BCO121 Ethics in Business-Final assessment Brief
Final Individual assessment
Written assignment (essay) Activity description BCO 121 – in business Online campus
Description This is an individual assessment
Select a recent (less than 5 years) business scandal and write a code of ethics.
If you have selected to describe an unethical practice for your (group)
midterm, you must select a different example for your final assessment
Your essay shall include:
1) Introduction: Briefly describe what is the scandal about, how it relates to
unethical practices
2) Describe the impact of the scandal on three stakeholders (e.g. customers,
employees, suppliers, communities, governments)
3) Write a code of ethics that you believe will prevent that type of scandal to
happen again.
4) Bibliography: including 3-4 articles from which at least one extracted from a
peer-reviewed journal (use EBSCO)(Harvard referencing system)
Format This activity must meet the following formatting requirements:
• Upload one file in PDF format only.
• Font size 12
• Double-spaced
• 1000-1300 words
• Harvard Referencing System
Goal(s) Understand the mechanisms by which business scandals occur and develop preventive measures
Due date Date: Monday May 10th, 2021
Time: 14:00 CET
Weight towards final grade
This activity has a weight of 60 % towards the .
Learning outcomes
• Analyze causes of business scandals and consequences for various stakeholders
• Derive code of ethics that prevent unethical practices
• Design professional report
Assessment criteria
This work will be graded as per the following rubrics
Rubric: written assignment
Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)
Problem identification
The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.
The student correctly identified the issue(s), taking into account a variety of and contextual drivers. Key case information has been identified and analyzed.
The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.
The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.
The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.
Information gathering
The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.
Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.
The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.
An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.
Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.
Conclusions The student evaluated, analyzed, synthesized all provided to create a perceptive set of conclusions to support the decisions and solutions.
The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.
The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.
The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.
The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.
Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.
The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.
The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of of the decision. Alternatives were mentioned but not explored.
The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.
The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.
