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MGMT3006-Further Assessment The Further Assessment task is a written report, based on the questions below

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MGMT3006-Further Assessment

The Further Assessment task is a written report, based on the questions below.

Your report should be 2,500 words (+/- 10%) and start with a one page Executive Summary of your report. The Executive Summary, Reference list, cover sheet, and any appendices are not included in the word count.

The allocation of your word count between the questions below is up to you, but you should apportion your words in line with the marks allocated to each question. In other words, a question worth 30% of the marks should take roughly 30% of the word count to answer. 

 

Your report should use and demonstrate an understanding of the key topics, ideas and theories covered in class and engage with the assigned readings. Your report should make extensive use of the assigned weekly readings for this unit.

  

Due: 

This report will be submitted through Turnitin in Blackboard.

 

 

Assessment cover sheet:

Please ensure to complete and include the cover sheet (available in Blackboard). Please ensure that your name is in the name of the file that you upload.

 

 

In 2021 there have been many news stories relating to Facebook and its conduct in a variety of areas, including the impact it has on mental health, on spreading misinformation about vaccines, promoting political unrest, and the question of facial recognition software.

 

For this Further Assessment, you should first conduct a brief review of recent news stories relating to Facebook and its activities in 2021 at this link: Facebook | Technology | The Guardian  

 

Consider the ethical aspects and implications of recent stories at the link. 

 

 

Question 1 (50%)

 

Consider the topics and issued covered in Weeks 6-11 of this unit. Which do you think are the 2 most relevant to Facebook’s recent activities as outlined in these stories and why is that?

 (Your answer should demonstrate an understanding of the relevant concepts and issues as discussed in this class and as applied to cases and issues in this class.)

 

Question 2 (50%)

 

Choose one of these issues from your answer to Question 1. What would the three normative theories covered in this unit say about this issue and why is that the case?

 (Your answer should demonstrate an understanding of these three normative theories as discussed in this class and as applied to cases and issues in this class.)

 

 

 

               

 

Advice to Students:

 

• You are not expected to undertake research into the technical and scientific elements of the

issues you raise. This will let you keep your work both conceptual and ethical.

• Note that the feedback given on drafts will not include notes on academic misconduct, it is the responsibility of students to ensure good practices and avoid academic misconduct. 
• The report should be 2,500 words (+/- 10%). Any words over that amount will not be marked.
• Students should use 12 point font, double spaced, with 2.5cm margins.
• You are welcome and indeed encouraged to use headings to indicate your responses to each question and sub-headings to organise your answers to each question.
• You do not need to cover every ethical issue discussed in class but your report should focus on the issues most relevant to this topic and make a case for why you believe these are the most relevant issues.
• This is not a research assignment. Engaging closely with the assigned class readings (those

listed as ‘Essential Readings’ in the Reading List in Blackboard) will be the best place to start for references for this assessment. ‘Engaging closely’ with the readings means reading them closely and using them in depth, for example quoting, explaining, and applying multiple, specific, key ideas from the relevant readings rather than just generally referring to the overall idea of the readings once or twice.

• The assessment rubric against which this assessment will be marked is available in Blackboard.
• The following advice speaks to how to address specific elements of the marking rubric:
  • Subject Knowledge: make sure to cover all of the relevant theories, not just one. For example, if you think that one of the normative theories is the most correct or useful, it will be good to explain that and argue for why this is the case but remember the marking rubric also requires you to show understanding of all the main theories, not just the one you choose or prefer. You can do this by explaining why the other theories are not a good fit.
  • Using the right references (this of course relates to the ‘Quality of Sources’ section of the marking rubric). This is important – a strong paper will use and cite the key assigned readings from the unit. Rather than getting points for going beyond the reading list, in this unit it is much better to at least start with the assigned readings and show a good understanding of them. In other words, by all means use other quality references in addition to the assigned readings but don’t use them instead of the assigned readings.
  • Use the reading list for this unit as a checklist – if you come to the end of writing your paper and notice your References list does not include the majority of the assigned readings in this unit then not only does this mean that you should address this to meet the ‘Quality of Sources’ aspect of the marking rubric, it is also a good sign you most likely have not demonstrated understanding and use of these theories (i.e. the ‘Subject Knowledge’ section of the rubric).
  • Quality of Argument – remember to always be checking (when writing your argument) and also reminding the reader of the relevance of the points you make and how they relate to the assessment question and your overall response to it. This is a good check to make sure you are not off on a tangent and that you are directly addressing the assessment requirements. It’s also a very good way to demonstrate your understanding of the ideas.

A decent paper will mention and describe key ideas, a good paper will go further and show understanding of the ideas by explaining their relevance and significance to the argument. An excellent paper will show an understanding of complex and relevant connections between these ideas and using them to support a line of argument. In general, papers are stronger when they take time to explain key points and the connection between ideas in detail.

 

A good way to do this is to ask yourself at the end of each paragraph and after introducing each new idea or quote:

 

 

1. 1. 1. ‘Why?’ – why am I including this? How does it address the topic? What does it mean

for my argument? How does it relate the most recent point I made?

1. 1. 2. ‘So what?’ What value does this add to my argument? Why should the reader care

about this?

 

 

Here is an example that includes a central point as well as an account of why it matters and why it is being raised:  

Leadership demands our attention for other reasons as well.

 

For one thing, leadership seems almost inevitable. That is, whatever our best considerations and investigations into what the nature of leadership is and what we should think about it ethically, we cannot choose not to have leaders—whether we prefer them to be democratic, consultative or even anarchistic. Even in emergent forms, the coordinating and directing influence that some persons have over others is unavoidable. Because leadership in various forms is ubiquitous (as a force and structure) across the personal, social, political and economic aspects of our lives, it merits our better understanding.

 

There are ways you can be more explicit about this in your own papers. This includes using and answering questions, or using opening phrases, such as:

 

• “Why does this matter? Because …”
• “For the purposes of my argument, this is relevant because …”
• “In the context of this discussion, what is important about this idea is …”
• “This is a direct support / contradiction / problem for / confirmation of / …”

In general, what this does is demonstrate that you understand the relationship between ideas – what gives us good reason to believe something and what counts as good supporting evidence for your views and argument.

o Lastly, to meet the Academic Standards element of the marking rubric, make sure you use the full allocated word count, reference thoroughly and accurately, write clearly, and observe all required academic standards. Common errors here that keep students from achieving full marks for this element of the rubric include:

• • A lack of proofreading
  • Not including the assessment cover sheet (available in Blackboard)
  • Inaccurately reporting the word count on the cover sheet
  • Not using the full allocated word count
  • Not including page numbers in all in-text references
  • Not indicating that something is a direct quote by using quotation marks
  • Attributing / citing views to references wrongly (i.e. the author does not say what the students says they say)
  • Not recognising and citing that an author is actually citing another author,

and thus attributing the view to the wrong author

References:

 

1. Papers should have at least 10 references and the vast majority of these (around 80% at least) should be from the ‘Essential Readings’. In other words, the readings listed in the Program Calendar in the Unit Outline.
2. All in-text references must include page numbers (as per the unit outline and in-class instructions) and all items in your end of paper References list must include a DOI where one is available.
3. Your main sources for references should be the Essential Readings.
4. Beyond these, the best resources for finding such resources are the ‘Reading List’ in Blackboard and the Curtin Library website.
5. Don’t rely on general websites, blog posts, and non-peer reviewed materials and especially do not rely on them to define key concepts.
6. You do not need to cite lecture slides or class materials. Instead, you should trace the ideas covered there to their authors and sources and read and then cite those.
7. Do not use dissertations (theses) and unpublished working papers. While many of these appear in searches from databases such as ProQuest they are not ‘published’ in the meaningful sense of having been peer reviewed and are often of low quality which undermines the quality of your own report.