MMM343 – Business Ethics: Analyzing Ethical Assessment

Assessment Task 

Purpose

The assignment offers an opportunity for practical application of theories learnt in the unit by analysing real life cases of ethical misconduct of business organisations as reported in the media. This task provides opportunities to learn and apply the knowledge (GLO1 & ULO1) and skills (GLOs 2, 3,5 & ULOs 2, 3, 4) required in the study and practice of management in organisations. By completing this task, you will develop your skills in researching, understanding, applying, evaluating, and presenting information required of business professionals

Specific Requirements

• The task requires you to analyse the ethical issues within each article drawing on the knowledge
  acquired by you in the weekly lectures and case study discussions.
• Your task is to analyse the ethical issues in each case
• Recommend solutions to resolve the unethical issues as well as meet the expectations of
  concerned stakeholders.

Presentation:

• Overview of the essence of each article with a brief discussion of the identified ethical issue(s)
• In depth discussion of the ethical issues. Specifically explain what happened in each case and why it happened, the factors in operation which contributed to the unethical acts/ decisions and the stakeholder impact. Discuss stakeholder impact (positive and/or negative) on at least two stakeholders.
• Offer a clear solution that is drawn from your knowledge of Business Ethics as learnt in the unit (demonstrate by use of references drawn from textbook, unit readings and case studies). Your recommendations (as a manager who is aware of ethical decision-making) to resolve the issues identified in the article irrespective of whether a resolution has been mentioned or not in the article.

Learning Outcomes

This task allows you to demonstrate your achievement towards the Unit Learning Outcomes (ULOs) which have been aligned to the Deakin Graduate Learning Outcomes (GLOs). Deakin GLOs describe the knowledge and capabilities graduates acquire and can demonstrate on completion of their course. This assessment task is an important tool in determining your achievement of the ULOs. If you do not demonstrate achievement of the ULOs you will not be successful in this unit. You are advised to familiarise yourself with these ULOs and GLOs as they will inform you on what you are expected to demonstrate for successful completion of this unit. The learning outcomes that are aligned to this assessment task are:

ULO 1: Demonstrate an awareness of the role that ethical issues play in business life; in particular, business policy/procedure formulation and its implementation.

ULO 2: Articulate and discuss the principles of business ethics

ULO 3: Articulate an understanding of the contextual issues surrounding business ethics in different societies nationally and internationally.

GLO 1: Graduates will be able to demonstrate discipline specific knowledge, in the area of business ethics.

GLO 2: Written, oral and interpersonal communication skills will be evaluated when discussing the assessment task requirements online, and subsequently as part of written submission.

GLO 3: Use online sources to identify business ethics issues and find additional resources with respect to the issues and impact on different stakeholders

Summary of Assessment Requirements

This assessment focuses on the practical application of business ethics theories by analysing real-life cases of ethical misconduct reported in the media. The key requirements include:

• Overview of each article – a concise summary and identification of the ethical issues.
• Detailed analysis of ethical issues – what happened, why it occurred, contributing factors, and stakeholder impact (at least two stakeholders).
• Application of business ethics knowledge – discussion supported by references from textbooks, readings, and case studies.
• Recommendations – practical, ethical solutions that address the misconduct and meet stakeholder expectations.
• Presentation & Structure – clear, well-referenced, and professionally written in line with academic standards.

The assessment also aims to develop skills in research, evaluation, application of ethics, critical thinking, and communication, while demonstrating achievement of the ULOs and GLOs outlined in the unit.

Step-by-Step Mentoring Approach

The academic mentor guided the student through a systematic process to ensure each requirement was addressed thoroughly:

1. Understanding the Task

   • The mentor first explained the purpose of the task, linking it to learning outcomes (ethical awareness, communication, research skills).

   • Emphasis was placed on analysing real-world cases rather than simply describing them.

2. Breaking Down the Requirements

   • The mentor and student went through the assignment brief and checklist together, identifying key sections: article summary, issue analysis, stakeholder impact, recommendations.

   • Clear note-taking templates were suggested to keep each article’s details organised.

3. Research and Case Selection

   • Guidance was given on finding credible news/media articles reporting ethical misconduct.

   • The mentor highlighted the importance of relevant and diverse sources to strengthen analysis.

4. Article Overview Writing

   • The student was coached to write short, neutral summaries capturing the core event and main ethical issue.

   • Mentor feedback ensured summaries were concise yet informative.

5. In-depth Ethical Analysis

   • The mentor helped the student apply ethical frameworks and theories from lectures and readings.
   • Discussions explored why unethical decisions occurred, including organisational pressures, leadership failures, and cultural factors.

   • The student learned to link real-world behaviour with concepts of accountability, responsibility, and governance.

6. Stakeholder Impact Evaluation

   • The mentor guided the student in mapping both positive and negative impacts on at least two stakeholders (e.g., customers, employees, shareholders, regulators).

   • The student was taught to consider both short-term harm and long-term reputational effects.

7. Recommendations Development

   • Practical solutions were framed, drawing from ethical decision-making models.
   • Mentor encouraged the student to recommend policies, training, transparency measures, and governance reforms.

   • Importance of balancing ethical responsibility with stakeholder expectations was reinforced.

8. Structuring and Referencing

   • The student was shown how to use APA referencing effectively for sources and theories.

   • Mentor ensured the report maintained logical flow from article overview → analysis → stakeholder impact → recommendations.

9. Final Review & Refinement

   • Mentor provided final feedback on clarity, depth of analysis, and academic tone.
   • The student revised the draft, improving alignment with ULOs and GLOs.

Final Outcome and Learning Achievements

By following this structured approach, the student produced a comprehensive and well-reasoned assignment that:

• Analysed ethical issues in real-world business cases.
• Applied theoretical frameworks from business ethics.
• Evaluated the consequences of unethical decisions on multiple stakeholders.
• Proposed realistic, ethical, and managerial solutions.
• Demonstrated correct use of academic referencing and professional presentation.

Learning Objectives Achieved:

• ULO 1 & GLO 1: Gained awareness of the role of ethics in business policy and practice.
• ULO 2 & GLO 2: Effectively discussed ethical principles in written form.
• ULO 3 & GLO 3: Understood contextual business ethics issues across different industries and societies.
• Enhanced research, critical thinking, and academic writing skills essential for business professionals.

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