| Submission Deadline | Marks and Feedback |
| Before 6pm on:Click or tap to enter a date. | 15 working days after deadline (All Levels) Click or tap to enter a date. |
| Module title & code | International Finance FC31-3 |
| Assignment number and title | Report & Presentation |
| Assessment type | In Course Assessment |
| Weighting of assessment | 60% (40% Report & 20% Presentation) |
| Module learning outcomes | 1 Explain relevant concepts/frameworks of international Finance and mechanism in which international financial transactions are conducted.2. Analyse the factors affecting the flow of foreign investment, appropriate models and techniques of exchange rate determinations and interest rate exposures in the context of international financial interaction. |
| What am I required to do in this assignment? |
| The Big Mac Test of Purchasing Power ParityBig Mac’s are a relatively homogeneous product in which the recipe is roughly the same throughout the 118 countries in which McDonalds conducts business. As a light -hearted test of purchasing power parity, The Economist began publishing the Big Mac Index. Comparing a country’s PPP rate with the market determined exchange rate is a test of whether a country’s currency is overvalued or undervalued.For the purpose of this assignment, choose any 10 countries where McDonald’s sells their Big Mac and write a report on the concept of Purchasing Power Parity keeping Big Mac as the base.Your report should cover the following:· A brief description on the concept of purchasing power parity including the problems and factors affecting the purchasing power parity. (supported by literature review which is late)· Analysis & discussion on the price of Big Mac in local currency against US dollars in 10 selected countries.· Determine how much a currency of a country is overvalued or undervalued against US dollars after necessary calculations and provide the justification whether PPP holds good for Big Mac.· An appropriate conclusion. |
| Deliverables |
| SubmissionSubmission of the individual report will be done via Turnitin Link on MOVE At the time of submission, you need to make sure that the assignment is your own and all the sources have been acknowledged.You are required to do the Individual presentation (PPT) after submission in class which will be assessed individually. |
| Is there a word limit (Number of Words ± 10%)? |
| The word limit is 2500 words with ± 10% flexibility. |
| What do I need to do to pass? (Threshold Expectations) |
| In order to pass this assessment, you need to:Ø Search for the relevant Information which should be evident in your report for the selected countries from appropriate sources. There should be some logical explanation/rationale.Ø The assignment should have clear discussion of the ideas related to Big Mac Index and factors affecting the exchange rates based on the same along with sufficient data (from appropriate source) to support your view.Ø Conclusions should be supported with limited reasoning and evidence; presents an interpretation which is acceptable somewhat realistic and appropriate with reference to the issues discussed in the report.Ø The report should be properly structured and most of the tasks should be addressed.Ø The report should show some compliance to HARVARD STYLE referencing. |
| How do I produce high quality work that merits a higher grade? |
| Ø Show exceptional use of a wide range of appropriate and current sources, focusing on research-based reviews indicating personal research and critical awareness of their status and relevance.Ø Recognise the concept of exchange rates which you should be able to clearly defend yourself if challenged, and can properly incorporate the ideas /published works of others into your own work building upon them.Ø Show the evidence of exemplary understanding of relevant theory and latest research related to foreign currencies exchange rates keeping Big Mac as base. Reference to appropriate theoretical background that provides support to your discussion.Ø Critical reasoning is consistently evident across the discussions. The tasks have exemplary discussion and detailed narration of the based on the data collected and results obtained.Ø Show that the structure is exemplary. Execution of all task is excellent. Discussions are free of grammar or writing errors. A clear layout augments the presentation. |
| How does assignment relate to what we are doing in scheduled sessions? |
| · This assignment relates to the topic of Foreign Exchange Rates and analysis which is an effective tool to aid international financial decisions. |
| How will my assignment be marked? |
| Your assignment be marked according to the threshold expectations and the criteria on the following page.You can use them to evaluate your own work and estimate your grade before you submit. |
| No | Criterion | Weighing (%) | Sub Standard / No Attempt(0 Marks) | Poor(20 Marks) | Satisfactory(40 Marks) | Good(50 Marks) | Very Good(60 Marks) | Excellent(70 Marks) | Outstanding(100 Marks) |
| Information and Research & Referencing Detailed information search | 15 | There is no evidence for information search/ Tasks are incomplete.The references do not clearly comply with the basic requirements of HARVARD STYLE format. | Sources not used to support substantive assertions or argument.Information search is not adequate. Very limited resources are used to discuss the tasks.Limited and uncritical use of a restricted range of sources. The references do not clearly comply with the basic requirements of HARVARD STYLE format. The references are inadequate to support the literature used in the report.Sources used show limited relevance and currency. |
Information search is evident. There is an attempt to address some tasks. All the tasks lack proper focus in discussion.Although the information supports the task, some of them are not properly analyzed and lack paraphrasing at some areas.The report shows some compliance to HARVARD STYLE referencing, but shows many errors.Very few references quoted which are inconsistent with the amount of literature used in the report.Some sources of information are relevant while others are dated. | Relevant information search is evident, but not adequate.There is a good attempt to address the tasks. All the tasks are discussed but one or two tasks lack focus or clarity.The report demonstrates a basic level of HARVARD STYLE referencing, but still contains major deficiencies. No sophistication is evident i.e. Websites do not follow Harvard Referencing style.Majority of the sources are relevant and current. | Very good usage of variety information from various sources. Contents are properly paraphrased. The usage of information can be better if it relates to the context.All tasks are discussed properly. The report demonstrates a solid understanding of the basic elements of HARVARD STYLE formatting. In-text citations if presented at relevant areas will lend more appropriateness to the report.Sources used to support the discussions are relevant and current. | Excellent application of the relevant information from variety of sources. Excellent usage and quoting of the literature at relevant discussions. All the tasks are discussed astutely with proper focus. Use of a wide range of appropriate sources, indicating critical awareness of their status and relevance.The report demonstrates excellent HARVARD STYLE formatting skills. In-text citations are presented at relevant areas.Consistent use of relevant and current sources that enhance the discussions. |
Exceptional use of a wide range of appropriate and current sources, focusing on research based reviews indicating personal research and critical awareness of their status and relevance.Accurate use of Harvard Referencing style.Student recognizes the concept of intellectual property, can defend him / herself if challenged, and can properly incorporate the ideas / published works of others into their own work building upon them. Skillful use of credible, relevant and current sources of information that augments quality of discussion | |
| Understanding of relevant concepts & Issues with reference to appropriate theoretical background, illustrations. | 25 | No evidence of understanding the issues. | Limited evidence of understanding the issues. | General understanding of the various issues. Some reference to related theoretical background is evident. | Good understanding of the various issues. Majority of the tasks show evidence of good understanding of related appropriate theoretical background. | Evidence of very good understanding of relevant theory and research in all tasks. | Evidence of excellent understanding of relevant theory and research. Reference to appropriate theoretical background provides support to the discussion.Some illustrations that support the theoretical background are evidenced in the discussions. | Evidence of exemplary understanding of relevant theory and research. Reference to appropriate theoretical background provides support to the discussion.Illustrations are provided that amplify the theoretical background. | |
| Application, Argument and Analysis.Detailed discussion on the tasks involved and critical awareness. | 30 | Lack of analysis of information. No discussion is evident. | The discussed tasks are completely out of focus.Task are not properly addressed. Limited evidence of critical evaluation of material. Poor analysis of information. Although there is evidence for some discussion, they are discrete and lacking focus. It does not reflect critical application of the concepts to the case. |
Use of a range of appropriate sources. but without critical evaluation, or missing some significant items. Evidence of a general critical stance. Evidence of limited critical evaluation in some areas, with some lost opportunities or misunderstandings. | There is good evidence for critical analysis and reasoning in some areas.Evidence of critical evaluation in some areas, although some material not evaluated. | Use of a wide range of appropriate sources with some critical awareness of their status and relevance Very good application of the information to the case. There is evidence for in-depth analysis of data. However, all tasks are not consistent in analysis and can be presented in a better manner.Evidence of goodcritical appreciationand evaluation of relevant theory and research and a systematic attempt to relate it to the topic |
Excellent analysis of the information and precise application to the case. Critical reasoning is evident while discussion of all the tasks. Evidence of thorough critical appreciation and evaluation of relevant theory and research and a systematic andcreative attempt to relate it to the topic |
Critical reasoning is consistently evident across the discussions. The tasks have exemplary discussion and detailed narration. | |
| Presentation and structure Clear introduction, logical structure, reference to appropriate theoretical background, illustrations, good use of the limited number of words allowed, clear layout, overall organization of the report. (10%) | 10 | The report is unorganized to the point of being virtually unreadable.Lacks cohesion and orderly flow. | The assignment has unacceptable failings in structuring and / or clarity of written expression | Though discussion of the ideas is clear, a coherent flow of thought is not evident. The report is unorganized, but can be read. Poor flow of the report structure.The assignment has failings in structuring and / or clarity of written expression, which impair its capacity to communicate | Evidence for a coherent presentation is evident, but lacks uniformity throughout the essay.The report is somewhat organized. The flow is not coherent and needs improvement.While the assignment has some failings in structuring and / or clarity of written expression, these do not impair its capacity to communicate. | The report is well organized. There is orderliness in the structure. Coherence is also evident but there is still scope for improvement.A generally well-structured and expressed assignment, that communicate clearly. | The report is well organized with a cohesive discussion. The structure of the report is excellent.An assignment whose clear structure and expression significantly enhances its argument | The structure is exemplary. Execution is excellent. Discussions are free of grammar or writing errors. A clear layout augments the presentation. | |
| Language | 5 | The report is difficult to read due to overwhelming errors or misspellings | The report is difficult to read due to overwhelming errors or misspellings | Frequent compositional errors or misspellings, but the report can be read does not take away significantly from the quality. | Well executed. Few grammar or writing errors. Reads easily and generally well. | Well executed. Few grammar or writing errors. Reads easily. Is fairly well organized | Reads easily. Is well organized.Execution is excellent. No grammar or writing errors. Reads easily. | Excellent overall organization of the report. | |
| Conclusions & Recommendation | 15 | Conclusions are not supported with any reasons or evidence; no evidence of any interpretation.Presents hardly any recommendations, realistic, appropriate or otherwise. | Conclusions are supported with very weak reasoning and little evidence; Interpretations are one –sided and not objective.Presents recommendations but these not realistic or appropriate and with little, if any, support from the analysis and concepts discussed. | Conclusions are supported with limited reasoning and evidence; presents a somewhat one-sided interpretation. Presents recommendations which are somewhat realistic and appropriate but not very specific; there is some support from the analysis and concepts discussed | Conclusions are supported with reasons and evidence; presents a fairly balanced view; interpretation are reasonable. Presents specific, recommendations supported by the analysis and concepts discussed. | Conclusions are supported with strong arguments and evidence; interpretation is both reasonable and objective. Presents detailed, specific, realistic recommendations clearly supported by the analysis and concepts discussed. | Conclusions are supported with excellent arguments and evidence; presents a clearly balanced and critical view; realistic and appropriate interpretation is both reasonable and objective. | Conclusions are supported with strong arguments which are outstanding and evidence; presents fantastic and balanced critical view; interpretation is very reasonable and objective. |
Rubrics for IF presentation.
| How will my individual presented be marked |
| Your Presentation will be marked according to the threshold expectations and the criteria on the following page.You can use them to evaluate your own work and estimate your grade before you submit. |
| No | Criterion | Weighing (%) | Sub Standard / No Attempt(0 Marks) | Poor(20 Marks) | Satisfactory(40 Marks) | Good(50 Marks) | Very Good(60 Marks) | Excellent(70 Marks) | Outstanding(100 Marks) |
| 1 | Contents and understanding of concepts | 30 | No visual aids are used | Slides are not organized logically, Slides do not represent the arguments and there is no synthesis between the two | Slides are not organized logically, Slides do not represent the arguments and there is no synthesis between the two | Slides cover the main aspects of the presentation, structured properly and match the arguments | There is a clear structure of slides and synthesized There is logical flow of information. Slides complement the arguments | The slides are clearly structured and well synthesized There is logical flow of information Slides enhance the arguments | The slides are very clearly structured and very well synthesized. There is absolute clear logical flow of information |
| 2 | Presentation Skills, confidence and command over language | 30 | The discussions are not related to the topic of the study. Does not understand the meaning of research Demonstrates no critical thinking and analytical skills. Shows signs of nervousnessas both content knowledge and presentation is incorrect, No eye contact | Does not represent the issues holistically and most of the relevant dimensions are not discussed Demonstrates poor critical thinking and analytical skills. Demonstrates poorLevel of confidence evident from inadequate level of subject knowledge and lack of preparation. No confidence demonstrated through language, expression and body language all of which indicates lack of confidence. No eye contact | Does not represent the issues holistically and most of the relevant dimensions are not discussed Demonstrates poor critical thinking and analytical skills. Demonstrates poorlevel of confidence evident from inadequate level of subject knowledge and lack of preparation. No confidence demonstrated through language, expression and body language all of which indicates lack of confidence. No eye contact | Discusses the topic in its entirety as all dimension are discussed, fairly synthesized Critical thinking and analytical skills are satisfactorily demonstrated. Demonstrates satisfactoryLevel of confidence evident from adequate level of subject knowledge and preparation. Confidence demonstrated through language, expression and body language seems artificial. rarely keeps eye contact. | Understands the complexity of information but multiple viewpoints are not well synthesized. Demonstrates good critical thinking and analytical skills. Demonstrates good level of confidence evident from good subject knowledge and preparation. Confidence demonstrated through language, expression and body language. Frequent eye contact. | Presents in-depth information on the chosen topic. Multiple viewpoints are presented and wide variety of sources is cited.Demonstrates excellent critical thinking and analytical skills. Excellent confidence evident from command over subject knowledge, preparation. Confidence demonstrated through language, expression and body language. Maintains continuous eye contact | Presents in-depth and critical information on the chosen topic. Viewpoints very clearly presented and robust variety of sources is cited.Demonstrates outstanding analytical skills. Exhibits outstanding confidence command over subject knowledge, preparation. Confidence demonstrated through language, expression and body language. Maintains a very good and continuous eye contact |
| 4 | Interaction/ Handling Questions from Peers and Tutor | 40 | Makes no effort to either understand the question or respond to the question. | Does not understand the questions responds incorrectly, Asks for questions to be repeated, tried to avoid questions | Does not understand the questions responds incorrectly, Asks for questions to be repeated, tried to avoid questions | Demonstrates an ability to understand the questions only at the surface level, respond with some explanation, focus and reasoning. | Demonstrates ability to understand the essence of questions, responds with confidence with clear explanation, focus and reasoning. | Demonstrates an excellent ability to understand the essence of questions, responds with confidence with clear explanation, focus and reasoning. Explains beyond what is expected | Demonstrates an outstanding ability to understand the essence of questions, responds with confidence with clear explanation, focus and reasoning. Explains beyond what is expected |
GRADING SYSTEM Old grading System (before Feb 2015)
| GRADING SLAB | ||
| GRADE | GRADE POINT | Range of Marks in % |
| A+ | 16 | 86 to 100 |
| A | 15 | 76 to 85.9 |
| A- | 14 | 70 to 75.9 |
| B+ | 13 | 67 to 69.9 |
| B | 12 | 63 to 66.9 |
| B- | 11 | 60 to 62.9 |
| C+ | 10 | 57 to 59.9 |
| C | 9 | 53 to 56.9 |
| C- | 8 | 50 to 52.9 |
| D+ | 7 | 47 to 49.9 |
| D | 6 | 43 to 46.9 |
| D- | 5 | 40 to 42.9 |
| E | 4 | 35 TO 39.9 |
| F | 2 | 20 TO 34.9 |
| F- | 1 | 0 TO 19.9 |
| G | 0 | NA |
New Grading System (Starting Feb. 2015)
| Grade Letter | Mark Band % | Grade Descriptor | ||
| A+ | 80-100 | Outstanding | P A S S | · An outstanding piece of work.· Shows evidence of wider reading and originality· Strongly analytical. All important points are covered.· Arguments should be supported by examples and evidence, objectively presented and evaluated,· Well-structured and well written, without noticeable grammatical or other errors.· Correctly referenced |
| A | 75-79 | Excellent | ||
| A- | 70-74 | |||
| B+ | 67-69 | Commendable | · Very good work.· All main points will have been covered, though minor issues may have been omitted.· The work will be analytical, balanced and soundly based.· Examples and supporting evidence should have been included.· The writing should be essentially correct, without major grammatical or other errors.· Generally referenced correctly | |
| B | 64-66 | |||
| B- | 60-63 | |||
| C+ | 57-59 | Good | · Generally good work.· Most points will have been covered, but many finer points will generally have been missed.· Shows limited reading.· Arguments/analysis should be basically well structured and balanced with relevant examples, but with errors and gaps.· The writing is clear, but has errors that nevertheless do not obscure the meaning.· Referencing will be present but may at times be inaccurate or insufficient. | |
| C | 54-56 | |||
| C- | 50-53 | |||
| D+ | 47-49 | Satisfactory | · Satisfactory.· Shows sufficient grasp of the subject to be acceptable.· Tends to be descriptive.· Examples and evidence is likely to be weak and limited.· Shows limited reading.· Referencing is likely to be absent or very poorly carried out. | |
| D | 44-46 | |||
| D- | 40-43 | |||
| E | 35-39 | Marginal Fail | F A I L | · Unsatisfactory/ Compensatable fail.· Serious errors and omissions.· Very little analysis |
| F | 25-34 | Fail | · Work of a very poor standard with little relevant information and/or serious errors. | |
| F- | 01-24 | Fail | · Work containing little of merit | |
| G | 0 | Non-Submission | · No work submitted | |
INTERNATIONAL FINANCE ASSIGNMENT GUIDELINES FEB – JUNE 21
You are expected to write an introduction to the concept of purchasing power parity, problems of PPP including factors affecting the PPP such as
(Note: In this section you should include the tables, graphs etc.)
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