‘Tech companies need a different type of accounting.’
Bhimani, A. (2017). Financial Management for Technology Start-ups, p. 5.
‘For business, the value of the multiple perspectives introduced by stakeholder
dialogue processes has been demonstrated time and again for companies. The
priorities and strategies emerging from such processes turn out to be better-rooted in
emerging realities, more credible with all stakeholders, and, as a result, more robust.’
Elkington, J. (1998) Cannibals with Forks: The Triple Bottom Line of 21st Century
Business New Society Publishers, extract in Environmental Quality Management,
In the context of the above statements, present a critical analysis of the suitability of
a stakeholder-based performance measurement approach to performance
management in tech companies of the fourth industrial revolution, given the call for
businesses to satisfy a triple-bottom line of results which address environmental and
ethical concerns in addition to corporate profitability.
1. For the purposes of this essay, a tech company is defined as:
‘…a company which will either deliver technology-based products and services in a
new way, or create new and innovative technology-based solutions. Technology
encompasses both software and hardware . . . [a tech company] could be trying to
sell products or services to other companies . . . or it could sell directly to individuals.
Or perhaps, it could be facilitating exchanges or transactions of products and
services between consumers. [A tech company] could be in hard science [using]
technology to advance solutions in, say, material science, age-related health decline,
genome challenges, robotics, and so on. It could be operating in the deep tech
sector, which includes big data, machine learning and artificial intelligence. Or, it may
be a fintech business that delivers financial services by making use of software and
modern technology. It could be premised to some degree on creating a platform, with
the aim of enabling interactions between users, producers and consumers.’
Bhimani, A. (2017) Financial Management for Technology Start-ups, pp. 4-5.
2. For the purposes of this essay, you may assume that the term ‘accounting’, as
used by Bhimani et al (2015) and the term ‘financial management’, as used by Bhimani, A. (2017), are synonymous with the terms ‘management accounting’ and ‘financial planning and control’.
Overall word limit: 1500 words
Assignments should be typed, using 1.5 spacing and an easy-to-read 12-point font.
Assignments and dissertations/business projects must not exceed the word count
indicated in the module handbook/assessment brief.
The word count should:
Include all the text, including title, preface, introduction, in-text citations,
quotations, footnotes and any other items not specifically excluded below.
Exclude diagrams, tables (including tables/lists of contents and figures),
equations, executive summary/abstract, acknowledgements, declaration,
bibliography/list of references and appendices. However, it is not appropriate to
use diagrams or tables merely as a way of circumventing the word limit. If a
student uses a table or figure as a means of presenting his/her own words, then
this is included in the word count.
Examiners will stop reading once the word limit has been reached, and work beyond
this point will not be assessed. Checks of word counts will be carried out on
submitted work, including any assignments or dissertations/business projects that
appear to be clearly over-length. Checks may take place manually and/or with the
aid of the word count provided via an electronic submission. Where a student has
intentionally misrepresented their word count, the School may treat this as an
offence under Section IV of the General Regulations of the University. Extreme
cases may be viewed as dishonest practice under Section IV, 5 (a) (x) of the General
Very occasionally it may be appropriate to present, in an appendix, material which
does not properly belong in the main body of the assessment but which some
students wish to provide for the sake of completeness. Any appendices will not have
a role in the assessment – examiners are under no obligation to read appendices and
they do not form part of the word count. Material that students wish to be assessed
should always be included in the main body of the text.
Guidance on referencing can be found in the programme handbook and on DUO.
Performance in the summative assessment for this module is judged against the
Relevance to question(s)
Organisation, structure and presentation
Depth of understanding
Analysis and discussion
Use of sources and referencing