Convincing Features
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EcoBrew Sdn. Bhd. is a Malaysian start-up producing eco-friendly beverages such as sugar-free coffee and tea. The company aims to expand production and explore regional markets. The founders must decide between scaling up with mass manufacturing or maintaining a serviceoriented boutique model. They face rising input costs, changing demand, and possible government interventions in pricing.
Using the EcoBrew case, write a 2000-word analytical report addressing the following:
1. Discuss how EcoBrew operates within Malaysia’s mixed economy 2. Explain the role of government policy in shaping business outcomes.
2. Identify two opportunity costs EcoBrew faces in choosing between manufacturing and services.
3. Use a PPF diagram and explain how prices guide resource allocation.
| PPF Point | Bottled Units (‘000) | Service Units (‘000) |
| A | 0 | 60 |
| B | 10 | 55 |
| C | 18 | 45 |
| D | 24 | 30 |
| E | 28 | 15 |
| F | 30 | 0 |
4. Compute the EcoBrew’s fixed, variable, total, average, and marginal costs.
Cost Schedule – Manufacturing
| Output
(units) |
VC/Unit (RM) | Fixed
Cost (RM) |
Variable
Cost (RM) |
Total
Cost (RM) |
ATC (RM) | AVC (RM) | MC (RM) |
| 10,000 | 5.60 | 176,000 | – | ||||
| 20,000 | 5.30 | ||||||
| 30,000 | 5.10 | ||||||
| 40,000 | 5.20 | ||||||
| 50,000 | 5.60 |
Cost Schedule – Service
| Output
(units) |
VC/Unit (RM) | Fixed
Cost (RM) |
Variable
Cost (RM) |
Total
Cost (RM) |
ATC (RM) | AVC (RM) | MC (RM) |
| 6,000 | 3.50 | – | |||||
| 12,000 | 3.10 | 97,200 | |||||
| 18,000 | 2.90 | ||||||
| 24,000 | 3.00 | ||||||
| 30,000 | 3.40 |
5. Discuss economies and diseconomies of scale.
6. Calculate break-even and target profit quantities for manufacturing and service models
Break-even & Target Profit
| Model | Price (RM) | VC/Unit (RM) | Fixed
Cost (RM) |
Contribution/Unit (RM) | Breakeven
Q (units) |
Target
Profit (RM) |
Target
Profit Q (units) |
| Manufacturing | 9.50 | 5.40 | 120,000 | 4.10 | 50,000 | ||
| Service | 8.00 | 3.20 | 60,000 | 4.80 | 50,000 |
7. Interpret results for strategic decision-making based on your findings in (7).
8. Examine determinants of demand and supply affecting EcoBrew.
9. Use elasticity concepts (PED, YED, XED) to analyze market behavior.
| Year | Income | Price | Quantity Demanded | ||
| Coffee | Tea | Coffee | Tea | ||
| 2022 | 100 | 10 | 5 | 24 | 11 |
| 2023 | 102 | 9 | 6 | 28 | 14 |
| 2024 | 105 | 6 | 8.5 | 29 | 16 |
a. Analyse the type of good for tea and coffee using PED.
b. Analyse the type of good for tea and coffee using YED.
c. Analyse the relationship of tea and coffee using XED.
10. Illustrate EcoBrew’s market equilibrium.
| Price (RM) | QD (‘000) | QS (‘000) |
| 6 | 40 | 10 |
| 7 | 36 | 15 |
| 8 | 32 | 20 |
| 9 | 25 | 25 |
| 10 | 24 | 30 |
| 11 | 20 | 35 |
| 12 | 16 | 40 |
11. Analyze the impact of price ceilings and floors using demand and supply data.
| Policy | Controlled Price (RM) |
| Price Ceiling | 8.00 |
| Price Floor | 10.00 |
The students are required to follow the following assignment format:
Your WRITTEN REPORT must adhere to 2,000 words (excluding references).
General Criteria:
| Student Name | |
| Student ID | |
| Programme | |
| Module Name | |
| Submission Dateline | |
| Academics In-Charge |
Declaration of Work
I hereby declare that the assignment titled [Title of Assignment] submitted for the course [Course Name] is my own original work. I have acknowledged all sources of information and data that have been utilized in the preparation of this assignment. I have not submitted this work in its entirety or in part for any other course or academic requirement. I have adhered to the ethical guidelines and academic standards set forth by Universiti Malaya-Wales. By signing below, I affirm that this submission is a product of my independent effort and intellectual labor.
[Your Full Name]
[Your Student ID]
[Date]
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
| Generic Assessment Criteria | ||
| 1. Engagement with Literature Skills | 15 | |
| 2. Knowledge and Understanding Skills | 20 | |
| 3. Cognitive and Intellectual Skills | 25 | |
| 4. Practical Application Skills | 25 | |
| 5. Transferable Skills for Life and Professional Practice | 15 |
| Assessment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed.) |
Late Submission Penalties (tick if appropriate) | % | |
| Up to 1 week late (30% Max) | |||
| Over 1 week late (0%) |
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| Engagement
with literature (including reading, referencing, academic conventions and academic honesty) |
Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and nonauthoritative. Referencing conventions used incoherently or largely absent. | Poor engagement
with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. |
Engagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
Referencing conventions evident though not always applied accurately or consistently. |
Engagement with an appropriate range of researchinformed
literature, including sources retrieved independently. Some over- reliance on texts. Referencing may show minor inaccuracies or inconsistencies. |
Engagement with a wide range of researchinformed
literature, including sources retrieved independently. Selection of relevant and credible sources. Very good use of referencing, with no/very few inaccuracies or inconsistencies. |
Engagement with an extensive range of relevant and credible
literature, informed by the latest research. Consistently accurate application of referencing. |
Exceptional engagement with an extensive range of relevant and credible
literature, informed by the latest research. High-level referencing skills consistently and professionally applied. |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| Knowledge and understanding
(Coherent and detailed knowledge and systematic understanding of the subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.)
|
Major gaps in knowledge and systematic understanding of the subject matter. Substantial inaccuracies. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline.
|
Gaps in knowledge, with only superficial systematic understanding. Some significant inaccuracies and/or irrelevant material. No awareness of knowledge of the latest research and/or advanced scholarship within the discipline. | Limited knowledge and systematic understanding of the relevant concepts and principles within the subject area which to some
limited extent, is informed by current research and scholarship. |
Knowledge is reasonably detailed, accurate with a good systematic understanding of
the field of study and to some extent, current research and scholarship. |
Knowledge is reasonably extensive coherent and detailed. Exhibits very good understanding of the breadth and depth of established views, and the work is, at least
in part, wellinformed by current research and scholarship. |
Excellent coherent and
detailed knowledge and systematic understanding of the principles and theories of current research and scholarship. Clear awareness of challenges to established views and the limitations of the knowledge base. |
Exceptionally coherent and
detailed knowledge and systematic understanding of the principles and theories of the subject, wellinformed by current research and scholarship. A critical, sophisticated and nuanced awareness of the ambiguities and limitations of knowledge. |
| Cognitive and intellectual skills (Conceptual and critical thinking, analysis, synthesis and evaluation of research, assumptions, abstract concepts and data (that may be incomplete); logic, argument and judgement.) |
Wholly or almost wholly descriptive work. Little or no analysis, synthesis or evaluation. Failure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations, made without | Largely descriptive work, with superficial use of critical evaluation.
Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and |
Limited attempt
at critical thinking, analysis, synthesis and evaluation, tending towards description. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little |
Some critical thinking, analysis, synthesis and evaluation. Can analyse new and/or abstract concepts and data without guidance. An emerging awareness of different stances and ability to use evidence (that may be | Sound critical thinking, analysis, synthesis and evaluation demonstrating critical thinking. Ability to devise and sustain persuasive arguments, and
to review the reliability, validity and significance of evidence (that may be |
Excellent critical thinking, analysis, synthesis and evaluation. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated judgements. Some evidence | Exceptional
critical thinking, analysis, synthesis and evaluation based on judiciously selected evidence. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| use of any credible evidence.
|
unsubstantiated
opinions. Ideas sometimes illogical and contradictory. |
inconsistency / misinterpretation. Asserts rather than argues a case.
|
incomplete) to support the argument. Mostly valid arguments and
logical judgements. Some tendency to assert/state opinion rather than argue on the basis of reason and evidence. |
incomplete) to make mostly appropriate and valid judgements.
|
of independent
thought and ability to ‘see beyond the question’, suggesting a grasp of the broader field and wider concepts.
|
sophisticated, nuanced, judgements. Evidence of independent
thought and ability to ‘see beyond the question’, suggesting an outstanding grasp of the broader field and wider concepts. |
|
| Practical skills
(Apply/deploy accurately established tools and techniques; initiate and carry out projects; formulate solutions to solve problems in complex and unpredictable contexts.) |
Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Limited understanding of the application of theory to
practice or making appropriate links between the two. Very weak problem-solving skills in complex and |
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Weak understanding of the application of theory to practice, with only occasional evidence of making |
An adequate awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques. Basic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not
always making logical links between the two. |
A good and appropriate application of standard methods, materials, tools and/or techniques. Clear appreciation of the context of the application. Mainly consistent,
accurate and logical application of theory to practice, making appropriate links between the two |
A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive insights. Can identify problems and propose appropriate
solutions in complex and unpredictable contexts. |
An advanced
application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, and insightful. Application and deployment extend beyond established conventions. Can identify complex problems and propose excellent solutions. |
Exceptional levels of application and
deployment skills in unpredictable, practical contexts, drawing skilfully on the latest research within the discipline. Can identify complex problems and propose sophisticated solutions. Assimilation and development of cutting edge |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| unpredictable contexts. | appropriate links between the two. Weak problemsolving skills in complex and unpredictable contexts.
|
Can identify problems and propose basic
solutions in complex and unpredictable contexts without fully appreciating the complexity. |
Can identify problems and propose mostly appropriate
solutions in complex and unpredictable contexts. |
Evidence of some innovation and creativity. | Innovation and creativity evident. | processes and techniques. | |
| Transferable
skills for life and professional practice (Exercise of initiative and personal responsibility; professional development; initiate and complete tasks and procedures: individually and/or collaboratively; use appropriate media to communicate effectively; fluency of expression; clarity and effectiveness in presentation and organisation.) |
Communication medium is inappropriate or misapplied. Work is poorly structured, disorganised and/or confusingly expressed. Very weak use of language and/or very inappropriate
style. Little or no evidence of autonomy (or collaboration, where relevant) in the completion of tasks. Little or no evidence of the skills required in graduate employment.
|
Communication medium is poorly designed and/or not suitable for the audience. Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Weak independent
initiative (or collaboration, if relevant). Limited evidence of the skills |
Can communicate in a suitable medium but with some room for improvement. Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a team, but with limited involvement in group activities.
Demonstrates the basic skills required in graduate employment, with some areas |
Can communicate
effectively in a suitable format, but may have minor errors. Mostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills required in graduate employment, with some areas of strength and |
Can communicate
well, confidently and consistently in a suitable format. Work is coherent, fluent, well-structured and organised. Can work very well autonomously and/or as part of a team, with very good contribution to group activities. Demonstrates very good graduate employment skills, with just occasional minor weakness. |
Can communicate
professionally confidently and consistently in a suitable format. Work is coherent, very fluent and is presented professionally. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Demonstrates excellent |
Can communicate with an exceptionally high level of professionalism. Work is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well and professionally within a team, showing advanced leadership skills.
Demonstrates exceptional graduate employment skills and an appetite for |
| Level 6 | FAIL | MARGINAL FAIL | SATISFACTORY
(3rd / Pass) |
GOOD
(2.2 / Pass) |
VERY GOOD
(2.1 / Merit) |
EXCELLENT
(1st / Distinction) |
EXCEPTIONAL
(1st / Distinction) |
| Category | 0-29% | 30-39% | 40-49% | 50-59% | 60-69% | 70-84% | 85-100% |
| required in graduate employment. | of minor weakness. | some of minor weakness. | graduate
employment skills and an appetite for further development. |
further development. |
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