This semesters case study is about Carousell, which is a classifieds marketplace. Carousell states that their platform makes selling
This semester’s case study is about Carousell, which is a classifieds marketplace. Carousell states that their platform makes selling “as easy as taking a photo, buying as simple as chatting". Launched in August 2012, Carousell began in Singapore and is now one of the world’s largest Carousell is the leading classifieds group in Greater Southeast Asia. Carousell’s mission to “make second-hand the first choice” has many positive aspects for sustainability
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Assessment name: |
Individual Organisational Ethics Problem Solving |
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Value: |
40% |
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Assignment due date and submission requirements: |
Week 10 Friday 25 March 2022, 1900 hrs (7:00 pm) Singapore Time |
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Length: |
2000 words in total (+/- 10% words) (exclusive of appendices, references etc.) |
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Feedback mode: |
Feedback will be provided electronically using speed grader in Canvas |
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Learning objectives assessed: |
This assignment assesses Course Learning Objectives (CLO) 1, 2, 3, and 6: CLO1: Integrate and apply contemporary Ethics & Governance issues in a business context CLO2: Critically analyse and apply ethics to contemporary business practice CLO3: Critically analyse key perspectives on corporate social responsibility and their application CLO6: Effectively communicate ethics and governance concepts and arguments in a logical manner. |
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Retention of drafts: |
Students are required to retain draft versions of their work as they develop their final submission and keep a file of all material that they collect and use to develop their assignments. These materials may be requested after submission as part of our regular integrity checking processes, or if we have reason to believe that the integrity of an assessment may be compromised. In these instances, we may advise students that we have concerns about the provenance of the material that has been submitted. Students may be asked to provide an ‘oral defence’ of their work, if concerns exist about the true authorship of the assessment. We may ask for a re-submission of a new assessment piece. We do not discourage discussions, but students who base their work on template assignments, e.g. from senior students, should take note that this may result in misconduct proceedings, that could lead to a failure of their assessment task, failure of the course, or even suspension. |
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Assessment declaration: |
By submitting all work for this assessment you have read, understood and agree to the content and expectations of the Assessment declaration. (Links to an external site.) |
Assessment task details:
This Assessment provides you with the opportunity to demonstrate your learnings around the interaction between organisational context and the process of ethical decision making.
This semester’s case study is about Carousell, which is a classifieds marketplace. Carousell states that their platform makes selling “as easy as taking a photo, buying as simple as chatting". Launched in August 2012, Carousell began in Singapore and is now one of the world’s largest Carousell is the leading classifieds group in Greater Southeast Asia. Carousell’s mission to “make second-hand the first choice” has many positive aspects for sustainability
However, it appears students and other parties involved sell their university textbooks, essay notes and even assignments on the basis that they are not writing an entire assignment. Under the section of “IP Infringement, regulated or illegal products and services”, essay and paper mills; homework services are listed.
https://stripe.com/en-sg/restricted-businesses (Links to an external site.)
This has not stopped the sale of university materials, such as essays, lecture notes. In some instances, students have been caught because they have reused previous assignments. The use of assignments constitutes misconduct where students argue that these constitute “templates”. However, some students have not properly understood the appropriate use of “paraphrasing” of readings. Firstly, student reports are used without proper acknowledgement. Secondly, students are replacing or rewriting sentences without attempting to learn concepts, without linking themes in ways that are unique to their own intellectual analysis. These students who misuse assessments that they purchase, are not discovering any concepts that are therefore constrained by what the template assignment contains.
This assessment intends for you to critically make case for how codes of conduct for companies may change due to the overlay of different perspectives of ethics. You are required to research the normative ethics theories covered in this course and to identify on the basis of Carousell’s business model, what their ethical obligations are with regard to the sale of assessments. Students should focus their research on ethics themes that can be drawn on to construct codes for business operations, such as deontology ethics and teleology ethics and virtue ethics. Students are encouraged to draw on the diverse number of theories under each perspective. You are to write your assignment, taking into consideration how an organisation’s code may differ, based on Virtue, Deontological and Teleological ethics perspectives that may inform CSR.
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Introduction Ensure you introduce the concepts explored and what the reader will expect to find. Pay attention to this section as students often do not represent the value-add of their work. Problem Identification – ethical problem Students will be accessed on their ability to identify and craft a succinct, incisive and critically engaging statement of the nature of the ethical problem faced. Research on Business Ethics Theories and CSR Theories You should reflect on the feedback provided and the skills you gained from Assignment 1, and build your ability to reflect deeply on ethics literature. Practical Application: Draft Code of Business Practice Codes 1. Students are to re-draft, or to provide an annex to the existing restricted business code, targeting the sale of student assessments or activities that may facilitate cheating. 2. Each amendment must be supported and based on ethics & governance theories and concepts covered in the module. You should cover why the different ethical perspective has resulted in a different ethical position with regard to the business’s obligations around use of its services. You should consider critical comparison with different perspectives. Body of Report – Justifying the Different Perspectives of Business Practice Codes Students may consider these points: 1. Businesses may operate regionally, does this need to be considered and how might this be informed by ethics theories? 2. Businesses may not be under any legislative obligation to develop codes for contract cheating. However, does this change when overlaid with an ethics and CSR perspective? If so, which perspective and how do they result in different considerations? 3. Is there a “right or wrong” approach, or does one approach result in a different outcome in terms of CSR? Conclusions What are the lessons that business should learn and how should they consider different ethics perspectives. References As stated, you are to use only scholarly resources, a minimum of 8 journal papers substantiating your augments. Non-scholarly sources will not contribute to a substantive academic argument.
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Students may be guided by the above points, but should not be tempted or drawn into a yes/no set of answers. Markers will grade on your ability to produce well-constructed arguments and flow of argumentative paragraphs, that are sustained with proper in-text citations to relevant readings.
To formulate your argument, you are required to undertake research to locate academic references using online databases (e.g. EBSCO, Proquest, Emerald, Science Direct etc). You must to use at least 8 academic references to support your argument.
This a suggested approach for how you perform your tasks.
Relate to the Problem
Relate to the situation and formulate a collective position on what the problem is. Remember, your role as future managers, or consultants, is to help clients formulate problem statements or to help clients identify organisational problems they are unable to see.
Find and Generate Firstly, as individuals, each carry out a literature survey on one of the ethics theories, e.g. virtue, deontology, utilitarian. As individuals, become well versed in the selected ethics theory.
Synthesise You should work out a process that would address the problem that was identified in the first stage. Bring together the different bodies of theory and your individual ideas. Communicate this to your team members and collectively, identify an approach that would assist the company address the problems.
Organise and Manage Present your solution in a report structure showing the approach taken and the solution, as you would present to an academic audience.
Embark and Clarify As students training to be problems solvers, make sure you engage with your tutors in-class and check at every stage. In the future, in your working life, you will often need to clarify and keep your clients up to date. Do not surprise your clients with a solution they did not want. This is the same as your assignment – do not surprise your tutor with a piece of work that is under-developed.
Communicate Communicate your research and solution in the assignment well.
Rubric
Assessment 2 Organisational Analysis Group Report
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Assessment 2 Organisational Analysis Group Report |
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Criteria |
Ratings |
Pts |
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This criterion is linked to a learning outcomeAnalyse and responding to project requirements Embark & Clarify Respond to or initiate research Define the problem and specify Define purpose |
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4 pts |
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This criterion is linked to a learning outcomeAnalyse context of problem and solutions Find and reflect Research |
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8 pts |
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This criterion is linked to a learning outcomeIdentify contextual and solution themes Generate and evaluate |
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10 pts |
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This criterion is linked to a learning outcomeDevelop and organise research structure and content Organise and manage information Team processes and functions |
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4 pts |
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This criterion is linked to a learning outcomeMake the case for the solution. Justification and identify advantages and disadvantages Analyse and synthesise Critical analysis and use of evidence |
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10 pts |
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This criterion is linked to a learning outcomePresent the solution Communicate and apply Discipline specific language and genre Grammar and spelling Team processes Respond to feedback (ESCT) Provide feedback (ESCT) |
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4 pts |
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Total points: 40 |
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