International Banking

UGB 322

Individual assignment

Weighting – 100% of the marks for this module

This is an individual assignment of about - 2,500 -3000 words.

The hand in date is: 6th January 2014

Requirements:

This assignment is in two parts.Each part carries equal weighting.

Part A.Discuss why banks need to be more regulated in terms of risks they face comparedto other financial firms.

Part B.International banks tend to operate differently in different economies to maximisetheir shareholders’ value. Critically analyse the role international banks play in theemerging markets compared to developed markets.

The University policy on cheating collusion and plagiarism will be applied to thispiece of work.

Guidance:

Students should approach this assignment as an academic essay, weighing thearguments for and against each issue, making comment on the literature anddrawing logical conclusions. Referencing is a key requirement of the assignment todemonstrate wider reading and to underpin the discussions, ensuring they havesufficient depth.

ASSESSMENT CRITERIA

Criteria Fail (<34) Fail (35-39) 3rd (40-49) 2:2 (50-59) 2:1 (69-69) Ist (70+)Knowledge of relevant conceptsand issues

Fails to identify the majority ofthe concepts relevant to thequestion or introduces topicsthat are not relevant. Theordering of the conceptsindicates a lack ofunderstanding of key concepts.

Fails to identify the majorityof the concepts relevant tothe question. Those conceptsthat are used are misapplied.The ordering of the conceptsis in appropriate.

Identifies some of the keyconcepts, but not all o fthem, or displays an incorrect understanding ofsome of the conceptsdiscussed. The ordering ofthe concepts may be adhoc.

Identifies and utilises some ofthe key concepts relevant to thequestion. Uses some of theconcepts, but not always in anappropriate context. The work isordered appropriately

Identifies the majority of thekey concepts relevant to thequestion and uses them in anappropriate context. Orders andstructures them in a logicalsequence

Identifies all of the key conceptsrelevant to the question and usesthem in an appropriate context.The material is structured toshow significant understandingof the key issues.

Depth of understanding andextent of critical evaluation(including evidence of widerreading)

The student has failed to addressthe question set or appears tohave answered a differentquestion to that set. There is noevidence of any reading. No keyissues identified.

There is no evaluation of thevalidity of the sources usedor the work is based on onekey source. Inappropriatesources are usedextensively. There is noevidence of appropriatewider reading. No reflectionon key issues.

There is some evaluation ofthe materials used in thework. The work is based ona limited number ofappropriate sources.Little reflection on keyissues.

Good evaluation of materialsused, with discernment obviousas to key sources. The work isbased on a number ofappropriate sources. Somereflection on key issues.

Good evaluation of allkey/important sources materialsused. The work is based on awide range of appropriatesources. Good reflection on keyissues.

The work is set in a contextwhere wider reading andappreciation of the context isobvious. The material includedis relevant to the topic andappropriate in addressing thekey issues identified in theassignment

Evidence of appropriate analysis The student fails to draw anyrelationships from the materialused or the student is incorrectin the relationships that theydraw.

The student draws one ortwo basic relationships fromthe material used, but thensubsequently misapply theseconcepts.

The student draws one ortwo basic relationships fromthe material used, but failsto identify other importantrelationships. There may besome evidence they have notclearly understood all of thematerial they have presented

The student draws some limitedrelationships from the materialused. There might be minorissues where the student isincorrect in the assertions thatthey make, but overall theydemonstrate appropriateanalysis.

The student starts todemonstrate they understand thekey relationships from thematerial used. There are nosubstantive errors in theiranalysis.

All the key connections aredrawn between materials fromdifferent sources. The studentmakes no substantive errors intheir analysis and reflects uponthe key issues identified in theiranalysis.

Ability to synthesise relevantmaterial from a range of sources

The student fails to use anyappropriate sources. There isextensive repetition of notesgiven out in class.

The student uses just a fewnon-academic sources ofinformation or the materialused is inappropriate for UGlevel study. They quoteverbatim extensively fromone or two sources. Theyuse quotations incorrectly tosupport an argument.

The student uses a fewsources of information orthe material used isinappropriate for UG levelstudy. Extensive verbatimquotes are used as areplacement for the studentsown work.

The student may be limited intheir use of academic sourcessuch as journals and books, butthere is evidence that they haveattempted to access a range ofsources including non-academicones.

The student has accessed arange of academic sources suchas journals and books, and alsoappropriate non-academic ones.Verbatim quotes are used toenhance the arguments beingdeveloped rather than as areplacement for the studentsown work.

The student has accessed a widerange of appropriate sources.They make reference to a widerange of material in their work.Verbatim quotes are used from arange of sources to illustrate andsupport the arguments beingdeveloped, but withoutbecoming a substitute for thestudents own work.

Structure and clarity ofpresentation.

The work has no coherentstructure. The work is litteredwith spelling and typographicalerrors. Very poor use of English.Where appropriate tables/graphsare not used. Referencing ispoor or non-existent.

The work is poorlyorganised, and structured.There are many spelling andtypographical errors. Pooruse of English. Whereappropriate tables/graphs arenot used. Referencing ispatchy and incomplete.

The work is poorlystructured. There arespelling and typographicalerrors. Poor use of English.Where appropriatetables/graphs are not usedappropriately. Some of thereferencing is incomplete

The work has a clear structureand generally a logicalprogression. Occasionaltypographical and spellingerrors. Some use oftables/graphs is made whereappropriate.

The work has overall a coherentstructure and a clear and logicalprogression. Very fewtypographical and spellingerrors. Good use oftables/graphs is made whereappropriate.

The work is well structured withclearly defined objectives thatare achieved. Typographical andspelling errors are rare.Excellent use of tables/graphs ismade where appropriate.