Part A
Students must write an essay. The
essay should be aminimum of 2,000
words and no longer than 2,500 words.
The Essay
The objective of this essay is to develop your understanding
of the business model as a concept and how a theoretical understanding of
business models can be used to explain the exploitation of innovations by
organisations in real-life.
To successfully complete this part
of the assessment, you are required to write an essay based on the following:
- There
are many conceptualisations of a business model in the academic management
literature. Why do you think there are so many? In answering this question,
make sure you describe and
compare three business model conceptualisations from the extant
literature. Of the three conceptualisations, identify your preferred
conceptualisation and explain why you prefer it. To ground your argument,
apply your preferred conceptualisation to an example from real-life, that
is, describe the exploitation of an innovation introduced in the last five
years by a business using your preferred business model approach.
You should includeat least 13 references.
Some of Reference that u can help u
in this essay :
Achtenhagen, L. Melin, L. and Naldi, L. 2013. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/46″>Dynamics
of business models – Strategizing, critical capabilities and activities for
sustained value creation. Long Range
Planning, 46: 427-442.
Aspara, J. Lamberg, J-A, Laukia, A and Tikkanen, H. 2013. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/46″>Corporate
business model transformation and inter-organizational cognition. Long
Range Planning, 46: 459-474.
Baden-Fuller, C. and Morgan, M.S. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
models as models. Long Range Planning,
43(2-3): 156-171.
Baden-Fuller-C and Haefliger, S. 2013. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/46″>Business
models as technological innovation. Long
Range Planning, 46: 419-426.
Chesbrough, H. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
model innovation: Opportunities and barriers. Long Range Planning, 43(2-3): 354-363.
DaSilva C.M. and Trkman, P. 2014. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/47″>Business
model: What it is and what it is not.Long
Range Planning, 47: 379-389.
Demil, B. and Lecocq, X. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
model evolution: In search of dynamic consistency. Long Range Planning, 43: 227-246.
Dos, Y.L and Kosonen, M. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Embedded
strategic ability: A leadership agenda for accelerating business model renewal.
Long Range Planning, 43:370-382.
Dunford, R., Palmer, I. and Benveniste, J. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/5-6″>Business
model replication for early and rapid internationalisation.Long Range Planning, 43: 655-674.
Epstein, M.J., Buhovac, A.R. and Yuthas, K. 2015. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/48″>Managing
social, environmental and financial performance simultaneously. Long Range Planning, 48: 35-45.
Fjeldstad, O.D. and Ketels, C.H.M. 2006. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/39/2″>Competitive
advantage and the value network configuration: Making decisions at a Swedish
Life Insurance company. Long Range
Planning, 39: 109-131.
Funk, J.L. 2008. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/41/5″>Components,
systems and technological discontinuities: Lessons from the IT sector. Long Range Planning, 41: 555-573
Gambardella, A. and McGahan, A.M. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
model innovation: General purpose technologies and their implications for
industry structure. Long Range
Planning, 43: 262-271.
Hienerth, C. Keinz, P. and Lettl, C. 2011. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/44″>Exploring
the nature and implementation process of user-centric business models. Long Range Planning, 44: 344-374.
Kodama, M. 2009. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/42/4″>Boundaries
innovation and knowledge integration in the Japanese firm. Long Range Planning, 42: 463-494.
Lewin, A.Y. and Peeters, C. 2006. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/39/3″>Offshoring
work: Business hype or the onset of fundamental transformation.Long Range Planning, 39: 221-239.
Markides, C. and Sosa, L. 2013. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/46/4-5″>Pioneering
and first mover advantages: The importance of business models.Long Range Planning, 46: 325-334.
McGrath, R.G. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
models: A discovery driven approach. Long
Range Planning, 43: 247-261.
Smith, W.K., Binns, A. and Tushman, M.L. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Complex
business models: Managing strategic paradoxes simultaneously.Long Range Planning, 43: 448-461.
Teece, D.J. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
models, business strategy and innovation.Long Range Planning, 43: 172-194.
Thompson, J.D. and MacMillan, I.C. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Business
models: Creating new markets and societal wealth.Long Range Planning, 43: 291-307.
Vidal, E. and Mitchell, W. 2013. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/46/4-5″>When
do first entrants become first survivors? Long Range Planning, 46: 335-347.
Williamson, P.J. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Cost
innovation: Preparing for a ‘value-for-money’ revolution. Long Range Planning, 43: 343-353.
Wirz, B.W., Schilke, O. and Ullrich, 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Strategic
development of business models: Implications of the Web 2.0 for creating value
on the Internet. Long Range Planning,
43: 272-290.
Yunus, M., Moingeon, B. and Lehmann-Orgega, L. 2010. .sciencedirect.com.ezproxy.cqu.edu.au/science/journal/00246301/43/2-3″>Building
social business models: Lessons from the Grameen experience. Long Range Planning, 43: 308-325.
Marking Criteria:
MGMT20128: ASSIGNMENT 1
INDIVIDUAL ESSAY: BUSINESS MODELS RUBRIC
Enter name and student number
|
Criteria |
Max |
Mark |
% |
Fail (0-49%) |
Pass (50-65%) |
Credit (65-74%) |
Distinction (75-84%) |
High (85-100%)
|
||||||||||
|
1.Demonstrates an appreciation of business models |
10 |
10 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively demonstrates an appreciation of the concept and |
Convincingly demonstrates an appreciation of the concept and |
Highly competently demonstrates an appreciation of the concept |
Superior demonstration of the concept and problems, and history within |
||||||||||||||
|
2.Logically compares and assesses three business model |
30 |
30 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively compares and assesses conceptualisations. |
Convincingly compares and assesses conceptualisations. |
Highly competently compares and assesses conceptualisations, |
Highly competently compares and assesses conceptualisations, |
||||||||||||||
|
3.Justifies the preferred business model conceptualisation |
20 |
20 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively justifies the preferred business model |
Convincingly justifies the preferred business model |
Justifies the preferred business model conceptualisation using |
Justifies the preferred business model conceptualisation using |
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|
4.Applies |
10 |
10 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively applies the preferred business model |
Convincingly applies the preferred business model |
Highly competently applies the preferred business model |
Applies the preferred business model conceptualisation in a |
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|
5.Concludes by summarising key arguments, making sure all |
10 |
10 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively summaries and articulates the key arguments. |
Convincingly summaries and articulates the key arguments. |
Highly competently summaries and articulates the key arguments, |
Summaries and articulates the key arguments in a superior |
||||||||||||||
|
6.Coherence of arguments, theoretical integration, written |
20 |
20 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Poor. |
Effectively communicates ideas and demonstrates a good knowledge |
Convincingly communicates ideas and demonstrates has read beyond |
Highly competently communicates ideas and demonstrates has read well beyond core texts/ |
Communicates ideas in a superior manner and demonstrates has read |
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|
Moderation |
0 |
0 |
Additional
|
|||||||||||||||
|
Total Mark |
100 |
100 |
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|
Grade |
Part B
To successfully
complete this part of the assessment, you are required to produce a written
transcript that summarises the key arguments of your essay in 150-200 words.
However, your transcript should not just be a verbatim repeat of what was
said in your essay. It should be uniquely descriptive and explanative,
and focus on explaining why you believe your preferred business model approach
is superior or more useful in real-life than the other two you discussed in
your essay.
To maximise your
marks, you should pay special attention to
explaining the innovation example from real-life and how it can be understood
using your preferred business model approach. Students will be rewarded for
using the video medium consistently and creatively. You should make sure your
transcript makes sense without the accompanying video, that is, if someone
reading it does not have the opportunity to view and listen to your video
submission first.
MGMT20128: ASSIGNMENT 2
VIDEO PRESENTATION & TRANSCRIPT: BUSINESS MODELS RUBRIC
Enter name and student number
|
Criteria |
Max |
Mark |
% |
Fail (0-49%) |
Pass (50-65%) |
Credit (65-74%) |
Distinction (75-84%) |
High (85-100%)
|
||||||||||
|
1.Effectively uses text, audio, images and other appropriate |
20 |
20 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively uses video to convey arguments. |
Convincingly uses video to convey arguments. |
Highly competently uses video to convey arguments. Arguments are |
Uses video in a superior manner to convey arguments. Arguments |
||||||||||||||
|
2.Applies the preferred business model to a recent innovation from |
40 |
40 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Insufficiently addressed. |
Effectively applies to an example. |
Convincingly applies to an example. |
Highly competently applies to an example. |
Superior application to an example. |
||||||||||||||
|
3.Tone of the video is consistent, for instance, uses humour |
10 |
10 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Inconsistent and/or confused messages. |
Effective tone throughout. |
Consistent tone throughout. |
Very consistent tone throughout. |
Extremely consistent tone throughout. |
||||||||||||||
|
4.Quality (NB. Students should note that as long as sound and picture are |
10 |
10 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
Poor quality. |
Effective quality. |
Good quality. |
Very good quality. |
Extremely good quality. |
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|
5.Creativity |
20 |
20 |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
☐ |
|
|
None. |
Some creativity. |
Creative. |
Very creative and engaging throughout. |
Extremely creative and extremely engaging throughout. |
||||||||||||||
|
Moderation |
0 |
0 |
Additional
|
|||||||||||||||
|
Total Mark |
100 |
100 |
||||||||||||||||
|
Grade |
