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BACHELOR OF ACCOUNTING
CORPORATIONS LAW
BAC213
STUDENT SUBJECT OUTLINE
SEMESTER 1, 2020
PREPARED BY SHARON MURPHY
Student Subject Outline BAC318 Taxation Law and Compliance 2020 Semester 1 Page 1 of 19
Contents
SUBJECT DETAILS 2
GENERAL DETAILS 2
ENROLMENT REQUIREMENTS 2
STAFF CONTACTS 2
SUBJECT DESCRIPTION 2
SUBJECT LEARNING OUTCOMES (SLO) 3
GRADUATE ATTRIBUTES (GA) 3
LEARNING ACTIVITY SUMMARY 4
ASSESSMENT OVERVIEW AND FEEDBACK SUMMARY 4
ASSESSMENT SUBMISSION 4
LEARNING RESOURCES 4
SUBJECT EVALUATION QUESTIONNAIRE 5
SUBJECT EVALUATION QUESTIONNAIRE RESULTS 5
FREQUENTLY ASKED QUESTIONS 5
SUMMARY OF FEEDBACK FROM LAST YEAR 5
SCHEDULE OF LEARNING ACTIVITIES 6
SESSION PLAN 6
ATTENDANCE REQUIREMENTS 7
TEACHING AND LEARNING ACTIVITY DETAILS 7
COMMUNICATION 7
STUDENT SUPPORT SERVICES 7
ACADEMIC SUPPORT 7
TECHNICAL SUPPORT 7
STUDENT SERVICES 8
POLICIES, PROCEDURES AND GUIDELINES 8
EXTENSIONS, LATE SUBMISSIONS AND SPECIAL CONSIDERATION 8
STUDENT ASSESSMENT – SUBMISSION 8
SUBMISSION OF LATE ASSIGNMENTS 8
SPECIAL CONSIDERATION 8
ETHICAL CONSIDERATIONS 9
ACADEMIC AND PROFESSIONAL STANDARDS 9
OCCUPATIONAL HEALTH AND SAFETY 9
SUBJECT MODERATION CERTIFICATE 10
APPENDIX: ASSESSMENT TASKS 11
ASSESSMENT 1: ONLINE MULTIPLE CHOICE QUESTIONS 11
ASSESSMENT 2: ENTER HERE ASSESSMENT TYPE E.G. REPORT. 13
Student Subject Outline BAC318 Taxation Law and Compliance 2020 Semester 1 Page 2 of 19
Subject Details
GENERAL DETAILS
https://writerbay.net/wp-content/uploads/2019/11/logo-300x86.png00Paul Newmanhttps://writerbay.net/wp-content/uploads/2019/11/logo-300x86.pngPaul Newman2020-11-02 00:42:332020-11-02 00:42:33BAC318 Taxation Law and Compliance
Dr. Isil Erol
Property Economics
Real Estate Investment Trusts (REITs)
What will we learn today?
• An introduction to property funds &
property trusts in Australia.
• What is a REIT?
• Key differences between property funds &
REITs
• The US REIT Market
• Australian REITs or A-REITs
Property Funds
in Australia
üProperty funds specialize in acquiring, developing, and
managing property investments.
üManaged funds and superannuation funds have some property
investments in their portfolios.
üProperty funds are:
üthe dominant force in the markets for Australian prime
properties, although they were badly shaken in 2008 by
the GFC.
üExcept for development companies, property funds are
established as trusts or “property trusts”.
Property Trusts
in Australia
• The investors of trusts are “unit holders” who are the
“beneficial owners” of the properties and have limited
liability.
• The trust structure enables the income and capital gains
tax liabilities of the properties to be “passed through” to
the unit-holders.
• “Listed” property trusts – called as Australian REITs in
February 2008 to be more consistent with international
terms.
REAL ESTATE INVESTMENT TRUSTS (REITs)
What is a REIT?
§ Operating companies that own, develop and manage mainly
commercial real estate
§ Pass-through of income.
§ Taxation of income is passed through to shareholder level.
§ REIT’s taxable income is paid out as dividends to shareholders who
pay taxes on the dividends.
§ Revenue must primarily come from property investments.
§ Required to distribute most of their taxable income.
What makes REITs different?
§ Shareholders have limited liability protection (as shareholders in
corporations).
§ Unlike a corporation, however, REITs are NOT taxed at the entity level if
they satisfy a set of conditions on an ongoing basis:
§ At least 100 investors.
§ To ensure diversified portfolio, no 5 investors can own more than 50% of a
REIT’s shares.
§ Must distribute at least 90% of its taxable income to shareholders as dividends.
§ 75% of the asset value must consist of real estate assets (properties,
mortgages & MBSs), and also cash and government securities.
§ At least 75% of the gross income from real estate assets.
§ In exchange for meeting these and several other
requirements, REITs, do not pay income taxes.
§ This leaves more cash flow available to pay dividends to
investors (who pay taxes on the dividends).
1. Ownership Test: “Five or Fewer Rule.” REIT cannot be a closely held corporation: no five or fewer
individuals may own more than 50% of REIT’s stock, and there must be at least 100 different
shareholders.
2. Asset Test: >= 75% of a REIT’s total assets must be real estate, mortgages, cash, or federal
government securities, and 75% or more of the REIT’s yearly gross income must be derived directly
or indirectly from real property (including mortgages, partnerships, and other REITs). No more than
20% of its assets can consist of stock of a Taxable REIT
3. Income Test: >= 75% of income from primarily passive sources like rents and mortgage interest.
Cannot be “merchant builders” developing properties for quick sale or flipping properties. Property
sales must obey; held for at least four years and the aggregate adjusted basis of the property sold
per year does not exceed 10% of the aggregate basis of all assets of the REIT as of the beginning of
the year.
4. Distribution Test: At least 90% of a REIT’s annual taxable net income must be distributed to
shareholders as dividends each year .
To retain REIT tax status (dividends deductible from corporate taxable
income), REITs must continually pass 4 tests:
REITs are segmented
• Equity versus Mortgage REITs.
• Equity REITs invest in and operate in residential and commercial
properties.
• Mortgage REITs purchase mortgage loans and MBSs.
• Real estate lenders.
• Hybrid REITs.
• Public versus Private REITS
• Publicly traded (Listed).
• Public but non-listed – via a network of broker-dealers.
• Private.
Similarities between Property Funds & REITs
Ø invest in office buildings, shopping centres, data centers, and
Ø provide both diversification and income through their dividend yields.
Ø investors combine their funds (pool their equity) to purchase shares
of commercial properties and earn income.
Key differences
üREITs mimic stocks and exchange-traded funds (ETFs).
o REITs are traded like an exchange-traded fund or stock.
üProperty funds mirror traditional mutual funds.
o Invest in commercial and corporate properties,
o investments in land and apartments, but also
o Invest in securities offered by public real estate companies.
o Property funds generally increase in value through appreciation and do not
provide short-term income to investors as do REITs.
REITs invest directly into income-producing properties
• A portfolio of properties and mortgages (income derived from leases, rents
or mortgage repayments).
• Some REIT are broad in scope and invest in assets nationally, globally
or in emerging markets.
• Others focus on a specific sectors such as data centres, cell phone
towers, self-storage and manufactured housing communities.
• These alternative property types now make up a substantial part of the REIT
industry and require special knowledge of these asset classes.
• Health care REITs are growing.
• Specialty Australian REITs (Pubs, data centres, aged-care and rural properties).
§Property funds have higher expense ratios:
§ Investors pay higher fees in mutual funds because the funds
provide access to active management by specialists with dedicated
real estate securities analyst teams.
§Property funds are more attractive for buy-and-hold
investors.
§ Recall: increase in value through appreciation.
THE US REIT MARKET
US REIT market has grown significantly since the early 1990
§ In October 2001, the first REIT was added to the S&P 500 index
– that includes 500 of the largest and most important US
corporations.
§ As of December 2019, 31 REITs are included in S&P 500 Equity
index.
§ 180 REITs trading on NYSE.
Share of REITs in S&P 500 index, December 2019
Since 2001, the
representation of REITs
in the S&P 500 has
grown from 0.2% to
2.8% (as of December
31, 2019.
During this time, the
market value of the
constituent REITs grew
from $20 billion to $773
billion.
§ The public but non-listed REIT market has also grown significantly
over the past years.
§ Shares in these companies are offered to individual investors via a
network of broker-dealers.
§ In 2016, the number of public, non-listed REITs were 47.
Global REIT Market
Australian REITs / A-REITs
A Closer Look at Australian REITs
§ For consistency with other countries, listed property trusts (LTPs) are
called Australian REITs or A-REITs.
§ ASX – Listed A-REITs.
§ A-REITs own:
§ many regional shopping centres (Scentre Group and Charter Hall Retail REIT),
§ major office towers in city centres (Dexus REIT, Cromwell Property Group, Centuria
Office REIT),
§ business and industrial parks leased to corporations (Goodman Group),
§ residential development (Ingenia Communities Group).
Unit-holders
§ Unit holders receive quarterly of half-yearly distributions, based on rent,
net of interest payments, management fees and other (development)
expenses.
§ A-REITs pay tax if they do not distribute their taxable income to their
unit-holders, at penalty rates.
§ They are encouraged to distribute all their net rental income and
realised capital gains.
ASX All Ordinaries Index and S&P/ASX 200 REIT Index closing
prices: 1999/12 and 2019/03
Australian-listed property
market, represented by
the S&P/ASX 200 A-REIT
Index
There are 19 ASX-Listed
A-REITs that
*own property and
*derive a significant
proportion of income
from rental returns.
Marking Criteria for Assessment Item 3 – Patient Safety and Clinical Quality in Complex Nursing Care
Criteria (% are indicative)
High Distinction
Distinction
Credit
Pass
Fail
Description The student is able to provide a concise, specific and effective description of the case studies and how they went about developing the associated care plans. The student is able to demonstrate an awareness of their own feelings with regard to the case studies and ability to maintain Patient Safety and Clinical Quality (15%)
There is a concise and specific, yet effective description provided of the case studies and how the student went about developing their care plans. Personal reflection is articulate, shows a high level of insight regarding the student’s own feelings regarding the case studies, ability to develop a holistic care plan with MDT engagement and student’s ability to maintain Patient Safety and Clinical Quality . Minimal spelling and grammar errors.
There is a relevant description of the case studies and how the student developed the care plan but the detail provided could be more concise/specific. Personal reflection is mostly clearly expressed with evidence of insight regarding the student’s own feelings the case studies, ability to develop a holistic care plan with MDT engagement and student’s ability to maintain Patient Safety and Clinical Quality. Some points may require clarification. Minimal spelling and grammar errors.
There is a description of the case studies and how the student developed their care plan but the detail provided can be non-specific or irrelevant. Personal reflection shows beginning evidence of insight regarding the student’s own feelings the case studies, ability to develop a holistic care plan with MDT engagement and student’s ability to maintain Patient Safety and Clinical Quality. Some points may require clarification and some aspects of reflection may be vague or superficial. Minimal spelling and grammar errors.
There is some attempt to describe the case studies and how the student developed their care plan but this is mostly non-specific or irrelevant. Personal reflection is superficial and there is minimal evidence of insight regarding the student’s own feelings the case studies, ability to develop a holistic care plan with MDT engagement and student’s ability to maintain Patient Safety and Clinical Quality And/or only 1 of the case studies is addressed
There is no description of the case studies There is poor personal reflection with no evidence of insight regarding the student’s own feelings the case studies, ability to develop a holistic care plan with MDT engagement and student’s ability to maintain Patient Safety and Clinical Quality And/or there is no description of how the student developed their care plan
Expression of ideas lacks clarity and/or lacks structure and/or incorrect use of key terms
Marks (10/100)
8.5-10
7.5-8
6.5-7
5-6
0-4
Reflection The student is able to identify the intended goals that they had in mind for their patients, the impact their plan of care will have and the safety of their plan of care as it relates to current evidence based practice, the specific needs of the individual patient and high quality evidence is used to support the student’s justification that their plan of care was appropriate or inappropriate for this patient.
The student is able to analyse their care plan along with suggested improvements to safety and quality in regards to complex care needs of the patient. The student can identify aspects of their plan of care which are supported by policy, guidelines and EBP. Support from the literature is expected in this section (30%)
There is strong, well developed evidence of evaluation of what the student did well, aspects of care they overlooked and areas where patient safety may be upheld or compromised in their plan of care. There is well developed and clear evidence of analysis of the care plan. Analysis identifies what aspects of care are supported by EBP/considered dangerous or poor practice in EBP/not adequately researched in EBP.
The student demonstrates awareness of the impact that their plan of care will have upon their patient, other patients, healthcare workers and the public health resources. The student identifies what tools and resources were beneficial for them to develop their care plan and which were unhelpful or hindered the care plan.
At least 7 high quality sources of evidence are used to support this part of the reflection. High quality sources include clinical practice guidelines, policy directives, and large systematic reviews of high level evidence).
Consistent and correct use of UTS Harvard or APA referencing style, incorporated effectively to support the reflection/commentary. Minimal spelling and grammar errors.
There is clear evidence of what the student did well, aspects of care they overlooked and areas where patient safety may be upheld or compromised in their plan of care. There is clear evidence of analysis evidence of analysis of the care plan. Analysis identifies what aspects of care are supported by EBP/considered dangerous or poor practice in EBP/not adequately researched in EBP. At times this analysis is superficial and overlooks essential care requirements of their patient.
The student demonstrates awareness of the impact that their plan of care will have upon their patient, other patients, healthcare workers and the public health resources. And/or The student identifies what tools and resources were used for them to develop their care plan but does not evaluate the usefulness of these resources fully. And/or at least 7 sources of evidence are used to support this part of the reflection, but these include individual studies and some low level evidence as well as high quality evidence. High quality sources include clinical practice guidelines, policy directives, and large systematic reviews of high level evidence).
Consistent and correct use of UTS Harvard or APA referencing style, incorporated effectively to support the reflection/commentary. Minimal spelling and grammar errors.
There is some evidence of beginning/basic evaluation of what the student did well, aspects of care they overlooked and areas where patient safety may be upheld or compromised in their plan of care. There is some evidence of beginning/basic analysis of the care plan. Analysis identifies some aspects of care are supported by EBP/considered dangerous or poor practice in EBP/not researched in EBP. This analysis is primarily superficial and overlooks essential care requirements of their patient. And the student identifies the impact that their plan of care will have upon their patient, other patients, healthcare workers and the public health resources but this is superficial or unrealistic. And The student identifies what tools and resources were used for them to develop their care plan but does not evaluate the usefulness of these resources fully. And/or at least 5 sources of evidence are used to support this part of the reflection, but these include individual studies and some low level evidence as well as high quality evidence. High quality sources include clinical practice guidelines, policy directives, and large systematic reviews of high level evidence).
Mostly consistent use of UTS Harvard or APA referencing style. Minimal spelling and grammar errors.
There is minimal evidence of evaluation of what the student did well, aspects of care they overlooked and areas where patient safety may be upheld or compromised in their plan of care.
There is limited evidence of the student’s ability to analyse the care plan. Analysis identifies some aspects of care which are EBP but overlooks the majority of care needs. However, there are some beginnings here to build upon Evaluation is superficial with minimal consideration to complex care needs and only addresses basic patient care needs And/or the student identifies the impact that their plan of care will have upon their patient but does not consider other parties involved who will be impacted by the plan of care. And/or The student does not identify which tools and resources were used to develop their plan of care. And/or at least 3 sources of evidence are used to support this part of the reflection, but these include individual studies and some low level evidence as well as high quality evidence. High quality sources include clinical practice guidelines, policy directives, and large systematic reviews of high level evidence).
Inconsistent or incorrect use of UTS Harvard or APA referencing style.
Attempts to express ideas clearly, however often this needs clarification. Frequent spelling and grammar errors suggestive of poor editing. Content is not concise. Reflection is unstructured.
There is no evidence of student’s evaluation of what they did well, aspects of care they overlooked and areas where patient safety may be upheld or compromised in their plan of care. There is no evidence of the student’s ability to analyse the care plan.
And/or less than 3 sources of evidence are used to support their plan of care And/or evidence used to support their plan of care is very low in quality (blogs, commercial pages, opinion papers, not peer reviewed content, not developed by experts or not applicable to these patients – including paediatric sources to support adult care plans).
Expression of ideas lacks clarity and/or lacks structure and/or incorrect use of key terms
Marks (30/100)
25.5-30
22.5-25
19.5-22
15-21.5
0-14
Influencing Factors Students are able to identify internal and external factors which influenced their clinical decision making and consider how these would affect patient care in a real life situation (10%)
Internal and external influencing factors are clearly and concisely articulated. The potential impact of these factors on patient care is explored with specific outcomes for patients hypothesised. Minimal spelling and grammar errors.
Internal and external influencing factors are clearly and concisely articulated. The potential impact of these factors on patient care is explored with outcomes for patients considered, through this may be vague. Minimal spelling and grammar errors.
Either internal or external influencing factors are considered, but not both. The potential impact of these factors on patient care is explored with specific outcomes for patients considered, though this may require improvements in clarity or specificity. Minimal spelling and grammar errors
Either internal or external influencing factors are considered, but not both. The potential impact on patient outcomes is not considered.
Attempts to express ideas clearly, however often this needs clarification. Frequent spelling and grammar errors suggestive of poor editing. Content is not concise. Reflection is unstructured.
There is no consideration of potential influencing factors which may have affected the plan of care and the patient outcomes.
Expression of ideas lacks clarity and/or lacks structure and/or incorrect use of key terms
Marks (10/100)
8.5-10
7.5-8
6.5-7
5-6.5
0-4
Improvement The student is able to identify what should be improved in their care plan. The student can predict how these improvements may benefit the patients as well as consideration of risks of any changes in clinical care. (25%)
Suggested changes to the plan of care are concisely and clearly articulated. There is a clear rationale for the suggested changes which identifies predicted benefits to making this change. This is supported by at least 1 high quality source of EBP (clinical guidelines or policy directives) per change.
Consistent and correct use of UTS Harvard or APA referencing style, incorporated effectively to support the reflection/commentary. Minimal spelling and grammar errors.
Suggested changes to the plan of care are articulated but could improve in clarity. There is a clear rationale for the suggested changes but the rationale may not predict benefits to making this change. This is supported by at least 1 high quality source of EBP (clinical guidelines or policy directives) per change.
Consistent and correct use of UTS Harvard or APA referencing style, incorporated effectively to support the reflection/commentary. Minimal spelling and grammar errors.
Suggested changes to the plan of care are articulated but could improve in clarity. There is a clear rationale for the suggested changes but the rationale may not predict benefits to making this change. This is supported by at least 1 source of EBP per change but the quality of this source could be improved (low level evidence)
Mostly consistent use of UTS Harvard or APA referencing style. Minimal spelling and grammar errors.
Some changes are suggested though these are vague and could improve on clarify and detail. There is a rationale for the proposed changes but this rationale lacks clarity. Evidence is used to support the proposed changes but this evidence is poor quality or there is < 1 source of EBP per change.
Inconsistent or incorrect use of UTS Harvard or APA referencing style. Attempts to express ideas clearly,
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• As this patient has had a ? TIA it is important that the patient is assessed by speech pathology prior to any oral medications being given. In this case, a tablet with a small sip of water is still dangerous as it may result in aspiration of the tablet and water into the patient’s lungs. All medications that are oral should be administered after the sip test only
• the patient is charted for nebulisers – did you consider that this patient needs to have nebulisers given with air not oxygen at this patient is a CO2 retainer?
• has repeat CTB in 2 days been ordered? Confirm this has occurred
• frequency of vital signs – as this patient has recently had a neurological change this should be assessed 15minutely for an hour, then hourly for 12-24hours. This should be in combination with neurological assessments
• Physiotherapy referral and review prior to mobilisation in context of cognitive change
• Speech pathology referral in context of possible dysphagia from cerebral change. Ensure patient is NBM until this happens, ensure no diet is ordered in eMR and NBM sign visible/alert in eMR. Ensure patient is aware
• Respiratory assessment to consider possible aspiration when eating dinner last night (time of cognitive change). Patient should have at least daily respiratory assessments until aspiration risk is eliminated. Hourly deep breathing and coughing (patient can do this on their own, but RN needs to ensure it is being done)
• Referral to endocrinology team/diabetic review
– hbA1c blood test
• Wash, shave, teeth brush, teds
• DVT risk – anticoagulation, early mobilisation with physiotherapy and hourly foot and ankle exercises. At least once per shift assessment of deep veins to ensure no DVT developing
• VIP score for P.IVC
• Falls prevention strategies. This patient is moderate risk. What could you do to reduce risk of falls specifically for this patient?
• Stroke guidelines recommend the following blood tests be conducted: full blood count, electrocardiogram, electrolytes, renal function, fasting lipids, erythrocyte sedimentation rate and/or C-reactive protein and glucose. Which of these are done and which need to be ordered?
• Have you done the ECG requested?
• Pantoprazole should be reconsidered in context of renal history – flag this with the medical team
• NSAIDS are also not recommended for patients with renal impairment, however aspirin is recommended for patients with cardiac history (PVD and IHD). Aspirin is also recommended for stroke. Which would take priority for this patient? Should this be reviewed? Apsirin should be continued – we need to monitor renal function then so urine outputs should be measured and EUCs should be ordered for follow up during his admission
• Did you update the FBC?
• Patient’s blood pressure is high. This is not a CR or a RR but still needs to be addressed. If he cannot have his oral antihypertensives, we need to discuss this with the medical team and perhaps get a transdermal patch or sublingual option until his oral medications can resume
• There is a high likelihood, based on this patient’s past medical history, that there are some lifestyle risks and modifiable risk factors which can be addressed to reduce his risk of future stroke. These include exercise and diet modification. Dietician and diabetic educators should be involved. Motivational counselling and psychology services should also be included, and the patient needs to be referred on to a chronic health care management team for these.
• Due to new medications being introduced, the pharmacist should be contacted to provide review of all medications and education to the patient about his new medications
• This patient cannot drive until cleared by a medical professional, and needs to complete the national assessing fitness to drive guidelines. The patient must be informed of this
• Does the patient need glycaemic control medications? Until the patient is eating again this might not be necessary, but as his BSL is elevated we should keep an eye on this and inform the medical team
• This patient should not be started on oxygen as their saturations are within the targeted range for COPD. Did you start this patient on oxygen?
• Refer to stoke and TIA guidelines here: https://www.clinicalguidelines.gov.au/portal/2585/clinical-guidelines-stroke-management- 2017
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Assignment Coversheet
The Faculty of Business
STUDENT INFORMATION
Instructions for submission are found in the course description. Assignments with Cover Sheets not
signed at the bottom will be returned unmarked and may then incur a penalty for late submission.
ASSESSMENT INFORMATION
COURSENAME
Strategic Management
COURSE CODE
BUMGT5976
ASSIGNMENT
DETAILS(title)
Assessment Task Two – Group report
LECTURER/
TUTOR’S NAME
DUE DATE
PLAGIARISM
The Faculty of Business and the University regards as a very serious matter the action of a student who acts
dishonestly or improperly, including plagiarism or cheating, in connection with his or her academic work. Under
UniversityRegulation6.1.1 “Plagiarism” is defined as“…the presentation of the works of another person/other
persons as though they are one’s own by failing to properly acknowledge that person / those persons”. Plagiarism
may take many forms including:
direct copying of sentences, paragraphs or other extracts from someone else’s published work (including on
the Internet and in software) without acknowledging the source;
paraphrasing someone else’s words without acknowledging the source;
using facts, information, ideas, concepts or diagrams derived from a source without acknowledging them;
producing assignments which should be the student’s own independent work, in unauthorised collaboration
with and / or using the work of other people (e.g. a student or tutor, or working in pairs or groups and producing
similar assignments on individual assessment tasks
not referencing accurately (e.g. not citing correctly the work you have actually read)
OTHER UNACCEPTABLE BEHAVIOUR
stealing and later using other students’ work (e.g. taking discs, picking up other’s marked assignments)
recycling your own work/assignments or “double dipping” (e.g.re-submitting whole or significant parts of
assignments across units, across years or across courses)
Assisting plagiarism – which may involve a student lending work (or by posting it on the Internet for sale)
which is intended for submission for assessment, or which has already been submitted, so that it can be
copied in part or whole and handed in by another student as that student’s own work.
Students are warned against making assignments etc. available to others, as they then could be regarded as
a contributor to plagiarism and may be penalised as if they themselves had committed an act of plagiarism.
Students are expected to be proficient with referencing and must always acknowledge any sources for work that
is not their own. Inadequate referencing of cited materials is considered to be plagiarism. Details of referencing
can be found on the following University web address:http://federation.edu.au/library/assignment-and-researchhelp/referencing and http://federation.edu.au/library/assignment-and-research-help/referencing
Student’s Statement
I have read and understood the information provided on this assignment coversheet relating to plagiarism and
other unacceptable behavior and therefore declare that the attached work is entirely my own, except where work
Page | 2
quoted is duly acknowledged in the text, and that this work has not been submitted for assessment in any other
course or program.
CRICOSProviderNo.00103D The Faculty of Business
ASSESSMENT OF SUPERIOR PERFORMING FIRM
DEVELOPED FOR: DR ABDUL MOYEEN, MBA LECTURER
SUBMITTED ON: 28 OCTOBER 2017
WORD COUNT: 3492
STUDENT STUDENT ID EMAIL
Page | 3
1 EXECUTIVE SUMMARY
Superior performing companies over time must build and create a competitive advantage. The
aim of this report is to investigate the competitiveness of the Australian market leader Flight
Centre Travel Group. An analysis of the literature was combined with strategic management
tools from strategy research leaders Porter and Mintzberg; to shed light on Flight Centre’s
reasons for success. The results indicate that Flight Centre’s competitive advantage is
primarily based on a combination of superior efficiency and innovation. Having undergone
major structural changes due to globalisation and digitalisation and facing an increasingly high
intensity of competition, the Australian travel agency and tour arrangement industry is quite a
tough terrain. However, Flight Centre seems to embrace the challenge and has followed an
aggressive international expansion strategy, building on horizontal and vertical diversification
on a corporate level. On a business-level, they perform a hybrid strategy constantly diversifying
their product portfolio to offer unique travel packages while making sure to stay true to their
best-price promise. In total, Flight Centre seems to be well set for further challenges ahead.
However, it is recommended that they would benefit from enhancing architecture with network
of suppliers, distributors and customers; and an increased focus on innovation to stay ahead
of competitors through improving distinctive capabilities. As a result, linking this with research
within their Transformational Program, Flight Centre can stay clearly one step ahead of their
competition.
Page | 4
CONTENTS
1 EXECUTIVE SUMMARY ……………………………………………………………………………………. 3
2 BACKGROUND ……………………………………………………………………………………………….. 5
2.1 Scope……………………………………………………………………………………………………….. 5
3 FLIGHT CENTRE TRAVEL GROUP …………………………………………………………………… 6
3.1 The Business ……………………………………………………………………………………………. 6
3.2 History ……………………………………………………………………………………………………… 6
3.3 Services……………………………………………………………………………………………………. 6
3.4 Structure…………………………………………………………………………………………………… 7
4 THE MARKET ………………………………………………………………………………………………….. 8
4.1 Market Analysis ………………………………………………………………………………………… 8
4.2 External Analysis – Macroeconomic Forces ………………………………………………. 9
4.3 Competitor Analysis………………………………………………………………………………… 10
5 FLIGHT CENTRE – STRATEGIC APPROACHES ………………………………………………. 13
5.1 Business-level Strategy …………………………………………………………………………… 13
5.2 Corporate-level Strategy………………………………………………………………………….. 14
6 FLIGHT CENTRE – FUTURE STRATEGY …………………………………………………………. 15
7 DISTINCTIVE CAPABILITIES DEVELOPMENT …………………………………………………. 17
8 CONCLUSION – STRATEGY EVALUATION ……………………………………………………… 19
9 REFERENCES ……………………………………………………………………………………………….. 20
10 APPENDIX …………………………………………………………………………………………………….. 23
10.1 PESTLE Analysis…………………………………………………………………………………….. 23
10.2 Competitive Forces Analysis …………………………………………………………………… 24
10.3 SWOT Matrix …………………………………………………………………………………………… 26
10.4 TOWS Matrix …………………………………………………………………………………………… 27
10.5 Competitive Advantage Analysis……………………………………………………………… 28
10.6 Scenario Analysis……………………………………………………………………………………. 30
11 CLASS PRESENTATION …………………………………………… Error! Bookmark not defined.
Page | 5
Due date:
Weighting:
Length and/or format:
Purpose:
Friday 29/05/2020 3.00am
25%
1000 – 1500 word written essay
This assessment is designed to encourage you to reflect on the
teaching material delivered throughout the unit (Weeks 1 – 12 inclusive)
and the interrelationships between body systems. It allows you to
demonstrate your critical thinking skills for deeper and more meaningful
learning and develop your written communication skills.
Instructions:
Choose ONE of the three case studies provided.
Carefully read all materials provided for your chosen case study.
Living on street for past 6 months
estranged from family, no partner
Urinalysis:
Blood
–
Bilirubin
–
Urobilinogen
0.2
Ketone
+
Protein
+++
Nitrite
–
Glucose
+++
pH
7.5
Specific Gravity
1.015
Leucocytes
–
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This is my assessment 2, whereTask: Person centred care plan (1500 words) 1. Select a chronic illness from the list provided in UTS Online (different illness to assessment 1). With the selected chronic illness, select one case study and apply the illness to this case (a selection of case studies will be provided). 2. Research the selected chronic illness and optimal care. Consider person-centred, holistic care in which all aspects of the patient’s wellbeing are considered. 3. Introduction -Provide a summary of evidence explaining key factors for optimal care delivery for people living with the chosen chronic illness. 4. Powerlessness – Critically discuss the ways in which nurses can facilitate empowerment and self-management for clients and their families/carers in order to achieve a good quality of life for
your chosen chronic illness and case scenario. 5. Local resources – Consider the recommendations for the patient (and their family’s) care within one particular local area or health district. This enhanced by investigation into local resources available, specific to a designated local area or health district. 6. Challenges – Link care recommendations to the available resources and discuss potential challenges or barriers. 7. Conclusion – (300-400) Provide three specific nursing actions you will take into your future practice to optimise care in chronic conditions. 8. Referencing – all discussions must be supported from high quality sources (including journals, textbooks or government policy). Additional references, beside the subject materials are essential to inform optimal care and management for this assignment.
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Identify Legal and Ethical Requirements of Property Sales to Complete Agency Work (CPPDSM4008A)
Student identification (student to complete)
Please complete the fields shaded grey.
Student number
[8-digit number]
State or Territory
[State or Territory]
Course
[Registration/Representative or License program]
Number of pages including this one
[number]
Assessment result (assessor to complete)
Result — first submission (Details for each activity are shown in the table below)
Competent / Not yet competent
Result — resubmission (if applicable)
Competent / Not yet competent
Feedback (assessor to complete)
[insert assessor feedback]
Before you begin
Read everything in this document before you start your assessment for this subject.
Instructions for completing and submitting this assessment
The information and resources that can assist you in answering the questions in this assessment can be primarily sourced from the learner guide and supporting resources for ‘Identify Legal and Ethical Requirements of Property Sales to Complete Agency Work (CPPDSM4008A)’, located on your eLearning platform. You may also be required to conduct some independent research.
When completing your assessment:
• ensure you read each question carefully and answer all parts of the question
• type your answer in the space provided
• ensure you respond to the question in full and where necessary the box will expand to accommodate for your response. The answer box is not indicative of the length of your response
• where relevant, make reference to your state’s specific legislation or requirements
• if submitting additional pages for this assessment, ensure it is clearly labelled with your name, subject name and question number.
Saving your work
It is your responsibility to save a copy of your work. To do this:
• download this document to your desktop
• type your answers in the spaces provided
• save your work regularly.
Submitting the assessment
When submitting your assessment, the following applies:
• You must submit your completed assessment in a compatible Microsoft Word document.
• Do not remove any sections of the document.
• Do not save your completed assessment as a PDF.
• The assessment must be completed in full before submitting it to Kaplan Professional Education. Incomplete assessments will be returned to you unmarked.
• The maximum file size is 5MB.
• Once you submit your assessment for marking you will be unable to make any further changes to it.
The assessment marking process
Once you have submitted your work:
• your assessment will be marked
• your results, including feedback will be provided in this document under ‘Assessment Result’
• your assessment will be returned to you on the eLearning platform for this subject.
‘Not yet competent’ and resubmissions
Should your assessment be marked as ‘not yet competent’ you will be given an additional opportunity to amend your responses so that you can demonstrate your competency to the required level. Further resubmissions to this can be requested at a fee.
When resubmitting:
• you must address the assessor’s feedback in your amended responses
• you only need to amend those sections that the assessor has indicated require resubmission
• make changes to your original submission
• use a different text colour for your resubmission. Your assessor will be in a better position to gauge the quality and nature of your changes.
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This template/guideline has been provided to you to help you with writing your report. The structure draws from the SPSE structure, as taught in MGTS7610, and illustrated below. Once you have prepared your own content, please delete all the guidelines given to you in italic text. Make sure you cite the appropriate literature and include a reference list.]
[Replace this graphic with a picture that is relevant to your role or your organization, as you wish]
[Name your Report]
[include your role title and organisation]
Insert Your name | MGTS7612 | And the date
Total Word Count
9999
Exec Summary Word Count
Subtract from total
Word count in up to 3 tables
Subtract from total
Word count in Appendices
Subtract from total
Assignment Word Count
~3000 +/- 10%
Contents
Executive Summary (~300 words) 2
1. Introduction (~200 words) 3
Role Context 3
2. Recruitment Strategy (~800 words) 3
Key Issues 4
Recommended Recruitment Approach 4
3. Selection Strategy (~800-1000 words) 6
Key Issues 6
Selection Criteria 7
Recommended Selection Approach 7
4. Implementation (~ 400 words) 9
5. Appendices 10
Position Description 10
Draft Recruitment Advertisement – copy 10
Any other relevant material 10
6. References 11
Executive Summary (~300 words)
[A series of 4-5 paragraphs that address the following topics. Think about the length of paragraphs. Just convey one main idea with the supporting information per paragraph]
Overall or global statement of outcome/recommendation/deliverables.
The first paragraph communicates the key message (main or general recommendation/outcome/deliverable of the document).
Background and significance.
The second paragraph provides the background situation to the problem or needs that have motivated this project.
Brief analysis of the situational needs/problems.
The third paragraph provides more specific details of the problem or need.
Proposed solutions to the problem(s).
Leads into the recommendation to solve the problem or meet the situational needs.
Might also include brief discussion of important points about costs, benefits.
Recommended solution/option/and justification or concluding statement.
The final paragraph states the specific solution and provides a general justification of taking this option.
Address the timeframe and next step from this point. ]
Hot Tip: Write this last. Make sure you VERY BRIEFLY discuss your whole recruitment and selection strategy and implementation approach in the Executive Summary, not just the recruitment strategy. No need to list the specific tools or approaches that you are using. Just give an overview and 1-2 examples.
Introduction (~200 words)
[Write 1-2 paragraphs to introduce the report and outline the purpose of the report and audience for the report.
Use the Opening Paragraph (Situation) model
Background
Thesis statement
Outline
Significance]
Role Context
[Provide the Position Title, Organisation, Location, Reporting Structure and Employment type, perhaps in a table for easy reading.]
[Write 1-2 paragraphs about the business objectives for filling the role. This is the overall problem to be addressed in this report. Consider the trigger for the recruitment (recent vacancy, new role, growth in the department). Consider the outlook for the organisation (growth, decline). What might this mean for this role? POSSIBLE SOURCES: media reports, company website
Use the (Problem) model paragraph
Topic Sentence
Elaboration
Example/Evidence
Interpretation
Explanation + Tie]
Recruitment Strategy (~800 words)
[Your aim is to develop a well targeted recruitment strategy that:
Provides a fair playing field for all potential candidates
Attracts the interest of the right talent pool: focused on active and/or passive jobseekers, according to your analysis of the labour market
Builds a realistic understanding of the job and company
Retains the ones most likely to be successful and encourages them to apply]
Key Issues
[Write 1-2 paragraphs about any specific issues or aspects you may need to address in your recruitment strategy to ensure it is well-targeted.
Consider the relevant labour market characteristics for the country and location of the role. What is the unemployment rate in the hiring location? Will that make it easy or difficult to source appropriate candidates? Think about demand and supply of candidates in the industry or profession.
Hot Tip: Make it clear whether your analysis leads you to focus mostly on active candidates or mostly on passive candidates.
SOURCES: government websites, relevant professional association websites/ magazines, relevant industry associations website/ magazines.]
[Write 1-2 paragraphs about the role overall. What about this role might be especially important or make it difficult to attract the right candidates? What are some likely target groups for candidates? Eg. older workers, MBA graduates, candidates outside the local market. These then need to tie into the choices you make for your recruitment media
SOURCES: Position Description, organisations website, personal contacts.
Use the (Problem) model for these paragraphs
Topic Sentence
Elaboration
Example/Evidence
Interpretation
Explanation + Tie]
Recommended Recruitment Approach
[Taking both above points into account, write a paragraph that summarises the overall approach you recommend for your recruitment strategy.
Use the (Solution) model for this paragraph
Topic sentence
Elaboration
Example
Interpretation
Explanation + Tie]
[Then outline the specific characteristics of your advertising strategy]
MAN5402 Case Study Assignment
Overview
The assignment is centred on creating project scheduling documents about a likely project plan for a new business venture. For the assignment, assume that you want to start a new business, and you need to develop a set of project planning documents for this new business.
WARNING – Do not actually set up a business or apply for an ABN! This is a desk top planning exercise and you have not been asked to start a real business!
Instructions
• Choose a business from the list below.
• Conduct online research to establish the likely activities and their sequence that would be required to get this project started. Hint – think about both the project and the product or service.
• Refer to the unit textbook for guidance about defining the scope, eliciting requirements and defining your WBS. You can simulate obtaining this information – you do not need to go and interview anyone.
• You can find useful guidance here: https://www.business.gov.au/planning/new-businesses
Assignment Deliverables
1. A detailed WBS for your new business.
2. A project network created from your WBS.
3. A realistic schedule based on the WBS and project network.
4. A summary report (not exceeding 2000 words) explaining what you have done and any scheduling and control recommendations that you will follow as a result of your research to ensure your project is a success. Base this on your research and make it specific to your new business venture. Do not ‘cut and paste’ ideas from the unit textbook.
5. Provide evidence to support any recommendations you make (tailor these to your new business, and link these to the specific type of project/industry you are entering).
6. Create a summary video using Panopto – it should be no more than 10 minutes long. In this video, assume you are briefing a potential investor or business partner about the findings of your work. Tell them what you have done, what you have discovered about the project’s schedule, and what recommendations you are making about how to monitor and control the project. Try and make the video professional, interesting and enjoyable.
Business Ideas
Choose any one of the business ideas below. Try to choose one that is realistic and understandable to you.
New Business List
1. Antique Business: Make money from old treasures and have fun doing it! Scout around at garage sales, auctions, junk shops and markets for great buys on antique furniture, toys, clothing and other treasures from the past. Then rent space at a suitable place or set up a stall at weekend fairs to sell your antiques.
2. Garage, shed and attic cleaning and removal service: Nobody likes to spend their weekend cleaning out the garage, attic or garden shed – it’s dirty and time-consuming, and when it’s done, there’s still the task of removing all that discarded junk. But if you don’t mind putting in the physical labour, a cleaning and removal service can be a lot of fun. You can usually find a few treasures among the trash which most people are delighted to give away, and you can add to your income by recycling bottles, newspapers and metal castoffs. You’ll need a ute or a trailer that is capable of carrying everything from cast-iron sinks to old timbers.
3. Mobile window tint: With some training and basic equipment, you can set up a mobile window-tinting business. For best results, have a phone and a van ready to help car, van, truck or homeowners prevent heat damage to their vehicle or building interiors.
4. Personal trainer: Australians of all ages, sizes and shapes want to keep fit, trim and healthy, and they’re willing to hire their own personal coach to exercise correctly. Spread the word about your physical-fitness expertise at health spas, running, swimming and biking clubs, and other athletic outlets.
5. Records search: Using specialised databases, you’ll search public records on your computer to help your clients find lost loves, check out questionable suitors, track down debtors, verify a contractor’s track record, or dig up facts on a business opportunity. Clients include attorneys, business owners and individuals.
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