Assessment item 2 Assignment 2 1500-2000 words

Assessment item 2
Assignment 2
Value: 40%
Due date: 26-Sep-2014
Return date: 17-Oct-2014
Length: about 1500-2000 words each
Submission method options
Alternative submission method
Task
Analytical essays.
ESSAY TOPIC 1:
Consider the following issues in the context of materials presented in chapters 3 and 4 (i.e. Demand and supply, and Elasticity).
In the recent Australian budget the coalition Government has announced deregulation of the higher education sector with a view to make the sector globally competitive. The deregulation will result in the allocation of Commonwealth supported undergraduate places not only to the university sector but also to TAFEs and private providers from 2016. The deregulation will also allow the Australian universities and other providers of higher education to set their own fees. In the context on this development you are asked to answer following questions.
Discuss the impact of deregulation on:
(a) Demand for undergraduate courses offered by the Australian universities. Use demand curve to show the impact. Also, discuss if the impact will be the same in all universities regardless of their location (such as regional vs urban).
(b) Based on your answer in part (a) discuss what will happen, in the short-term, if the aggregate supply of undergraduate places (offered by the university sector) does not change.
ESSAY TOPIC 2:
Q2. Consider this question in the light of materials presented in chapters 12 and 13 (i.e., Consumer choices and constraints, and Producers’ choices and constraints).
You are a senior business analyst at the Australian Automotive Industry and have been asked to investigate the viability of the following statement in the context of the decision to cease the production of passenger motor vehicles in Australia.
“Increased availability of a large number of imported passenger motor vehicles, small size of Australian market and the high cost structure of the economy are the root causes for the collapse of the Australian automotive industry”.
Your task is to write a policy oriented report using the concepts of consumer choices and constraints, and producers’ choices and constraints.
You may find the following case studies entitled ‘Produce More to cut cost (page 297 of the textbook, chapter 13) of some help.
Rationale
In your working life you will be required to present arguments and explain your decisions. Economics gives you tools to do this. However, many of those with whom you work will have little, if any, understanding of the principles of economics and their application. To communicate with these people you will have to put your arguments succinctly into language that they understand. This does not mean that your argument is any less rigorous or sophisticated. Rather, it means that you are being asked to communicate important concepts and decisions in a manner that most people can understand
Marking criteria

ESSAY TOPIC 1: In the recent Australian budget the coalition Government has announced deregulation of the higher education sector with a view to make the sector globally competitive. The deregulation will result in the allocation of Commonwealth supported undergraduate places not only to the university sector but also to TAFEs and private providers from 2016. The deregulation will also allow the Australian universities and other providers of higher education to set their own fees. In the context on this development, you are asked to answer following questions. Discuss the impact of deregulation on: (a) Demand for undergraduate courses offered by the Australian universities. Use demand curve to show the impact. Also, discuss if the impact will be the same in all universities regardless of their location (such as regional vs urban),(b)Based on your answer in part (a) discuss what will happen, in the short-term, if the aggregate supply of undergraduate places (offered by the university sector) does not change.
Relevant learning objectives High Distinction(85%+) Distinction (75%-84%) Credit (65%-74%) Pass (50%-64%) Fail 0-49%

Academic Writing Highly developed skills in expression and presentation of ideas.
Fluent writing style.
No major grammatical and spelling errors. All references, including recent literature, cited and used accurately. Well-developed skills in expression and presentation of ideas.
Fluent writing style. No spelling errors, minor grammatical errors. Relevant references cited and used accurately. A satisfactory standard of expression. Relatively clear and concise in expression of ideas.

Few spelling and/or grammar errors.
Most references are presented and used accurately. Some inconsistency in sentence structure. Clarity of expression could be enhanced by some revision.
Many spelling errors and/or poor grammar.
Very limited references cited and used. Poor communication of ideas due to careless writing and lack of proof-reading.
Too many spelling and/or grammar errors.
References not included or inappropriately applied.

Content & Knowledge of topic (Includes: breadth/depth of essay topic and recent debates) Excellent use of demand, supply and elasticity concepts and ongoing debate on the issues. Arguments are backed by theory and well integrated.

Contains insights and awareness of deeper and more subtle aspects of the topic content.

There is clear evidence of researched/read more widely beyond the core materials.
Excellent use of demand, supply and elasticity concepts and ongoing debate on the issues. Arguments are well integrated.

Presents issues in the broader context, and demonstrates breadth and depth of understanding of most aspects of the topic.

There is evidence of having read beyond the core materials.
Good understanding of
demand, supply and elasticity, and ongoing debate, but arguments are not well integrated and backed.

Demonstrates good understanding of material presented in core texts and readings.

There is some evidence of having read beyond the core materials.
Contains limited use of demand, supply and elasticity.
Fails to demonstrate awareness of ongoing debate.
There is limited evidence of having read beyond the core materials. While some literature is presented they purely descriptive and not well integrated.
Fails to demonstrate knowledge of key principles and concepts, and ongoing debate.
There is very little evidence of having read material presented in core texts and readings.
Contains only a few ideas and they are presented uncritically in a purely descriptive manner.

Quality of arguments & analytical skills, and use of evidence Provides well-argued and articulated statements with supporting evidence from literature and/or real world examples. Evidence of originality and independent thought.
Has highly developed analytical skills and consistently demonstrates high levels of critical analysis.
Demonstrates ability to reflect on conclusions and their implications. Provides well-argued and articulated statements, but limited use of supporting evidence from literature and/or real world examples.
Evidence of independent thought.
Has good analytical skills and is capable of good levels of critical analysis.
Able to justify conclusions and their implications.
Able to synthesise and draw conclusions from multiple perspectives. Well-reasoned arguments based on broad evidence.
Demonstrates some evidence of analytical and evaluative skills.
Able to apply fundamental concepts and to draw and justify conclusions. Arguments based on limited evidence.
Demonstrates some evidence of analytical and evaluative skills but development of arguments is limited.
Able to apply fundamental concepts and to draw and justify conclusions. Little demonstrated evidence of ability to construct clear and coherent arguments.
Little (or no) evidence of analytical and evaluative skills.
Fails to draw on fundamental concepts and to justify conclusions.
ESSAY TOPIC 2: Consider this question in the light of materials presented in chapters 12 and 13.
You are a senior business analyst at the Australian Automotive Industry and have been asked to investigate the viability of the following statement in the context of the decision to cease the production of passenger motor vehicles in Australia. “Increased availability of a large number of imported passenger motor vehicles, small size of Australian market and the high cost structure of the economy are the root causes for the collapse of the Australian automotive industry”. Your task is to write a policy oriented report using the concepts of consumer choices and constraints, and producers’ choices and constraints.
Relevant learning objectives High Distinction(85%+) Distinction (75%-84%) Credit (65%-74%) Pass (50%-64%) Fail 0-49%

Academic Writing Highly developed skills in expression and presentation of ideas. Fluent writing style.
No major grammatical and spelling errors. All references, including recent literature, cited and used accurately. Well-developed skills in expression and presentation of ideas. Fluent writing style. No spelling errors, minor grammatical errors. Relevant references cited and used accurately. A satisfactory standard of expression. Relatively clear and concise in expression of ideas.
Few spelling and/or grammar errors.
Majority of references are presented and used accurately. Some inconsistency in sentence structure. Clarity of expression could be enhanced by some revision.
Many spelling errors and/or poor grammar.
Very limited references cited and used. Poor communication of ideas due to careless writing and lack of proof-reading.
Too many spelling and/or grammar errors.
References not included or inappropriately applied.

Content & Knowledge of producers’ choice and consumer behaviour. Students must also be well aware of recent debates.
Excellent understanding of producers’ choice and consumer choices, and ongoing debate on industry closure, and arguments are well integrated.
Contains insights and awareness of deeper and more subtle aspects of the theory.
There is clear evidence of researched/read more widely beyond the core materials.
Excellent understanding of producers’ choice and consumer choices, and ongoing debate on industry closure, but arguments are reasonably well integrated.
Presents issues in the broader context and demonstrates breadth and depth of understanding of most aspects of the debate.
There is evidence of having read beyond the core materials
Demonstrates some knowledge of producers’ choice and consumer choices, and ongoing debate on industry closure. However, arguments are not well integrated.
There is some evidence of having read beyond the core materials.
Contains limited use of theoretical knowledge.
Fails to demonstrate awareness of ongoing debate.
There is very little evidence of having read beyond the core materials. While some literature is presented they purely descriptive and they are not well integrated.
Fails to demonstrate knowledge of key principles and concepts.
There is very little evidence of having read material presented in core texts and readings.
Contains only a few ideas and they are presented uncritically in a purely descriptive manner.

Quality of arguments & analytical skills, and use of evidence Provides well-argued and articulated statements with supporting evidence from recent literature and/or real world examples. Evidence of originality and independent thought.
Has highly developed analytical skills and consistently demonstrates high levels of critical analysis.
Demonstrates ability to reflect on conclusions and their policy implications. Provides well-argued and articulated statements, but the use of supporting evidence from literature and/or real world examples are not very recent.
Evidence of independent thought.
Has good analytical skills and is capable of good levels of critical analysis.
Able to justify conclusions and their implications.
Able to synthesise and draw conclusions from multiple perspectives. Well-reasoned arguments based on broad evidence from theory and practice.
Demonstrates some evidence of critical analysis and evaluative skills.
Able to apply fundamental concepts and to draw and justify conclusions. Arguments based on limited evidence.
Demonstrates some evidence of analytical and evaluative skills but development of arguments is limited.
Able to apply fundamental concepts and to draw and justify conclusions. Little demonstrated evidence of ability to construct clear and coherent arguments.
Little (or no) evidence of analytical and evaluative skills.
Fails to draw on fundamental concepts and to justify conclusions.

Requirements
Submission required both in turnitin as well as a hard copy