PESTLE Analysis and International Market Entry Modes

School of Business

About this example

In this group assessment, students analyse a real-world business that has recently expanded into a foreign market. Using the PESTLE framework (Political, Economic, Social, Technological, Legal, Environmental), they evaluate the suitability of the firm’s current market entry mode (such as exporting, franchising, joint ventures, or wholly owned subsidiaries) and compare it with at least one viable alternative. Students must demonstrate clear reasoning supported by empirical evidence and contextual factors.

Students may use Microsoft Co-Pilot to summarise industry reports, company information, and market analyses.

Deliverables for the assessment are:

Document AI use through screenshots of prompts and outputs.
Evaluate the accuracy, completeness, and limitations of Co-Pilot’s summaries.
Differentiate AI-generated insights from their own analysis, citing the specific role of GenAI.

Students will deliver an in-class presentation outlining their PESTLE analysis, comparison of entry modes, and proposed alternatives. They will receive formative feedback, which must be integrated into a final written case study report.

Learning outcomes:

Analyse international business environments using appropriate frameworks (e.g., PESTLE) and compare alternative market entry modes with clear, evidence-based reasoning.
Communicate evidence-based findings in verbal and written formats while demonstrating responsible and ethical use of GenAI tools in the research process.

The assessment is structured to reflect international business analysis practices, where GenAI tools may be increasingly used collaboratively alongside decision-making. Students are expected to engage with GenAI outputs critically while applying theoretical frameworks to a scenario. This approach aims to develop judgment, contextual reasoning, and awareness of responsible digital literacy.
During tutorials (pre-assessment), students complete guided activities using Microsoft Co-Pilot. In these sessions, students will practice:
1. Applying prompt technique in Microsoft Co-Pilot to generate summaries from academic and industry-related sources
2. Evaluate accuracy, identify missing information, and check against original sources, and
3. Discuss ethical and responsible use of GenAI.
After completion of activity, students receive educator feedback on how to appropriately integrate and document AI use.
- Develop students’ ability to use GenAI responsibly as a research support tool while ensuring conclusions used are independently reasoned and evidence-based.
- Use the presentation phase to verify achievement of learning outcome, allowing educators to observe students’ thinking and clarify misconceptions.
- Build students’ analytical and communication skills through a final written report that requires students to integrate formative feedback and demonstrate coherent, well-supported analysis.

Try it out

This design requires a complex level of effort to implement.

1. Case studies are adaptable to any discipline through authentic, case-based inquiry supported by GenAI.
2. An assessment that uses a flexible structure (analysis, evaluation, comparison, reflection) aligned with discipline-specific frameworks is suitable.
3. Builds key capabilities in evidence-based reasoning, digital literacy, and critical engagement with AI.
- Set explicit boundaries for GenAI use, before presenting the assessment, with clear examples of acceptable and unacceptable practices.
- Explain to students why GenAI cannot replace students’ judgment, disciplinary knowledge, or contextual interpretation, in the context of industry practice.
- Use visible learning strategies (presentations, reflections, staged tasks or whichever applicable) to position GenAI as a support tool only.
Verbal explanation
- Students verbally explain how they evaluated AI-generated outputs, justify their analytical decisions using relevant frameworks, theories, and sources, and clarify how they selected and integrated evidence to support their conclusions.

Supporting resources

Here are some additional resources that you can browse to help you from TeachHQ:

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Class size: Any	Condition: Group
Typology: Project	AI statement: Guided use
AI approach: Evaluating AI outputs	Visibility of Learning: Verbal explanation

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