Frequently Asked Questions

FAQ 2 - Does the key concept need to be included in the research question?

Whilst all candidates must use one of the prescribed key concepts in the IA, it is not a formal requirement to include this in the research question. However, this could be helpful for some students to maintain focus.

Note the following two requirements regarding the key concept:

• Students must use one key concept as a conceptual lens to analyse the IA. This is critical as the assessment criteria for the key concept is worth up to 5 marks.

• The key concept (creativity, ethics, sustainability, or change) must appear on the title (cover) page of the business research project.

FAQ 3 - Can two or more students from the same class/school choose the same business organization for the IA but each concentrate on a different key concept and/or area of the syllabus?

Yes - so long as they do not collaborate or collude in the process.

There are many IB centres with 100+ Business Management candidates, so it is not always possible (or necessary) to prevent students choosing to focus on the same business organization. However, in all cases, students must adhere to academic integrity guidelines.

Note the following statement from the IB about this matter:

"If more than one student chooses the same organization for their research, it is the responsibility of the teacher to ensure that the business research projects reflect the students’ own individual research, interpretation and analysis"
(Business management guide, page 54).

In any case, every student must have their own unique (original) research question for the IA. The business research project submitted for internal assessment must be the student’s own work.

FAQ 4 - What happens if a student uses a non-prescribed key concept, such as culture, globalization, or innovation?

Using any other concept beyond the prescribed concepts in the Business Management guide will result in zero marks for Criterion A (integration of key concept).

Therefore, stick to using only one of the key concepts in the guide: creativity, ethics, sustainability, or change.

FAQ 5 - Can teachers choose supporting documents for students?

No. The guide clearly states that "Students must select three to five of their own supporting documents, which must not be provided to the student by the teacher." (page 55).

However, teachers are permitted to and should guide students in choosing the most appropriate supporting documents (page 53), especially in cases where they have found more than 5 suitable sources.

FAQ 6 - Can a student examine an event that was started more than 3 years ago but is still current and relevant to the business, so long as the supporting documents are from within the last three years?

So long as the issue is live (even though it was initiated more than three years ago), this is fine for the IA if the 3 - 5 supporting documents are published within the 3-year rule.

For example, The Body Shop's sustainability objectives (Return, Recycle, Repeat) was launched in 2019 (so outside of the 3-year for first assessment in May 2024) but the RQ could be addressed by examining more recent data for sales revenue, market growth, and market share within the last 3 years and determining the degree of correlation with the organization's sustainability objectives and practices.

FAQ 7 - Can students use supporting documents that are more than 5 pages in length?

Absolutely. The IB recommends that students should only upload up to 5 pages (A4) of evidence for each of the 3 - 5 supporting documents.

The 5-page rule is not actually a rule but recommendation. Many students have followed this practice in the past when uploading their SDs from lengthy publications such as company annual reports. So, it is a recommendation rather than a formal requirement for the uploading of the most relevant parts of the supporting documents. Pragmatically, this is to prevent students from uploading entire lengthy documents such as market analyses and company annual reports.

Evidence of the supporting documents must be included in the appendices (which are uploaded separately from the 1,800-word commentary of the business research project. It is important to label each of the 3 - 5 supporting document clearly, e.g., “Supporting Document 1”, “Supporting Document 2”, etc.

FAQ 8 - What happens if a student submits more than 5 supporting documents?

It is the responsibility of the student and the teacher to ensure that this does not happen. Only the first 5 supporting documents will be considered, and in extreme cases students could even be penalised for academic malpractice. Make sure students stick to the guidelines in the specifications, i.e., they must use a minimum of three supporting documents and no more than five.

Also, note that students can use supporting documents not written in the language for which they are registered. However, they must highlight the relevant parts of the original supporting documents and these parts must be translated accordingly.

FAQ 9 - Should (Can) students include acknowledgements at the beginning of their Internal Assessment?

Acknowledgements are not a formal requirement of the internal assessment. If a student chooses to include an acknowledgement at the beginning of the Internal Assessment, it is important to note that they do not include the teacher’s name (or the name of their school). This is because the IA must be anonymized (so must not include the name of the teacher, for example, which could give away the name of the school).

Students are responsible for ensuring that every page in the IA is anonymized (including the front cover page). This means that there are no footers or headers that contain the name of the school, the school (centre) number, the candidate name, or the candidate number.

FAQ 10 - Can students use tools and theories beyond the syllabus for the IA?

Students should be discouraged from using tools and theories beyond the DP Business Management syllabus.

For example, HL candidates can apply classroom theory to real-life situations by using over 40 available tools and theories from the syllabus, focusing on their chosen organization and conducting research to investigate business problems or decisions.

Hence, students can access the highest mark band in the assessment criteria by sticking to the contents of the syllabus.

Note: If students do (for whatever reason) choose to use tools and theories beyond the syllabus, they are not directly penalized if these are relevant to the investigation and research question. Doing so is not explicitly prohibited or mentioned in the syllabus / guide. If this approach is used, students must show clear understanding and these must be accurately applied in order to meet the assessment rubric (assessment criteria).

However, note the following two points about such an approach:

• Students do not get an extra credit for going beyond the syllabus.

• Doing so can actually raise concerns about academic integrity as there is no need to use tools and theories that are not featured in the syllabus (indeed, this is one of the reasons for including the BMT in the new guide).

So, ultimately, there really is no reason for students to go beyond the IB Business Management syllabus for their HL IA because they are able to reach the highest level descriptors without having to do more than needed. Also, and very importantly, students must remember that the right tools, theories and techniques must be used to address the research question. So, for example, it is not appropriate for students to ignore financial analysis for a research question about an investment issue or decision. Similarly, relying on the use of a SWOT analysis and a force field analysis for such an IA is also not suitable either.

A related commonly asked question - by teachers and students - is whether tools and theories beyond the SL syllabus can be used in the IA by SL students. What do you think?

The same guidelines above also apply to SL students.

Whilst SL students are not prohibited from using HL tools and theories, such an approach is neither necessary nor encouraged by the IB.

SL students can access the top mark bands by using only the SL tools and theories from the IB Business Management syllabus, including relevant tools from the BMT.

Essentially, it is not recommended that students go beyond the SL syllabus by using HL tools and theories or those beyond the IB Business Management syllabus. It does not impress any IA moderator if a student chooses to go beyond the SL syllabus, especially if the tools and theories are not suitable to the research question and/or are applied inappropriately.

Note: If SL students do (for whatever reason) choose to use tools and theories beyond the SL syllabus, they will not be directly penalized if these are directly relevant to the investigation and research question. Students must show clear understanding and the chosen tools and theories must be accurately and suitably applied in order to meet the assessment rubric (assessment criteria).

Take this example of an SL student who used force field analysis (HL only) in the Internal Assessment about Google's acquisition of Fitbit. There are a couple of major issues with this approach:

• Google had already acquired Fitbit at the time of writing; hence the use of FFA as a situational and decision-making tool is not appropriate.

• The student would not be able to get the statistical weights for the identified driving and restraining forces from Google (doing so is unrealistic and would require access to primary research with a Google executive). Hence, the inclusion of FFA is unsuitable.

Typically, students who use force field analysis (SL and HL) self-assign the weights based on their own opinions. This brings in unnecessary bias to the result and invalidates the value of the findings.

In summary, the use of tools and theories not in the syllabus carries its risks. Ultimately, there really is no reason for students to go beyond the syllabus and such an approach should be discouraged. Beside, students are able to reach the highest level descriptors without having to do more than needed.

FAQ 11 - Are there any specific tools or theories that students should (or should not) use for the IA?

Teachers should not prescribe any tools or theories for the IA. It is not advisable to apply the same tools and theories to be used in the IA, irrespective of the research question.

Some centres have been known to use of the same tools by all students (such as SWOT, forcefield analysis, and investment appraisal - regardless of the research question); this simply suggests that some teachers are telling their students to use these tools, irrespective of their importance and relevance to the research question.

The following tools, if used for the IA, should also be applied with some caution:

• Force field analysis should be avoided unless meaningful and reliable primary market research has been used.

• Decision trees should also be avoided unless students can get authentic data from the business organization, i.e., reliable primary market research. Decision trees are often applied poorly in the IA, so it is generally best to avoid this tool.

Note that assessment criterion C requires student to apply the selected tools and theories effectively and that they are clearly relevant to the research question.

Another reason why I do not recommend that my students use SWOT analysis is because of the sheer amount of effort needed to do this properly, including citation and referencing (of each strength, weakness, opportunity, and threat stated). Furthermore, there is a tendency for students to not apply their SWOT analysis to the specific research question.

FAQ 12 - How many tools (or theories) should students use in the IA?

There is no prescribed or recommended number of tools or theories that students need to use in their IA. Teachers should not stipulate a specific number of tools and theories - this will clearly depend on student's unique research question. Instead, students should use those which are most relevant to their specific research question. For example, an IA that focuses on motivation should include relevant theories of motivation and relevant examples of financial and non-financial motivators (applicable to the business organization in question). Similarly, if the research question is about a growth strategy then Ansoff's matrix might be an appropriate tool to use, for example.

Do not simply include tools and theories just to show that you have used a range of these (see FAQ 10 above). Also, remember that the word count limit (WCL) of 1,800 words is very tight so you need to choose your tools and theories wisely and apply them well in order to answer the research question. For example, conducting a STEEPLE analysis will consume a significant proportion of the WCL.

FAQ 13 - Do students have to use at least one tool from the Business Management Toolkit (BMT)?

No, they are not required to do so. As always, students should use the more relevant tool(s) and theory(ies) that relate specifically to their research question.

Nevertheless, the BMT can be a good starting point for students, especially at the planning stage of the IA. For SL students, the BMT contains 8 different tools that may support them in addressing the research question; for HL students, there are 15 tools to choose from the BMT. Ultimately, students should use whatever tool(s) or theory(ies) are most suitable for addressing the research question.

FAQ 14 - Can students put a SWOT or STEEPLE analysis into a table or in the appendices to save on their word count?

The answer is a categoric "no".

Using a table to show explanations or analysis is acceptable if it is part of the presentation (such as showing a list of advantages and disadvantages of a strategic decision) - but the words in the table are counted.

Also, note that any work placed in the appendices is not read, assessed, or moderated. Therefore, placing a fully-explained SWOT or STEEPLE analysis at the back of the IA, even if it is painstakingly cited and referenced, will be superfluous. The appendices are used exclusively for the 3 - 5 supporting documents.

In any case, students cannot bypass the word count limit by placing texts and/or any analysis ot tools placed in a table or in the appendices.

FAQ 15 - Should students include quantitative data and analysis in the IA?

There is no formal requirement to include quantitative data and analysis (such as final accounts or ratio analysis). The suitable will depend on your research question - as always, the tools and theories you use must be relevant to the research question.

For example, if the chosen topic is about non-financial motivation and the conceptual lens is ethics, the use of financial analyses may not be relevant. However, if your research question is about above-the-line promotion strategies or changes to a firm's pricing methods, using quantitative tools, theories, and techniques will be far more appropriate.

FAQ 16 - Can students use and analyse a SWOT or STEEPLE analysis that has already been published?

If the published SWOT or STEEPLE analysis is directly relevant to the research question, then it can be used. However, please note that this would count as one of the 3 - 5 supporting documents.

There is no need to prescribe any particular tool, theory, or technique for the IA. Whilst many students choose to use a SWOT analysis, any tool or theory used must be fit-for-purpose in addressing the specific research question. A SWOT analysis is not a formal requirement for the business research project.

Personally, I do not recommend my students to use SWOT analysis for the IA (certainly not a full SWOT), despite it being a commonly used strategic tool in the real corporate world. This is because students tend to struggle to create a meaningful SWOT analysis that can be suitably applied to answer the research question within the 1,800-word count limit.

FAQ 17 - Do all aspects (components) of a particular tool or theory, such as STEEPLE analysis or curricular business models, have to be used in the IA?

All tools and theories used in the IA (and EE) must be fit for purpose. Therefore, students are expected to use only the most appropriate aspects of a particular tool or theory for the specific research question, examined in the context of the chosen business organization.

This applies to any tool or theory with multiple components, such as:

• Ansoff matrix

• Boston Consulting Group matrix

• Circular Business Models

• Descriptive statistics

• Hofstede's cultural dimensions (HL only) 

• Porter's generic strategies (HL only)

• SWOT analysis

In the case of STEEPLE analysis, there is no need to refer to and use all seven components of the tool. Students should only apply the parts that are directly relevant to the chosen business organization, i.e., how the tool/theory is applicable to the operations of the chosen organization and written in the context of the specific research question.

In the case of circular business models, note that there are about 114 definitions of "circular economy", so there is certainly no expectation to use every component of any theory without authentic purpose. In fact, there are only 5 circular business models that feature in the IB DP Business Management course students - these are the only ones that students need to learn. Therefore, if students use this tool, make sure they stick to the definitions and models used by the OECD that feature in the official BM guide - but there is no need to use/apply all five of these models in the IA (or EE).

FAQ 18 - Can students use AI software, such as ChatGPT for the purpose of writing the Internal Assessment?

The answer is not a straightforward one. Whilst the IB does not ban the use of ChatGPT, the guidelines about academic integrity are clearly stated. All IB World Schools need to have a clear assessment policy, which includes coverage of its stance on academic integrity.

For the purpose of the IA, students cannot use ChatGPT or similar IA software to create their IA. The work must be authentic, original, and the student's own work.

However, there can be some benefits of using ChatGPT to refine aspects of the student's work. For example, if a student has exceeded the 1,800 words, s/he can use prompts to help, such as:

"Simplify this passage without losing its meaning" or

"Shorten this paragraph but retain the meaning"

This shortens the passage or paragraph (originally written by the student) so does not conflict with issues of academic integrity yet keeps the meaning of what the student wishes to communicate.

You can read more about the IB's stance on the use of ChatGPT by reading the Today Online article titled "Why the International Baccalaureate is not banning but embracing AI tools like ChatGPT" by clicking the link here.

FAQ 19 - What is meant by "double dipping" in the context of academic integrity?

The IB states the following about this matter: “The same piece of work cannot be submitted to meet the requirements of both the IA and the EE.” (Business Management guide, page 52)

Hence, students cannot use the IA (or aspects of the IA) in order to gain an unfair advantage to complete their EE (and vice versa).

Furthermore, collaboration or collusion with other students is strictly prohibited from the business research project.

FAQ 20 - With the IA being identical for SL and HL students, are the grade boundaries the same or are they different for each level?

It is common for there to be a common SL/HL IA in the Diploma Programme. The grade boundaries for the IA are exactly the same for SL and HL. This makes sense given the commonality of the task and the exact same assessment criteria being applied to the business research project.

FAQ 21 - Do students need to include their 3 - 5 supporting documents as part of their business research project?

Yes. This is essential to enable the teacher and external moderator to mark Criterion B. In particular, moderators need to be able to see evidence that the student has chosen appropriate supporting documents and presented these in the work. Moreover, it is advisable that students highlight the most relevant parts of the supporting documents (e.g., key parts of the company annual report) to demonstrate appropriate use of the source documents. Including the supporting documents (which must be electronically uploaded to IBIS or ManageBac) will also help external moderators to check the marks awarded for Criteria B and C.

So, students need to:

• Include citation of the 3 - 5 supporting documents in their bibliography (for academic integrity purposes).

• Include the 3 - 5 supporting documents in the appendices, which are uploaded to IBIS or ManageBac as a separate document (for assessment purposes).

FAQ 22 - What kind of support can teachers provide for their students?

The responsibilities of teachers with respect to the business research project include the following points:

• Ensure that students are familiar with the formal requirements of the business research project.

• Share the assessment criteria with students and ensure they understand that the work submitted for internal assessment addresses the criteria effectively.

• If more than one student chooses the same organization for their research, it is the responsibility of the teacher to ensure that the IA reflect the students’ own individual research, interpretation, and analysis.

• Read and give advice to students on one draft of the work. The next version of the work handed to the teacher must be the final version for submission. Teachers must not provide feedback on multiple drafts nor should they edit the work of the candidates.

• Ensure students are aware of academic integrity, especially authenticity and intellectual property.

• Do not penalize students for seeking any/additional guidance.

• Allocate the recommended total of approximately 20 hours of teaching time to the business research project. This include a session to introduce the IA, lesson time to support and monitor students with their work, and time for the administrative aspects of the IA (such as final checks prior to submission of the work for external moderation).

• In schools with more than one member of staff who teaches Business Management, a process of internal standardization must take place. This is to ensure consistency in the application of the assessment criteria for each business research project.

• All work submitted to the IB for external moderation must be authenticated by a teacher (typically via IBIS or ManageBac). In addition, all students must confirm that the work is their own authentic work and constitutes the final version of that work (refer to the Declaration of Authenticity).

• Note that if a student also writes an Extended Essay in Business Management, it is the responsibility of the teacher to ensure that the student’s IA and EE are distinct pieces of work and use different research approaches.