describe assumption
important assumptions in
confidence in final conclusions is why assumptions are
estimation, modeling, and
limited by the accuracy of the appropriate.
data analysis
assumptions
TOTAL

NOTE: TOTAL SCORE: (SUM OF ITEMS 1-5); TOTAL SCORE =____ (TOTAL= 15%)
Sources: https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-quantitative-literacy
 RUBRIC FOR ASSESSMENT OF GROUP WORK (CLO3)
LEADERSHIP, AUTONOMY, RESPONSIBILITY (PLO8)

Criteria Unacceptable Acceptable performance Successful performance Distinguished performance SCORE

performance 2 3 4
1
Responsibility Has poor attendance, Demonstrate average Demonstrates adequate attendance, Demonstrates perfect attendance,
consistently tardy, and attendance, occasionally arrives on time, and adequate always on time or early and exceptional
rarely participate in arrives late, and minimally participation participation
group discussion participate
Respect Is not respectful of Demonstrates developing Demonstrates ability to respectfully Demonstrate sensitivity, honesty, ethical
others or differences understanding of respect in an interact with all students and peers. consideration and respect for the culture,
educational environment Accepts feedback and follows language, gender, socio-economic
directions. status, and exceptionalities
Reliability Frequently skips Occasionally skips Work is submitted on time. Students Quality work is submitted and or
assignments or misses assignments or misses can be relied on to follow through provided on time. Keeps accurate
paperwork deadlines paperwork deadlines with tasks records of field experience requirements
Professionalisation & Demeanour Does not engage with Listens to ideas. Demonstrates Receptive to varying ideas, relates Receptive to varying ideas, relates well
other members or listen emerging understanding of well to others and demonstrates to others and demonstrates respect for
carefully to varying creating positive professional respect for differences differences. Is ethical and maintains
ideas. relationships confidentiality at all times.
Collaboration Does not offer ideas, Shares some responsibility for Shares responsibility for the creation Equitably collaborates on projects,
ask questions, or completing tasks. Offers ideas and application of ideas, activities, planning, discussion, and meetings.
participate in or asks questions sporadically. and projects. Demonstrates ability to work with peers
discussions and/or and lecturer(s)
meetings.
Contributions Does not offer ideas, Seldom contributes valuable Often contributes valuable ideas Contributes meaningfully to discussions,
ask questions, or ideas during discussions and in during discussions and in meetings. searches for answers, encourages and
participate in meetings. Emerging as a team Is a positive team player. supports others. Demonstrates ability to
discussions and/or player. work with peers and lecturer(s)
meetings
Openness Appears uninterested Limited demonstration of Demonstrates interest, passion, and Openly contributes to the classroom
and does not interest, passion, and curiosity. curiosity. Asks questions and seeks learning environment as a result of their
demonstrate or share Is sometime defensive about information related to instruction and interest, passion, and curiosity.
curiosity and passion. Is feedback and suggestions. classroom practice. Willingly
defensive about incorporates suggestions and
feedback and responds appropriately to feedback.
suggestions.
Leadership Facilitates the work and Little to no use of Some use leadership Adequate use of leadership Effective use of leadership strategies.
advancement of the team through leadership strategies. strategies. strategies.
the use of leadership strategies and
principles.
Examples: Takes and delegates
responsibility; demonstrates
situational awareness; provides
direction and support as needed;
fosters inclusivity; recognizes others’
achievements and growth.
Total
Reference: UUM, https://www.csueastbay.edu/aps/files/docs/assessment/resources/ilo-collaboration-teamwork-and-leadership-rubric.pdf;
http://www.haskell.edu/downloads/academics/education/Leader-Quality-Rubric.pdf