CLO1 Identify the forces at work on a global level that impact people`s lives.

2026-11-09 12:25:41

GEN 3020: Cross-Cultural Studies

Assignment Brief

Programme Name

BSAEE01F, ABAVE01F, ABMEE01F

Module Code

GEN 3020

Module Title

Cross-Cultural Studies

Semester

Fall 2026

Academic Year

2026/2027

Assessment Details and Submission Guidelines

Assessment Type

Individual assignment

Assessment Title

Global Economy Analysis Report (Two-Part Report)

Purpose of the assessment (with CLO Mapping)

The purpose of this assignment is to develop students’ understanding of global economic partnerships and the factors influencing national development, analyse how political, social, environmental, economic and educational forces affect people’s lives. It will further help to explore connections between wealth, poverty, culture and identity and strengthen critical thinking, academic research and evidence-based analysis.

Weight

50% of the total assessments. Marked out of 50: Part A 20 marks and Part B 30 marks.

Total Marks

100, scaled down to 50%

Word limit

3,000 words in total (±10%): Part A 1,000 words (900–1,100); Part B 2,000 words (1,800–2,200).

Submission Guidelines

All work must be submitted on Moodle by the due date along with a cover page.

The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2.54 cm margins on all four sides of your page with appropriate section headings.

Reference sources must be cited in the text of the report and listed appropriately at the end in a reference list using Harvard referencing style.

Due Date

21st October, 2026 23.59 (before midnight) – submit your report on Moodle. Similarity Percentage should not exceed 20%.

Late submission

Late project submissions will result in a penalty. A 7 days late submission results in a 10% deduction on the project marking; while a project submitted between 8–12 days late will be subject to a 20% deduction on the project marking. Submissions after will be considered a fail on the project.

Academic Misconduct and Plagiarism

Plagiarism is defined as the presentation of another person’s work as your own. This includes copying from books without referencing the material or copying from another student’s work.

Instructor Name

Dr. Nida Dilshad

Moderator Name

Dr. Wasim Ahmed

Assignment Description

You need to complete an individual research assignment comprising two parts: an analysis of the UAE’s partnership with one selected Western country and a report examining the political, social, environmental, economic and educational factors influencing a chosen country’s development. Support both parts with academic research, relevant examples and critical analysis.

Title of the Assignment with CLOs

Global Economy Analysis Report

Course Learning Outcomes (CLOs)
  • CLO1 Identify the forces at work on a global level that impact people`s lives.
  • CLO2 Learn to question in order to learn.
  • CLO3 Explore the ways in which the personal is global and the global is highly personal.
  • CLO4 Have an understanding of the interconnectedness of people.

Part A: Global Economy Report

Weight: 20% (20 Marks)
Word Count: 1000 words (±10%)

Write a short essay on the UAE’s alliances and partnerships with one of the following Western countries: the United States, the United Kingdom, France, Germany, Canada, or Australia.

Your essay should address trends, changing landscapes, wealth and its effects, culture, identity, poverty, and its effects.

Part A: Mark Distribution & Detailed Criteria (20 Marks)

Criteria & Thematic Focus

Marks

1. Analysis of Economic Trends & Changing Landscape: Examination of key economic sectors, diversification efforts (e.g., Vision plans), and global positioning.

4

2. Analysis of Wealth & Its Effects: Discussion on sources of national wealth, distribution, and its socio-economic and cultural impacts.

4

3. Analysis of Culture, Identity, Poverty & Effects: Exploration of how global integration affects national culture/identity and an analysis of poverty/inequality.

4

4. Research Depth & Academic Rigour: Use of a minimum of 4 relevant academic sources; quality of synthesis and citation.

4

5. Structure, Clarity & Presentation: Logical flow, strength of thesis and conclusion, academic writing standards, and adherence to formatting guidelines.

4

Part A: Global Economy Report Grading Rubric (20 Marks)

Each criterion is worth 4 marks.

Criterion

Excellent (4)

Good (3)

Satisfactory (2)

Weak (1)

Not attempted (0)

Economic trends and changing partnership landscape

Insightful analysis of trends and changes in the UAE’s selected partnership; evaluates implications with specific evidence.

Clear analysis of trends and partnership changes, supported by relevant examples.

Identifies trends and changes; discussion is mainly descriptive with limited partnership links.

Superficial or inaccurate discussion; little connection to the selected partnership.

No relevant response.

Wealth and its effects

Critically analyses sources and distribution of wealth and their social and cultural effects in the partnership context.

Explains wealth and its effects clearly, with relevant evidence and partnership links.

Basic discussion of wealth and some effects; limited evidence or analysis.

Vague claims about wealth; effects and partnership links are largely missing.

No relevant response.

Culture, identity, poverty and their effects

Integrated analysis of culture, identity and poverty or inequality; evaluates effects of global integration using evidence.

Addresses culture, identity and poverty or inequality with clear explanations and examples.

Addresses most themes, but analysis is uneven, or connections are limited.

Omits major themes or provides unsupported generalisations.

No relevant response.

Research depth and academic rigour

At least 4 relevant academic sources; strong synthesis and critical use of evidence; accurate Harvard citations.

At least 4 relevant academic sources; sound evidence use with minor synthesis or citation weaknesses.

Limited source range or synthesis; several citation or evidence gaps.

Very limited or weak sources; minimal synthesis and frequent citation omissions.

No research evidence or references.

Structure, clarity and presentation

Focused introduction and argument; logical organisation; strong conclusion; clear academic writing and complete presentation.

Clear structure and conclusion; mostly fluent writing; minor formatting or front-matter omissions.

Recognisable structure, but uneven flow or basic conclusion; several writing or presentation issues.

Disorganised or unclear; weak introduction or conclusion; major presentation omissions.

No assessable structure or presentation.

Part B: Analysis Report (30 Marks)

Weight: 30% (30 marks)
Word Count: 2000 words (±10%)

Write a report examining the key factors that influence any country’s development, considering political, social, environmental, economic, and educational aspects.

Part B: Mark Distribution & Detailed Criteria (30 Marks)

Criteria & Thematic Focus

Marks

1. Analysis of Political & Social Factors: Examination of stability, policies, rights (political) and community networks, quality of life (social) as driving factors for country’s development.

6

2. Analysis of Environmental & Economic Factors: Examination of climate, resources (environmental) and employment, investment, wages (economic).

6

3. Analysis of Educational Factors & Synthesis: Examination of opportunities and institutions (educational) and the overall synthesis of how multiple factors interconnect.

6

4. Research Depth & Academic Rigour: Use of a minimum of 6-8 relevant academic sources; quality of synthesis, critical analysis, and citation.

6

5. Structure, Argument & Presentation: Clarity of argument, overall coherence, strength of conclusion, academic writing standards, and use of supporting visuals (tables/charts).

6

Part B: Analysis Report Grading Rubric (30 Marks)

Each criterion is worth 6 marks.

Criterion

Excellent (6)

Good (5)

Satisfactory (4)

Weak (2)

Not attempted (0)

Political and social factors

Critical, evidence-based evaluation of political and social factors and how their interaction shapes the chosen country’s development.

Clear analysis of both factor groups, with relevant country evidence and links to development.

Adequate explanation of both factor groups; some analysis, but links or evidence are uneven.

Superficial or one-sided coverage; weak country evidence and little analysis of development.

No relevant response.

Environmental and economic factors

Evaluates environmental and economic factors, their interactions and development trade-offs with strong country evidence.

Clear analysis of both factor groups and their development effects, supported by evidence.

Covers both factor groups with some evidence; discussion is mainly descriptive.

Major gaps or unsupported claims; little explanation of development effects.

No relevant response.

Educational factors and synthesis

Critically evaluates education and integrates all five factor groups into a convincing explanation of development.

Explains education clearly and makes sound connections across the five factor groups.

Basic education analysis and some connections; synthesis is incomplete.

Limited education coverage; factor groups are treated separately with little synthesis.

No relevant response.

Research depth and academic rigour

At least 6 relevant academic sources; critical synthesis of credible evidence and consistently accurate Harvard citations.

At least 6 relevant academic sources; effective evidence use with minor synthesis or citation weaknesses.

Some relevant research, but limited breadth, critical synthesis or citation consistency.

Very limited research; weak evidence and frequent citation omissions.

No research evidence or references.

Structure, argument and presentation

Coherent argument and organisation; insightful conclusion and justified recommendations; polished writing and presentation.

Clear argument and structure; sound conclusion and recommendations; minor writing or formatting issues.

Generally organised; basic conclusion and recommendations; some clarity or presentation weaknesses.

Unclear argument; weak or missing conclusion or recommendations; substantial presentation issues.

No assessable structure or presentation.

Where used, supporting tables and charts must be relevant, legible and cited. Their absence alone does not reduce marks if the analysis is communicated effectively.

General Instructions (Applicable to Both Reports)

Formatting:

  • Include a detailed Table of Contents (ToC), clearly labelling Part A and Part B.
  • Font: Arial or Times New Roman, 12pt.
  • Line spacing: Double.
  • Chapter titles and headings: 12pt bold.
  • Include tables, charts or figures where appropriate, and cite their sources.

Research Requirements:

  • Part A: At least 4 relevant academic sources.
  • Part B: At least 6 relevant academic sources, with 6–8 recommended.
  • Use no more than two non-academic web sources per report. Academic journal articles and books accessed online count as academic sources.
  • Use credible evidence, synthesise findings, and provide Harvard-style in-text citations and a reference list.

Plagiarism:

  • All submissions will be checked.
  • Maximum Turnitin similarity index: 20%.
  • The EAU AI Policy applies.

Research Paper Structure (Applicable to Both Parts)

Introduction

  • Attention grabber, such as a statistic, quotation or example.
  • Background and context.
  • Definitions of key terms.
  • A clear and concise thesis statement.

Body Paragraphs

  • Organise the discussion by the required themes.
  • Include a topic sentence.
  • Provide supporting evidence, such as facts, quotations or data.
  • Analyse and interpret the evidence.
  • Include a concluding sentence.

Conclusion

  • Restate the thesis in different words.
  • Summarise the main findings.
  • Discuss implications or future questions.
  • Provide a strong closing statement.

Recommendations (Part B Only)

  • Provide evidence-based recommendations arising from your analysis.

Do Not Forget To:

  • Submit both parts together in one Word document on Moodle by 21 October 2026.
  • Include a signed assignment cover sheet and a cover page showing your name, student number, module code, assignment title and word count for each part.
  • Include the Turnitin report.
  • Final checks: Use an academic tone, avoid first-person pronouns, and check spelling, grammar, formatting and citations. Review the relevant rubric before submitting.

Sample Answer (Preview)

The following is a partial sample answer showing the approach, structure and referencing expected for this brief. It covers approximately 30% of the full 3,000-word assignment.

Part A: The UAE–United Kingdom Partnership: Trends, Wealth, Culture and Identity

1. Introduction

In 2025, trade in goods and services between the United Kingdom and the United Arab Emirates reached £25.0 billion, making the UAE one of the UK’s most important partners outside Europe and North America (Department for Business and Trade, 2026a). The relationship, rooted in the era of British treaty relations with the Trucial States before the federation was formed in 1971, has evolved from a security-centred connection into a multidimensional partnership spanning trade, sovereign investment, education, energy transition and culture. In this essay, an alliance is understood as a formal or informal arrangement through which states pursue shared strategic interests, while a partnership denotes sustained co-operation for mutual economic and social benefit. Globalisation refers to the intensifying cross-border flows of capital, goods, people and ideas. It is argued that the UAE–UK partnership has been reshaped by the Emirati drive for economic diversification and by the UK’s search for new markets and investment, producing substantial mutual gains while raising important questions about the distribution of wealth, cultural identity and inequality.

2. Economic Trends and the Changing Landscape

The most significant trend in the partnership is its shift from hydrocarbons towards investment, services and technology. For much of the twentieth century, the UAE’s economic ties with the West were defined by oil exports, a pattern that rentier state theory associates with governments funded by external rents rather than domestic production (Beblawi and Luciani, 1987). Successive diversification plans have altered this profile: non-oil activities accounted for 75.5 per cent of UAE GDP in 2024, with trade, manufacturing and financial services the largest contributors (WAM, 2025). Comparative research nevertheless cautions that diversification across the Gulf has historically been slower than official strategies suggest, largely because secure public-sector employment and abundant low-wage migrant labour weaken incentives for private enterprise and export production (Hvidt, 2013; Callen et al., 2014). The UAE is widely regarded as the regional frontrunner, and this progress has directly shaped its engagement with the UK.

The changing landscape is most visible in investment. The UAE–UK Sovereign Investment Partnership, signed in March 2021 between the UK Office for Investment and Abu Dhabi’s Mubadala Investment Company, was expanded in September 2021 into a £10 billion commitment across technology, infrastructure, energy transition and life sciences (Department for International Trade, 2021). This marks a qualitative change: Gulf capital now flows into British strategic sectors, rather than British firms simply supplying goods to the Gulf. At the multilateral level, the conclusion of UK–Gulf Cooperation Council free trade negotiations in May 2026 promises lower tariffs, faster customs clearance and new commitments on data flows (Department for Business and Trade, 2026b). Trade data also reveal volatility, however: bilateral trade fell to £13.3 billion in 2020 during the COVID-19 pandemic before recovering to £25.0 billion in 2025 (Department for Business and Trade, 2026a). The partnership therefore appears resilient but remains exposed to global shocks, including energy-price swings and regional insecurity. Overall, the economic relationship has moved from oil dependency towards reciprocal, investment-led interdependence.

3. Wealth and Its Effects

The UAE’s national wealth originates primarily from hydrocarbon revenues, a large share of which has been channelled into sovereign wealth funds such as the Abu Dhabi Investment Authority and Mubadala. Gray (2011) characterises the contemporary Gulf states as examples of ‘late rentierism’, in which governments still depend on resource rents but deploy them more strategically by investing abroad, building globally competitive industries and responding actively to globalisation. Emirati investment in the UK illustrates this model: capital supports British infrastructure, property and technology firms, while generating returns that diversify the UAE’s income away from oil. For the UK, inward investment provides finance for regeneration and job creation; for the UAE, it secures access to expertise, technology and prestigious assets that strengthen its global position.

The social effects of this wealth are, however, uneven. Within the UAE, rent distribution has historically funded generous public employment, housing and welfare for citizens, contributing to high living standards among Emiratis (Hvidt, 2013). Yet citizens form a minority of the resident population, and the large expatriate workforce, much of it employed in construction and services, does not share equally in these benefits (Davidson, 2008). This segmented labour market, which Callen et al. (2014) identify as a structural barrier to private-sector development, means that aggregate wealth indicators overstate how evenly prosperity is distributed…

Part B: Key Factors Influencing the Development of Rwanda

1. Introduction

Since 2000, Rwanda’s GDP has risen five-fold, while the national poverty rate fell from an estimated 39.8 per cent in 2016/17 to 27.4 per cent in 2023/24 (NISR, 2025). Development is understood here not merely as rising income but, following Sen (1999), as the expansion of the substantive freedoms that people enjoy, including health, education and political participation. Institutional theory adds that inclusive political and economic institutions are decisive in explaining why some nations prosper while others stagnate (Acemoglu and Robinson, 2012). This report examines how political, social, environmental, economic and educational factors interact to shape Rwanda’s development, and argues that state-led stability and investment have driven rapid growth, although job creation, human capital and climate vulnerability remain binding constraints (World Bank, 2026)…

[End of preview] The remaining sections of Part A (culture, identity, poverty and its effects; conclusion) and Part B (political, social, environmental, economic and educational factors; synthesis; conclusion and recommendations) are included in the full solution, which is available on order.

References

Acemoglu, D. and Robinson, J.A. (2012) Why Nations Fail: The Origins of Power, Prosperity, and Poverty. New York: Crown Business.

Beblawi, H. and Luciani, G. (eds) (1987) The Rentier State. London: Croom Helm.

Callen, T., Cherif, R., Hasanov, F., Hegazy, A. and Khandelwal, P. (2014) Economic Diversification in the GCC: Past, Present, and Future. IMF Staff Discussion Note SDN/14/12. Washington, DC: International Monetary Fund. Available at: https://www.imf.org/external/pubs/ft/sdn/2014/sdn1412.pdf (Accessed: 9 November 2026).

Davidson, C.M. (2008) Dubai: The Vulnerability of Success. London: Hurst & Company.

Department for Business and Trade (2026a) Exporting from the UK to United Arab Emirates: trade statistics. Available at: https://www.business.gov.uk/export-from-uk/markets/united-arab-emirates/ (Accessed: 9 November 2026).

Department for Business and Trade (2026b) UK and Gulf strike historic multi-billion-pound trade deal. GOV.UK, 20 May. Available at: https://www.gov.uk/government/news/uk-and-gulf-strike-historic-multi-billion-pound-trade-deal (Accessed: 9 November 2026).

Department for International Trade (2021) UAE to invest £10 billion in priority UK industries. GOV.UK, 16 September. Available at: https://www.gov.uk/government/news/uae-to-invest-10-billion-in-priority-uk-industries (Accessed: 9 November 2026).

Gray, M. (2011) A Theory of ‘Late Rentierism’ in the Arab States of the Gulf. CIRS Occasional Paper No. 7. Doha: Center for International and Regional Studies, Georgetown University School of Foreign Service in Qatar. Available at: https://repository.digital.georgetown.edu/handle/10822/558291 (Accessed: 9 November 2026).

Hvidt, M. (2013) Economic Diversification in GCC Countries: Past Record and Future Trends. Kuwait Programme on Development, Governance and Globalisation in the Gulf States, Research Paper 27. London: London School of Economics and Political Science. Available at: https://researchonline.lse.ac.uk/id/eprint/55252/ (Accessed: 9 November 2026).

NISR (National Institute of Statistics of Rwanda) (2025) EICV7 Main Indicators Report 2023/24. Kigali: NISR. Available at: https://statistics.gov.rw/statistical-publications/poverty-and-social-protection/eicv7-main-indicators-report-202324 (Accessed: 9 November 2026).

Sen, A. (1999) Development as Freedom. Oxford: Oxford University Press.

WAM (Emirates News Agency) (2025) UAE’s GDP reached AED1,776 billion in 2024 with 4% growth, 15 June. Available at: https://www.wam.ae/en/article/15mbimn-uae%E2%80%99s-gdp-reached-aed1776-billion-2024-with (Accessed: 9 November 2026).

World Bank (2026) Rwanda: overview. Available at: https://www.worldbank.org/ext/en/country/rwanda (Accessed: 9 November 2026).

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