ASSESSMENT: <Essay Assignment>

Module Code: BHO0171

Module Title: E-commerce
Assessment Type Essay
Academic Year 2020/21 Term 1

Assessment Task

Critically evaluate how the unique features of the E-commerce technology and
environment influence consumer decision-making (cognitive and habitual).

Task specific guidance:

In this essay you must use the following sections:

1. Introduction (approximately 100 words)

Provide an intuitive summary about why E-commerce technology and environment
are important to consider when studying consumer decision-making. You should
also briefly outline what you will cover in the main body of your essay.

2. Theoretical background (approximately 800 words)

In the theoretical background you are expected to:
- Explore the unique features of the E-commerce technology and environment
(Laudon & Traver, 2020; chapter 1, section 1.3);
- Define and compare the two types of consumer decision-making (cognitive and
habitual); (Solomon, 2018; chapter 9; Laudon & Traver, 2020, chapter 6, section
6.1).

3. E-commerce and consumer decision-making (approximately 500 words)

Based on the theoretical explorations, critically evaluate how the features of the E-
commerce technology and environment influence the two types of consumer
decision-making.

4. Conclusion (approximately 100 words)

Summarise the main points covered in the body of your essay.

5. References (there is no word limit for this section)

Required Reading:

Solomon, M, R. (2018). Consumer Behavior: Buying, Having, and Being (Global

Edition). Pearson Education Limited (chapter 9).
Laudon, K. C., & Traver, C. G. (2021). E-commerce 2020-2021: Business,
Technology, Society (Global Edition). Pearson Education Limited (chapter 1,
Section 1.3; chapter 6, Section 6.1).

General study guidance:

• Cite all information used in your work which is clearly from a source. Try to
ensure that all sources in your reference list are seen as citations in your
work, and all names cited in the work appear in your reference list.

• Reference and cite your work in accordance with the APA 7th system – the
University’s chosen referencing style. For specific advice, you can talk
to your Business librarians or go to the library help desk, or you can
access library guidance via the following link:
o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/

• The University has regulations relating to academic misconduct, including

plagiarism. The Learning Innovation and Development Centre can advise
and help you with how to avoid ‘poor scholarship’ and potential academic
misconduct. You can contact them at busstudenthub@hud.ac.uk.

• If you have any concerns about your writing, referencing, research or

presentation skills, you are welcome to consult the Learning Innovation
Development Centre team busstudenthub@hud.ac.uk. It is possible to
arrange 1:1 consultation with a LIDC tutor once you have planned or written
a section of your work, so that they can advise you on areas to develop.

• Do not exceed the word limit.

Assessment criteria

• The Assessment Criteria are shown the end of this document. Your tutor
will discuss how your work will be assessed/marked and will explain how
the assessment criteria apply to this piece of work. These criteria have
been designed for your level of study.

• These criteria will be used to mark your work and will be used to support the
electronic feedback you receive on your marked assignment. Before
submission, check that you have tried to meet the requirements of
the higher-grade bands to the best of your ability. Please note that the
marking process involves academic judgement and interpretation within the
marking criteria.

• The Learning Innovation Development Centre can help you to understand

and use the assessment criteria. To book an appointment, either visit them
on The Street in the Charles Sikes Building or email them on
busstudenthub@hud.ac.uk

2
Learning Outcomes

This section is for information only.

The assessment task outlined above has been designed to address specific
validated learning outcomes for this module. It is useful to keep in mind that these
are the things you need to show in this piece of work.

On completion of this module, students will need to demonstrate:

Learning Outcomes:

1. Critically analyse and understand the nature and form of e-commerce.

2. Demonstrate an awareness of the issues surrounding the development and
implementation of e-commerce.
3. Analyse the importance of good technical infrastructure as a basis of e-
commerce.
4. Critically assess the e-business environment that will contribute to the
success of e-commerce implementation and its impact on current working
mechanisms.

Please note these learning outcomes are not additional questions.

Submission information
Word Limit: 1500
Submission Date: 09/11/2020
Feedback Date: 30/11/2020
Submission Time: 15:00
Electronically via module site in Brightspace. Paper/hard
Submission Method: copy submissions are not required. For technical support,
please contact: busvle@hud.ac.uk

3
Appendix 1 Assessment criteria
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.

Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.

The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding
categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate
intellectual creativity, originality and innovation.

90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)
Fulfilment Met Met Met Met Met Met Not met or Not met or Not met or Not met or
of relevant partially met partially met minimal minimal
learning
outcomes
Response Full command Clear Very good Well-developed Secure Adequate Nearly a Insufficient Little response No response
to the of assessment command of response to response to response to response that sufficient response
question task; assessment task; assessment assessment meets minimum response but
/task imaginative task; elements of task with task but not threshold, but lacks key
approach sophisticated sophistication evident developed with limitations aspects.
demonstrating approach in response development of sufficiently of development
flair and ideas developed to
creativity achieved
higher grade
Knowledge and understanding (F, I and H)
Knowledge requirements are different at F, I and H level. Please use the relevant level knowledge assessment criteria

Knowledge Work Effective and Extended Appropriate Most relevant Adequate Mentions some Very poor of Negligible of None
of the key demonstrates extensive breadth of information, information, account of basic terminology knowledge of knowledge of demonstrated
concepts originality/creati use of information, theories, theories, information, relating to concepts and concepts and in the
and vity or an relevant theories and concepts and concepts and theories and theories, principles principles submission.
principles inspired wider concepts in appropriate appropriately. concepts concepts. relevant to the relevant to the
required in individual information, evident and depth using relevant to the assessment assessment
the perspective on theories and integration of module. Lacks depth assessment. Some poor or brief. Major brief
assessmen information, concepts and ideas. Some of integrating Some significant mistaken of misunderstandi
t task (F) theories and sophisticated integration ideas. gaps. knowledge of ngs or
concepts, and a integration of No ideas. concepts and omissions.
considered ideas misunderstan Few Limitations in principles
individual voice. dings / gaps. No major errors inaccuracies. understanding relevant to the
or

4
 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)
misunderstandi and/or assessment
ngs. inaccuracies brief.

Extensive gaps.

Detailed Skilfully Skilfully Comprehensi Accurately Accurately Adequately Mentions some Very poor Negligible Wholly
knowledge integrate ideas integrates vely draws on demonstrates demonstrates demonstrates terminology knowledge or coverage of irrelevant.
and critical from beyond extended an extended extended most basic relevant basic relating to critical knowledge or
understand the module or knowledge/ knowledge to knowledge knowledge knowledge and theories, understanding critical
ing of disciplinary ideas from show well- showing good offers a basic some, but concepts of relevant understanding
relevant areas to beyond the developed critical insights critical limited, critical well- of well-
knowledge provide original/ module, and critical and some understanding understanding Little critical established established /
in the creative disciplinary insights and knowledge . understanding theories / major theories
subject (I) insights into the areas to good integration. No integration of of relevant well- principles. / principles
subject, provide knowledge Lacks depth ideas. established Major
tensions, and excellent integration. No major errors of integrating area(s) of misunderstandi
ambiguities in a critical or ideas. Some errors knowledge with ngs or
considered insights. No major misunderstandi and/or gaps in a many of omissions.
individual voice. Shows a errors or ngs or gaps. Few errors coverage and errors,
Shows an ease level of misunderstan and/or gaps in relevance misunderstandi
with comfort with dings or gaps. coverage and ngs, and
contingency contingency relevance. omissions
and ambiguity. and
ambiguity.

Conceptual Skilfully Excellent Draws on an Demonstrates Demonstrates Demonstrates Mentions some Demonstrates Demonstrates Wholly
and critical integrates conceptual extended competent secure adequate basic terminology little core virtually no irrelevant.
understand conceptual knowledge conceptual conceptual conceptual conceptual relating to knowledge. No core
ing of knowledge from and critical knowledge knowledge knowledge, knowledge, theories, critical insight knowledge or
contempor other modules appreciation drawing on a conventional some formulaic concepts or awareness critical insight
ary or disciplinary of the key Shows very broader critical critical of the or awareness
knowledge areas to tensions, strong ability knowledge understanding understanding Demonstrates limitations of of the
in the provide original/ controversies to apply/ base. A good of relevant and awareness insufficient knowledge. limitations of
subject and creative critical disagreement critique ideas attempt at knowledge. of limitations of grasp of a basic knowledge.
its insights into the s and and a well- integrating and Some knowledge. knowledge. Major
limitations subject and its disputes developed critiquing. awareness of Very limited misunderstandi
(H) ambiguities in a drawing on consideration Some solid the limitations No integration of critical ngs and Many errors in
considered ideas from of the insights into the of knowledge. ideas. understanding significant understanding
individual voice beyond the limitations of limitations of and awareness omissions. and extensive
module knowledge. knowledge. Lacks depth Some errors of the omissions.
bounds. of integrating and/or gaps in limitations of
Offers Performance No major errors ideas. coverage and knowledge.
original, at this level or relevance

5
 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)
compelling, and above misunderstandi Many errors in
insightful or shows ng. Few understanding
interesting intellectual inaccuracies. and omissions.
additional comfort with
perspectives. doubt,
ambiguity,
controversy,
uncertainly
and
complexity -
rather than
seeking
certainty and
a single right
answer.

Cognitive / Intellectual skills

A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the
following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a
clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study

Module leaders should be clear about the nature of information / data to be analysed, as well as the ‘tools’ of analysis expected. Analytical tools can be based on logic
(comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.

Analysis of Shows inspired Adapts, Extended and Competent Secure basic Adequate basic Inadequate Barely any Negligible No relevant
information / / creative combines, accurate analysis with analysis with analysis with analysis with relevant analysis of analysis of
data using insights of both and possibly analysis of evident use of generally largely largely analytical information / information /
qualitative or analytical reconfigures information / analytical sound use of appropriate use appropriate use methods of data Many data
quantitative method and recognized data. methods. analytical of analytical of analytical information / errors in
analytical results/ analytical methods. methods. methods. data. Major understanding
methods findings/ methods in a Expected Fully Partially misunderstandi and
conclusions. way that analytical appropriate Largely Partially appropriate ngs or omissions.
leads to methods used results / appropriate appropriate results with omissions
enhanced are wholly conclusions / results with results/ some errors
insight into a appropriately findings. few significant finding/conclusio
problem within normal errors ns with some
area. boundaries. No major errors errors
or
Fully misunderstandi
appropriate ng.
results/conclu
sions of
analysis
within the
scope of the
tool.

6
 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)

Application Creative & Applies Applies Applies Applies Applies Use of some Some use of Weak use of No evidence
of original knowledge / knowledge / knowledge/skill knowledge/ski knowledge/skills knowledge to knowledge, but knowledge / of attempt to
knowledge / application of skills to skill in a in a logical and ll in a logical in a basic provide a mostly skills evident. analyse or
skills to knowledge develop a sophisticated developed manner to manner to solution / insufficient. Very limited interpret
practice / a /skills to comprehensi manner to manner to provide a develop a simple proposal / solution / information or
solution(s) / produce new ve solution / develop a well provide a more but limited conclusion, but proposal / provide a
proposal / insights and proposal / conceptualise considered developed solution/ limited solution/ conclusion. solution/propo
conclusion offers a novel conclusion d and solution solution / solution / proposal/conclus proposal / sal/
and which / proposal / proposal / proposal / ion. conclusion conclusion.
comprehensive extends conclusion. conclusion. conclusion. No insights /
solution / beyond the creativity
proposal / original Alternative Some good Some but Logical errors
conclusion boundary of approaches insights limited evident.
which extends the brief. might be /creativity insights/creati
beyond the considered. vity.
boundary of the Extended No logical
brief. insights. Thoughtful errors. Few logical
and errors
developed
insights/
creativity.
Argument, Intellectually Compelling Sharply Clearly Satisfactory Adequate basic Weak argument Descriptive or Largely No argument
reasoning coherent and argument focused and articulated argument but level of with substantial largely incoherent is offered
comprehensive that shows complex argument with limited in argument errors in incoherent
argument that intellectual argument. consideration complexity. provided. reasoning.
articulates agility and of different Some relevant
authentic, captures All points perspectives. Broadly points but also a
considered ambiguity. wholly relevant number of
stance in own Wholly relevant Mostly relevant points. irrelevant points
voice relevant. points. Errors in
Convincing Some reasoning.
and coherent limitations in
reasoning. Logically terms of
coherent reasoning
reasoning.
Use of Systematic and Comprehensi Task is very Task is well Task is Task supported One or two Little or no Unsupported No evidence
referenced* rigorous use of ve use of well supported by supported by by basic apparent evidence No citations
evidence evidence/ high-quality supported by more several evidence and references to Very little
and sources sources beyond evidence and very extensive developed use sources sources but is concepts Significant attempt to cite
to support the normal sources use of of /evidence. over-reliant on introduced in errors and or reference
task bounds of the beyond the evidence / sources/eviden very few the omissions in
module to normal sources. ce Some points sources. assessment citation and
*Normally robustly support bounds of the are task application of
APA 7th or purpose of the module and All points fully Most points are unsubstantiat Significant referencing
OSCOLA work. Evidence shows substantiated. substantiated ed. number of points

7
 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)
of independent evidence of and no major are Very few
reading and independent No unsubstantiate Referenced unsubstantiated. points are
research. reading and unsubstantiat d points appropriately Some effort to substantiated
research. ed points. reference, but using evidence
Referencing Referencing Referencing frequent errors / sources.
fully competent Referencing Referencing largely largely and omissions
and accurate fully fully competent and competent Significant
competent competent accurate. and accurate errors and
and accurate and accurate Some minor but may omissions in
errors in include errors referencing
citations or
references.
Structure Elegant flow Elegance of Well-ordered Clear logical Basic logical Some logical Some attempt No evident None Insufficient
and, style in and structure is flow that logical flow of and structured flow of flow of material at structure, intent of evidence
supporting integral to the skilfully material in a flow of material material with with some but structure.
the argument. An through the fluid style that guides the elements of observable disorganized Disorganised,
developmen exceptional work and which reader and signposting elements of and ineffectual irrelevant or
t of ideas demonstration excellently contributes supports the for the reader signposting for in reflecting repetitive
(criteria of academic supports key well to the development of which the reader but argument or content.
relevant for writing which message. development key messages. supports key elements of analysis.
essay-style effectively of the key messages to disorganisation
work) guides the messages some extent, May contain
reader. and guides but which can repetition or
the reader lapse in irrelevant
through the places. material which
writer’s obscures the
thinking. key messages.

Language Lucid, fluent, Clear and Clear Clear and Basic use of Basic use of Many Extensive flaws Unacceptable Insufficient
and style elegant, and fluent with a functional straightforward vocabulary, vocabulary, vocabulary, in vocabulary, evidence
compelling, breadth of writing with a use language. grammar and grammar and grammar and grammar and
using a vocabulary. discernible syntax. syntax that syntax errors syntax that
distinctive and Discernible author voice. Largely error Limited flaws. conveys the that obscure prevent the text
individual voice author voice. free meaning of the meaning from being
text. understandable
.
Formatting Impeccable Excellent Formatting Formatting very Formatting Acceptable Formatting not Formatting not No discernible No formatting
of work formatting formatting. consonant largely free broadly formatting, but sufficiently consonant with attempt format
(font, entirely Polished and with from major consonant some breaches consonant with assessment work.
pagination, consonant with consonant assessment presentational with of guidance. assessment brief. Very poor
labelling) assessment with the brief problems and assessment Some brief. Multiple with multiple
brief assessment expectations. consonant with brief but some unprofessional formatting formatting
expectations brief No formatting assessment breaches of aspects issues. issues
expectations. issues. brief. guidance.
Reflection, Profoundly Excellent Clearly Some good Demonstrates Largely Descriptive with Inadequate No persuasive None
creative insightful and insight and articulated insights and some basic descriptive with very limited insight or evidence of
thinking, and creatively demonstratin insight and evidence of insights. some basic inadequate understanding reflection
questioning original creativity Limited insight

8
 90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0–9

Level Exceptional Outstanding Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable
(Outstanding+) (Excellent +)
g meaningful individual creativity and insight. Limited
creativity creativity originality. creativity.
Reflexivity Outstanding Profound Demonstrates Demonstrates Some self- Basic, but Lack of self- Minimal self- No self- None
and and profound self- insightful self- clear self- awareness restricted self- awareness or awareness or awareness or
developmen self-awareness awareness awareness awareness and and fair awareness. Little reflection on ability to ability to
tal learning and critical arising from and critical reflection on reflection on reflection on inner world and express inner articulate in a
reflection on extensive reflection on inner world and inner world. inner world and scant world and world
inner world and critical inner world some Limited limited awareness of potential for
its implications reflection on and insightful awareness of awareness of awareness of potential for development.
for inner world implications implications for potential for potential for development.
development at and its for development development. development
multiple levels. implications development
for
development