Strategic Management\/ Oil and Gas Management
\nrequirements:
\n? All work should be submitted on the Student Portal.
\n? Work to be submitted in a professional manner, and
\nas directed by the Module Leader.
\nWord Limit: 2,500 words (with 10% plus or minus leeway)
\nDeadline date for
\nsubmission:
\nFriday, 5th August 2016
\nLearning outcomes
\nto be examined in
\nthis assessment
\n(please note that
\nthis is NOT the
\nassessment task)
\n? Analyse the internal and external influences on
\ncorporate objectives and strategy
\nPercentage of
\nmarks awarded for
\nmodule:
\nThis assignment is worth 60% of the total marks for the
\nmodule
\nPage 2 of 5
\nAssessment
\ncriteria
\nExplanatory comments on the
\nassessment criteria
\nMaximum marks
\nfor each section
\nKnowledge and
\nResearch
\n(content,
\nrelevance, and
\noriginality)
\nClear demonstration of rigorous
\nresearch from recognised
\nauthoritative sources. Audience
\nfocus. Meeting the deliverables.
\n35%
\nWriting and
\nPresentation
\n(format,
\nreferences or
\nbibliography, and
\nstyle)
\nRigorous use of the Harvard
\nMethodology for citation and
\nreferencing; page numbering; correct
\ndisplay of direct quotations.
\n10 %
\nArgument and
\nAnalysis (Critical
\nanalysis,
\nevaluation, and
\napplication)
\nConstructive critical analysis,
\nintroduction, conclusion.
\nDemonstration of a clear
\nunderstanding of the issues. Use of
\nacademic models. Full articulation of
\nideas developed. Offering wellargued
\nsolutions and\/or alternatives if
\nand where appropriate.
\n55%
\nPage 3 of 5
\nBackground
\nThe period 2014-2016 has been a difficult time for the energy sector due to the oil price
\ndrop. Companies have had to achieve a balance between short term viability and
\nmaintaining their long term objectives and investments as the oil price drop has impacted
\non profits and spending on projects. During times like this energy firms consider different
\nstrategies which will help to stabilise or improve their position through either gaining
\naccess to new markets, technology or resources. Merger and acquisition is one strategy
\nthat is used in the energy sector.
\n\u201cThe sharp decline in oil prices in the past year has put a damper on many big energy
\nproducers\u2019 prospects, but that hasn\u2019t kept them from joining the gusher of mergers-andacquisitions
\nactivity\u201d. (Energy M&A Surges Despite Oil Slump, Mattioli, D and D, Cimilluca,
\nThe Wall Street Journal, 2015)
\nAssignment Task
\nWrite a 2,500-word report critically analysing how the strategy of merger and acquisition
\nhas been used in the energy sector during the oil price drop of 2014 to 2016.
\nThe report should include the application of two appropriate academic models. One
\nacademic model should focus on internal and external factors. The other model used in
\nthe report should focus on strategy.
\nYou should also consider the following when carrying out your research:
\n? The report should include appropriate energy examples of merger and acquisition
\ndeals during the oil price drop of 2014 to 2016, and should critically analyse the
\nchallenges and benefits of merger and acquisition as a strategy within the energy
\nsector.
\n? The report should not analyse any ongoing merger or acquisition deals.
\nTotal Marks for Assignment: 100
\nPage 4 of 5
\nmarking Criteria for Assessment at Level 6 (Bachelors Degree with Honours)
\nMarks 0-25 (Fail) 26-39 (Fail) 40-49 (3
\nrd
\n) 50-59 (2.2) 60-69 (2.1) 70-85 (1
\nst
\n) 70-85 (1
\nst
\n)
\nAssessment
\ncategories
\nKnowledge &
\nUnderstanding
\nof Subject
\nMajor gaps in
\nknowledge and
\nunderstanding of
\nmaterial at this
\nlevel. Substantial
\ninaccuracies.
\nGaps in knowledge,
\nwith only superficial
\nunderstanding.
\nSome significant
\ninaccuracies.
\nThreshold level.
\nUnderstanding of
\nkey aspects of field
\nof study; coherent
\nknowledge, at least
\nin part informed by
\ncurrent research in
\nthe subject
\ndiscipline.
\nSystematic
\nunderstanding of
\nfield(s) of study, as
\nindicated by
\nrelevant QAA
\nsubject benchmark
\nstatements for the
\ndegree programme.
\nGood understanding
\nof the field(s) of
\nstudy; coherent
\nknowledge, in line
\nwith subject
\nbenchmark, at least in
\npart informed by
\ncurrent research in
\nthe subject discipline.
\nExcellent knowledge
\nand understanding of
\nthe main concepts
\nand key theories\/
\nconcepts of the
\ndiscipline(s). Clear
\nawareness of the
\nlimitations of the
\nknowledge base.
\nHighly detailed
\nknowledge and
\nunderstanding of the
\nmain theories\/concepts
\nof the discipline(s), and
\nan awareness of the
\nambiguities and
\nlimitations of
\nknowledge.
\nCognitive\/
\nIntellectual
\nSkills
\n(e.g. analysis
\nand synthesis;
\nlogic and
\nargument;
\nanalytical
\nreflection;
\norganisation and
\ncommunication
\nof ideas and
\nevidence)
\nUnsubstantiated
\ngeneralizations,
\nmade without use
\nof any credible
\nevidence. Lack of
\nlogic, leading to
\nunsupportable\/
\nmissing
\nconclusions.
\nLack of any
\nattempt to
\nanalyse,
\nsynthesise or
\nevaluate. Poor
\ncommunication of
\nideas.
\nSome evidence of
\nanalytical
\nintellectual skills,
\nbut for the most
\npart descriptive.
\nIdeas\/findings
\nsometimes illogical
\nand contradictory.
\nGeneralized
\nstatements made
\nwith scant
\nevidence.
\nConclusions lack
\nrelevance.
\nThreshold level.
\nEvidence of some
\nlogical, analytical
\nthinking and some
\nattempts to
\nsynthesise, albeit
\nwith some
\nweaknesses.
\nSome evidence to
\nsupport findings\/
\nviews, but evidence
\nnot consistently
\ninterpreted.
\nSome relevant
\nconclusions
\nEvidence of some
\nlogical, analytical
\nthinking and
\nsynthesis. Can
\nanalyse new and\/or
\nabstract data and
\nsituations without
\nguidance.
\nAn emerging
\nawareness of
\ndifferent stances
\nand ability to use
\nevidence to support
\nthe argument.
\nValid conclusions
\nSound, logical,
\nanalytical thinking;
\nsynthesis and
\nevaluation. Ability to
\ndevise and sustain
\npersuasive
\narguments, and to
\nreview the reliability,
\nvalidity & significance
\nof evidence. Ability to
\ncommunicate ideas
\nand evidence
\naccurately and
\nconvincingly.
\nSound, convincing
\nconclusions.
\nThoroughly logical
\nwork, supported by
\njudiciously selected
\nand evaluated
\nevidence. High quality
\nanalysis, developed
\nindependently or
\nthrough effective
\ncollaboration..
\nAbility to investigate
\ncontradictory
\ninformation and
\nidentify reasons for
\ncontradictions.
\nStrong conclusions.
\nExceptional work;
\njudiciously selected
\nand evaluated
\nevidence. Very high
\nquality analysis,
\ndeveloped
\nindependently or
\nthrough effective
\ncollaboration.
\nAbility to investigate
\ncontradictory
\ninformation and identify
\nreasons for
\ncontradictions.
\nHighly persuasive
\nconclusions.
\nUse of
\nResearchinformed<\/p>\n
Literature
\n(including
\nreferencing,
\nappropriate
\nacademic
\nconventions and
\nacademic
\nhonesty)
\nLittle evidence of
\nreading.
\nViews and
\nfindings
\nunsupported and
\nnon-authoritative.
\nAcademic
\nconventions
\nlargely ignored.
\nEvidence of little
\nreading and\/or of
\nreliance on
\ninappropriate
\nsources, and\/or
\nindiscriminate use
\nof sources.
\nAcademic
\nconventions used
\ninconsistently.
\nThreshold level.
\nReferences to a
\nrange of relevant
\nsources. Some
\nomissions and
\nminor errors.
\nAcademic
\nconventions
\nevident and largely
\nconsistent, with
\nminor lapses.
\nKnowledge,
\nanalysis and
\nevaluation of a
\nrange of researchinformed
\nliterature,
\nincluding sources
\nretrieved, analysed
\nindependently.
\nAcademic skills
\nconsistently
\napplied.
\nKnowledge, analysis
\nand evaluation of a
\nrange of researchinformed
\nliterature,
\nincluding sources
\nretrieved, analysed
\nindependently with
\naccuracy and
\nassurance. Good
\nacademic skills,
\nconsistently applied.
\nExcellent knowledge
\nof research informed
\nliterature embedded
\nin the work.
\nConsistent analysis
\nand evaluation of
\nsources. High-level
\nacademic skills
\nconsistently applied.
\nOutstanding knowledge
\nof research-informed
\nliterature embedded in
\nthe work. Consistent
\nanalysis and evaluation
\nof sources. High-level
\nacademic skills
\nconsistently and
\nprofessionally applied.
\nPage 5 of 5
\nLEVEL 6 cont\u2026
\nGraduate Skills
\nfor Life and
\nEmployment
\n(e.g. researchrelated
\nskills;
\nwritten, graphical
\nand oral
\ncommunication
\nskills;
\ngroup working;
\nproblem-solving;
\npractical and
\nprofessional skills)
\nLittle or no
\nevidence of the
\nrequired skills in
\nany of the
\ngraduate skills
\nidentified in the
\nprogramme
\nspecification at
\nthis level.
\nLimited evidence of
\nthe graduate skills
\nidentified in the
\nprogramme
\nspecification.
\nSignificant
\nweaknesses
\nevident, which
\nsuggest that the
\ncandidate has not
\ngained the skills
\nnecessary for
\ngraduate-level
\nemployment.
\nResearch skills:
\nCan competently
\nundertake
\nreasonably
\nstraightforward
\nresearch tasks with
\nminimum guidance,
\nbut with minor
\nweaknesses.
\nCan communicate
\nin a range of
\nformats, including
\norally, at a standard
\nappropriate for
\ngraduate-level
\nemployment, and
\nwith limited
\nweaknesses.
\nCan generally work
\neffectively within
\na team, negotiating
\nin a professional
\nmanner and
\nmanaging conflict.
\nIs largely confident
\nand effective in
\nidentifying and
\ndefining complex
\nproblems and
\napplying knowledge
\nand methods to
\ntheir solution.
\nAble to recognise
\nown strengths
\nand weaknesses
\nin relation to
\ngraduate
\nemployment, with
\nminor areas of
\nweakness.
\nResearch skills:
\nCan competently
\nundertake
\nreasonably
\nstraightforward
\nresearch tasks with
\nminimum guidance
\nCan communicate
\neffectively in a
\nrange of formats,
\nincluding orally, at
\na standard
\nappropriate for
\ngraduate-level
\nemployment, and
\nwith limited
\nweaknesses.
\nCan consistently
\nwork effectively
\nwithin a team,
\nnegotiating in a
\nprofessional
\nmanner and
\nmanaging conflict.
\nIs confident and
\nflexible in
\nidentifying and
\ndefining complex
\nproblems and
\napplying knowledge
\nand methods to
\ntheir solution.
\nAble to evaluate
\nown strengths
\nand weaknesses
\nin relation to
\ngraduate
\nemployment.
\nResearch skills:
\nCan successfully
\ncomplete a range of
\nresearch-like tasks,
\nincluding evaluation,
\nwith very limited
\nexternal guidance.
\nCan communicate
\nwell, confidently and
\nconsistently in a
\nrange of formats,
\nincluding orally, at a
\nstandard appropriate
\nfor graduate-level
\nemployment.
\nCan consistently
\nwork very well
\nwithin a team,
\nleading & negotiating
\nin a professional
\nmanner and
\nmanaging conflict.
\nIs confident and
\nflexible in identifying
\nand defining a range
\nof complex
\nproblems and
\napplying knowledge
\nand methods to their
\nsolution.
\nAble to take initiative
\nin evaluating own
\nstrengths and
\nweaknesses in
\nrelation to graduatelevel
\nprofessional and
\npractical skills, and
\nact autonomously to
\ndevelop new areas of
\nskills as necessary.
\nResearch skills:
\nCan very successfully
\ncomplete a range of
\nresearch-like tasks,
\nincluding evaluation,
\nwith a significant
\ndegree of autonomy.
\nCan communicate
\nprofessionally and
\nconfidently in a range
\nof formats, at a high
\nstandard appropriate
\nfor graduate-level
\nemployment.
\nCan work
\nprofessionally
\nwithin a team,
\nshowing leadership
\nskills as appropriate,
\nmanaging conflict and
\nmeeting obligations.
\nIs professional and
\nflexible in
\nautonomously
\nidentifying and
\ndefining a range of
\ncomplex problems
\nand applying
\nknowledge and
\nmethods to their
\nsolution.
\nAble to show insight
\nand autonomy in
\nevaluating own
\nstrengths and
\nweaknesses and
\ndeveloping
\nprofessional and
\npractical skills needed
\nfor graduate-level
\nemployment.
\nResearch skills:
\nExceptionally
\nsuccessful in a wide
\nrange of research-like
\ntasks, including
\nevaluation, with a high
\ndegree of autonomy
\nCan communicate
\nwith an exceptionally
\nhigh level of
\nprofessionalism, in a
\nrange of formats,
\nincluding orally,
\nappropriate for
\ngraduate-level
\nemployment.
\nCan work
\nexceptionally well
\nand professionally
\nwithin a team,
\nshowing leadership
\nskills as appropriate,
\nmanaging conflict, and
\nmeeting all obligations.
\nIs exceptionally
\nprofessional and
\nflexible in
\nautonomously
\ndefining and solving
\na range of complex
\nproblems and applying
\nknowledge and
\nmethods to their
\nsolution.
\nOutstanding ability to
\nevaluate own
\nstrengths and
\nweaknesses, showing
\noutstanding attributes
\nfor graduate-level
\nemployment.
\n)<\/p>\n","protected":false},"excerpt":{"rendered":"
Strategic Management\/ Oil and Gas Management requirements: ? All work should be submitted on the Student Portal. ? Work to be submitted in a professional manner, and as directed by the Module Leader. Word Limit: 2,500 words (with 10% plus Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-19627","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/19627","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=19627"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/19627\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=19627"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=19627"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=19627"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}