|BATCHELORS DEGREE ASSIGNMENT SPECIFICATION |
|School of Business, Finance and Management |

|Student name: | |Student P number: | |
|Programme: |Business Portfolio |
|Module: |Strategic Management and Sustainability |Module Level (4, 5, 6): |6 |
|Module code: |M3X9111 |Contribution to Overall |50% |
| | |Module Assessment (%): | |
|Lecturer: |Vic Saunders |Internal Verifier: |Ian Jackson |
|Assignment Title: |Ben and Jerry’s – A commitment to quality |Assignment No (x of x): |1 of 1 |
|Hand Out Date: |Monday September 28th 2015 |Submission deadline: |Thursday November 12th 2015 |
|Return date of provisional |Thursday December 10th 2015 |
|marks & written feedback: | |

|Referencing: |In the main body of your submission you must give credit to authors on whose research your work is based. Append to your |
| |submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this |
| |assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of |
| |publication). |
|Submission: |All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer. | | |
| |Note: the Turnitin version is the primary submission and acts as a receipt for the student. |Date: | |
| |Late submission of the electronic version of the assignment will result in a late penalty mark. | | |
| |Penalties for late submission: Up to four weeks late, maximum mark of 40%. Over one week late, | | |
| |Refer. Only the Extenuating Circumstances Panel may grant an extension. | | |

|Lecturer to tick to indicate if a hard copy version of the assignment must be submitted. |YES | |
| |NO | |

DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.

|Learning Outcomes tested |Assessment Component 1: 50% |
|(from module syllabus) | |
|Critically evaluate the competitive and development strategies of an |Assessment component one (learning outcome 2) requires the student to work as an |
|organisation in the context of contemporary strategic management issues.|individual to research, write and structure a report (2500 words max) that |
| |critically evaluates the competitive and development strategies of an organisation |
| |(which is provided in a case study). The report will require synthesis of |
| |theoretical material and its practical application within the context of a given |
| |case organisation. |

|TASK DESCRIPTION |

Ben and Jerry’s Homemade, Inc.
Ben & Jerry's Homemade, Inc., produces super premium ice cream, frozen yogurt, and ice cream novelties in rich and original flavors, loaded with big chunks of cookies and candy. The company uses natural ingredients almost exclusively and insists its dairy suppliers do not use bovine growth hormone on their herds. The company states its position on BGH on its labels. Ben and Jerry’s products are distributed nationwide in the USA and in selected international countries in supermarkets, grocery stores, convenience stores, franchise Ben & Jerry’s Scoop Shops, restaurants and other venues.
Ben & Jerry's Homemade, Inc., is distinguished by a corporate philosophy that stresses social action and progressive ideals in addition to profit-making. Its innovative and creative marketing devices have further expressed this progressive spirit. When confronted with a declining market for super premium ice cream, the company's founders turned increasingly to professional managers and finally sold out to Unilever, which promised to maintain Ben & Jerry's traditional values while taking the brand to new heights.
Ben & Jerry’s, founded in Vermont, USA, in 1978, the quirky company operates its business on a three-part Mission Statement emphasizing product quality, economic reward and a commitment to the community. Ben & Jerry’s contributes a minimum of $1.1 million annually through corporate philanthropy that is primarily employee led. Additionally, the company makes significant product donations to community groups and nonprofit companies both in Vermont and across the USA. The purpose of Ben & Jerry’s philanthropy is to support the founding values of the company: economic and social justice, environmental restoration and peace through understanding, and to support our Vermont communities
Ben & Jerry's is founded on and dedicated to a sustainable corporate concept of linked prosperity. The mission consists of three interrelated parts. Product Mission: To make, distribute & sell the finest quality all natural ice cream & euphoric concoctions with a continued commitment to incorporating wholesome, natural ingredients and promoting business practices that respect the Earth and the Environment. Economic Mission: To operate the Company on a sustainable basis of profitable growth, increasing value for their stakeholders & expanding opportunities for development and career growth for their employees. Social Mission: To operate the company in a way that actively recognizes the central role that business plays in society by initiating innovative ways to improve the quality of life locally, nationally & internationally.

Central to the mission of Ben and Jerry’s is the belief that all three parts must thrive equally in a manner that commands deep respect for individuals in and outside the company and supports the communities of which they are a part (adapted from various online sources).

|TASKS |

Write a report (2500 words maximum) to:

1. Identify the competitive strategy that Ben and Jerry’s have utilised in order to develop their current competitive position, giving examples of actions they have taken to accomplish this strategy.

2. Critically evaluate the competitive strategy that Ben and Jerry’s have utilised in the development of their competitive position. Your evaluation should recognise the advantages and limitations of this strategy in the current environment.

3. Make appropriate recommendations for ways forward for the organisation, based on your findings.

|GUIDANCE FOR Students IN THE COMPLETION OF TASKS |

NOTE: The guidance offered below is linked to the five common assessment criteria overleaf.

1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, typically published within the last five years or so, though seminal works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.

Specific to this assignment: You should show a wide level of reading, a minimum of 25 references, from a variety of sources including textbooks, academic journals and academic based websites. For this assignment it is perfectly permissible to include industry-focused sources.

2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.

Specific to this assignment: Based on your knowledge of the subject, select appropriate techniques, models and/or theories of competitive strategy such as Porter’s Generic Strategies or the Strategy Clock for use in this assignment. You do not need to explain in depth the models, as this assignment is weighted more towards analysis and application.

3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.

Specific to this assignment: After you have applied the models to Ben and Jerry’s, you should consider the strategy that they are using as well as the measures that the organisation has taken to achieve this strategy and the advantages and limitations of this strategy in the current environment. You should then derive sound conclusions from the content of the work and propose 3/4 relevant/appropriate ways forward for the organisation based on the findings.

4. Practical Application and Deployment
You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.

Specific to this assignment: You should deploy your chosen techniques, models and/or theories, to Ben and Jerry’s, to identify which strategy they are using, giving real-life examples to illustrate the points you make. Where possible you should show awareness of the limitations of the model used when applied to Ben and Jerry’s.

5. Skills for Professional Practice
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-structured in presentation and organisation.

Specific to this assignment: You should use a report of a recognised format. It should include an executive summary, introduction, main findings and conclusions. Recommendations are also required. All writing should be academic in style, formal, focused, concise and subject specific. It should use a font of Times New Roman 12 or Arial 11 Point. All graphs, charts and figures in the main body must be clearly referenced beside or beneath. Where possible they should not be on separate pages but should be incorporated within the text.

Essential Resources: • Resources listed on the lecture schedule and on Moodle • The student handbook

| marking criteria and Student FEEDBACK |

This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

|Common Assessment Criteria Applied |Marks |Marks |
| |availabl|awarded |
| |e | |
|1. Research-informed Literature |10 | |
|Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|2. Knowledge and Understanding of Subject |10 | |
|Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|3. Analysis |35 | |
|Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|4. Practical Application and Deployment |35 | |
|Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve | | |
|problems. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|5. Skills for Professional Practice |10 | |
|Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. | | |
| | | |
| | | |
| | | |
| | | |
| | | |

|Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These |Late Submission Penalties (tick if appropriate) |% |
|comments and marks are to give feedback on module work and are for guidance only until | | |
|they are confirmed. ) | | |
| |Up to one-week late | | |
| |Over one week late | | |

|COMMON ASSESSMENT AND MARKING CRITERIA |

| |OUTRIGHT FAIL |UNSATISFACTORY |SATISFACTORY |GOOD |VERY GOOD |EXCELLENT |EXCEPTIONAL |
|2. Knowledge and |Major gaps in |Gaps in |Evidence of basic|Knowledge is |Knowledge is |Excellent |Highly detailed |
|Understanding of Subject|knowledge and |knowledge, with |knowledge and |accurate with a |extensive. |knowledge and |knowledge and |
|Extent of knowledge and |understanding of |only superficial |understanding of |good |Exhibits |understanding of |understanding of |
|understanding of |material at this |understanding. |the relevant |understanding of |understanding of |the main concepts|the main |
|concepts and underlying |level. |Some significant |concepts and |the field of |the breadth and |and key theories.|theories/concepts|
|principles associated |Substantial |inaccuracies. |underlying |study. |depth of |Clear awareness |, and a critical |
|with the discipline. |inaccuracies. | |principles. | |established |of challenges to |awareness of the |
| | | | | |views. |established views|ambiguities and |
| | | | | | |and the |limitations of |
| | | | | | |limitations of |knowledge. |
| | | | | | |the knowledge | |
| | | | | | |base. | |
|3. Analysis |Unsubstantiated |Some evidence of |Evidence of some |Evidence of some |Sound, logical, |Thoroughly |Exceptional work;|
|Analysis, evaluation and|generalisations, |analytical |logical, |logical, |analytical |logical work, |judiciously |
|synthesis; logic, |made without use |intellectual |analytical |analytical |thinking; |supported by |selected and |
|argument and judgement; |of any credible |skills, but for |thinking and some|thinking and |synthesis and |evaluated |evaluated |
|analytical reflection; |evidence. Lack of|the most part |attempts to |synthesis. Can |evaluation. |evidence. High |evidence. Very |
|organisation of ideas |logic, leading to|descriptive. |synthesise, |analyse new |Ability to devise|quality analysis,|high quality |
|and evidence |unsupportable/ |Ideas/findings |albeit with some |and/or abstract |and sustain |developed |analysis, |
| |missing |sometimes |weaknesses. |data and |persuasive |independently or |developed |
| |conclusions. Lack|illogical and |Some evidence to |situations |arguments, and to|through effective|independently or |
| |of any attempt to|contradictory. |support findings/|without guidance.|review the |collaboration. |through effective|
| |analyse, |Generalised |views, but |An emerging |reliability, |Ability to |collaboration. |
| |synthesise or |statements made |evidence not |awareness of |validity & |investigate |Ability to |
| |evaluate. |with scant |consistently |different stances|significance of |contradictory |investigate |
| | |evidence. |interpreted. |and ability to |evidence. Ability|information and |contradictory |
| | |Conclusions lack |Some relevant |use evidence to |to communicate |identify reasons |information and |
| | |relevance. |conclusions and |support the |ideas and |for |identify reasons |
| | | |recommendations, |argument. |evidence |contradictions. |for |
| | | |where relevant |Valid conclusions|accurately and |Strong, |contradictions. |
| | | | |and |convincingly. |persuasive, |Highly persuasive|
| | | | |recommendations, |Sound, convincing|conclusions, |conclusions |
| | | | |where relevant |conclusions / |justifiable | |
| | | | | |recommendations. |recommendations. | |
|4. Practical Application|Limited or no use|Rudimentary |An adequate |A good and |A very good |An advanced |Outstanding |
|and Deployment |of methods, |application of |awareness and |appropriate |application of a |application of a |levels of |
|Effective deployment of |materials, tools |methods, |mostly |application of |range of methods,|range of methods,|application and |
|appropriate methods, |and/or |materials, tools |appropriate |standard methods,|materials, tools |materials, tools |deployment |
|materials, tools and |techniques. |and/or techniques|application of |materials, tools |and/or |and/or |skills. |
|techniques; extent of |Little or no |but without |well established |and/or |techniques. |techniques. |Assimilation and |
|skill demonstrated in |appreciation of |consideration and|methods, |techniques. |Very good |The context of |development of |
|the application of |the context of |competence. |materials, tools |Good appreciation|consideration of |the application |cutting edge |
|concepts to a variety of|the application. |Flawed |and/or |of the context of|the context of |is well |processes and |
|processes and/or | |appreciation of |techniques. |the application, |the application, |considered, with |techniques. |
|contexts; formulation of| |the context of |Basic |with some use of |with perceptive |extensive use of | |
|innovative and creative | |the application. |appreciation of |examples, where |use of examples, |relevant | |
|solutions to solve | | |the context of |relevant. |where relevant. |examples. | |
|problems. | | |the application. | |Evidence of some |Application and | |
| | | | | |innovation and |deployment extend| |
| | | | | |creativity. |beyond | |
| | | | | | |established | |
| | | | | | |conventions. | |
| | | | | | |Innovation and | |
| | | | | | |creativity | |
| | | | | | |evident | |
| | | | | | |throughout. | |
|5. Skills for |Communication |Media is poorly |Can communicate |Can communicate |Can communicate |Can communicate |Can communicate |
|Professional Practice |media is |designed and/or |in a suitable |effectively in a |well, confidently|professionally |with an |
|Demonstrates attributes |inappropriate or |not suitable for |format but with |suitable format, |and consistently |and, confidently |exceptionally |
|expected in professional|misapplied. |the audience. |some room for |but may have |in a suitable |in a suitable |high level of |
|practice including: |Little or no |Poor independent |improvement. |minor errors. |format. |format. |professionalism. |
|individual initiative |evidence of |or collaborative |Can work as part |Can work |Can work very |Can work |Can work |
|and collaborative |autonomy in the |initiative. |of a team, but |effectively as |well as part of a|professionally |exceptionally |
|working; deployment of |completion of |Work lacks |with limited |part of a team, |team, with very |within a team, |well and |
|appropriate media to |tasks. |structure, |involvement in |with clear |good contribution|showing |professionally |
|communicate (including |Work is poorly |organisation, |group activities.|contribution to |to group |leadership skills|within a team, |
|written and oral); |structured and/or|and/or coherence | |group activities.|activities. |as appropriate, |showing advanced |
|clarity and |largely | |Work lacks | |Work is coherent |managing conflict|leadership |
|effectiveness in |incoherent. | |coherence in |Mostly coherent |and fluent and is|and meeting |skills. |
|presentation and | | |places and could |work and is in a |well structured |obligations. |Work is |
|organisation. | | |be better |suitable |and organised. |Work is coherent,|exceptionally |
| | | |structured. |structure. | |very fluent and |coherent, very |
| | | | | | |is presented |fluent and is |
| | | | | | |professionally. |presented |
| | | | | | | |professionally. |