Uber and the Sharing Economy: Case Study
Uber and the Sharing Economy: Global Market Expansion and Reception
Task Overview:
Students should review the Uber Case Study and address the questions posed in the conclusion.
Conclusion
Cooper knew that Kalanick and Graves wanted answers and insights for the company’s next move. Cooper knew Uber’s business model, core competencies, and adjectives inside and out. He also understood the benefits of and challenges to the expansion of the sharing economy. Ultimately, he wanted Uber to lead the push for expanding that economy, but he had his doubts about whether he and his team could accomplish this task with financial success. What should Cooper suggest? How could Cooper, Kalnick, and Graves ensure that Uber is successful in Hong Kong? What did they need to do to ensure their success in China and India? How would their Asian methods vary from Uber’s approach in Europe or in the U.S.? Should Uber work with governments or work around them as it expands? What are the pros and cons of each approach? How should Uber protect its business model? Will patents be enough? How should it handle competitors and imitators in international markets?
Students have 2,000 words at their disposal.
This is NOT a review of the case study. As a result, DO NOT provide a summary of the case. You MUST use the case as evidence in answering the questions posed. This should be combined with evidence you gather separately (via the University databases or popular press).
Your case report must be:
- Structured in a coherent manner
- Well written and easy to follow
- Formatted appropriately (line breaks between paragraphs, justified text, a reasonable font etc.)
- Fully referenced with a minimum of 12 reference (not including the case study) using Harvard referencing.
Marking criteria:
| High Distinction | Distinction | Credit | Pass | Fail | Fail No attempt | |
| Introduction/ description of the question
Overview of topic area. Providing your interpretation of the topic and clarifies the focus . |
The introduction creatively and clearly presents key aspects of the topic. It effectively previews the structure of the essay and expertly explains the importance of the topic to the situation. | The introduction effectively and clearly presents key aspects of the topic. It effectively previews the structure of the essay and clearly explains the importance of the topic to the situation. | The introduction clearly presents key aspects of the topic. It clearly previews the structure of the essay and relatively clearly explains the importance of the topic. | The introduction correctly presents key aspects of the topic. It previews the structure of the essay and/or attempts to explain importance of the topic. | Key aspects of the topic are missing or incorrectly identified. Reference to the structure of the essay and/or importance of the topic is missing or unclear. | Not attempted or entirely or significantly plagiarised from other sources. |
| Critique
The analysis is supported and provides evidence for a clear overall argument, demonstrating independent well- reasoned judgement. Opinions, assumptions, influences, biases, constraints, weaknesses, limitations, and/or consequences are appropriately identified and responded to (e.g. questioned, evaluated, and interpreted). |
The critique is excellent, with evidence of originality and outstanding appropriate interpretation and integration with all the important issues covered in depth and detail. | The critique is very sound with comprehensive and appropriate interpretation and the integration is very convincing, in depth and in detail. | The critique is sound with appropriate interpretation and integration and contains sufficient depth and detail. | The critique is basically sound with some interpretation and integration but there may be “gaps” or excessive detail in places without critique. | The critique is fundamentally flawed and/or interpretation and integration contains excessive detail without critique. | Not attempted or entirely or significantly plagiarised from other sources. |
| Conclusions and implications
Summarising the key arguments and findings of your research. Providing suggestions of managerial implications. |
States a valuable and sound conclusion that is a logical extrapolation from the inquiry findings. | States a sound conclusion that can be a logical extrapolation from the inquiry findings. | States a possible conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings. | States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. | States an ambiguous, illogical, or unsupportable conclusion from inquiry findings. | Not attempted
AND/OR Substantially copied from materials or other sources. |
| Communication & Presentation
Academic style, clarity of meaning and expression (including spelling, syntax, grammar and flow), and referencing.
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Communication and presentation is entirely appropriate and expertly presented for academic purpose. Meaning is always clear and superior language skills demonstrated. Referencing complete and accurate in all aspects. | Communication and presentation is entirely appropriate for academic purpose. Meaning is mostly clear and competent use of language skills demonstrated. Referencing complete with very few minor errors/ inconsistencies. | Communication and presentation is mostly appropriate for academic purpose. Meaning is generally clear and effective language skills demonstrated. Referencing complete with very minor errors/ inconsistencies. | Communication and presentation is sometimes too informal. Errors in grammar make meaning unclear in places. Acceptable use of language, syntax and mechanics. Mostly complete referencing with minor errors. Revisions needed. | Communication and presentation is too informal for academic purpose. Errors in grammar make overall meaning unclear. Spelling, syntax, grammar and flow is below acceptable level. Minimal referencing. Remediation required. | Not attempted
AND/OR Substantiall y copied from materials or other sources. |