Final FOSR BUSI 1604 Course Study Guide 2014-15

8/10/2019 Final FOSR BUSI 1604 Course Study Guide 2014-15

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BUSINESS FACULTY

Course Study Guide201415 September starters

Foundations of Scholarship &

Research

BUSI 1604

Level 7: 15 Credits


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BUSI 1604 Foundations of Scholarship & Research 2014-15

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Contents

1. WELCOME........................................................................................................................................... 3

2. INTRODUCTION TO THE COURSE................................................................................................. 4

2.1 AIMS................................................................................................................................................ 4

2.2 LEARNING OUTCOMES........................................................................................................................... 5

2.3 LEARNING AND TEACHING ACTIVITIES.......................................................................................................... 5

2.4 EXPECTED STUDY TIME........................................................................................................................... 6

2.5 ADDITIONAL REQUIREMENTS................................................................................................................... 6

3. CONTACT DETAILS................................................................................................................................ 7

3.1 EXTERNAL EXAMINING OF YOUR COURSE AND PROGRAMMES OF STUDY............................................................... 7

4. COURSE CONTENT AND DESIGN............................................................................................................ 8

4.1 PLANNED TERM DATES:......................................................................................................................... 8

4.2 MODULAR SESSION PLAN....................................................................................................................... 9

4.3 SESSION REQUIRED READING................................................................................................................. 16

5. ASSESSMENT DETAILS........................................................................................................................ 16

5.1 SUMMARY OF ASSESSMENT................................................................................................................... 16

5.2 RULES FOR ANONYMOUS SUBMISSION AND MARKING:................................................................................... 16

5.3 DETAILED DESCRIPTION OF ASSESSMENT.................................................................................................... 17

5.3.1 Topic Review .......................................................................................................................... 17

5.3.2 Research Proposal ................................................................................................................. 18

6. OTHER DETAILS.................................................................................................................................. 21


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1. Welcome

I would like to welcome you to studying in the University of Business Faculty and a particular welcome

to the course Foundations of Scholarship and Research (BUSI 1604), which is a core course for the

MA/MBA International Business Programme.

This course guide provides information about the structure of the course and the main modules. It

also gives information about assessments, submission dates and marking criteria. If you have any

queries about the running of this course please contact me.

This is an intensive course organized as a mix of tutorials, seminars and lectures. In order to follow and

comprehend the content more effectively we would encourage you to prepare daily by reading the

appropriate academic texts and journals; writing up tasks ready for discussion in class and preparing

final assignments. This strategy will also help you to plan and write the final dissertation / project. It

has proved in the past that those students who are not actively participating in the course are likely to

fail. Latter approach would not allow moving onto dissertation stage in timely manner and ultimatelydelay the overall progression with your studies.

I hope you enjoy your time studying at the University of Greenwich.

Jane Lethbridge

[email protected]
mailto:[email protected]:[email protected]:[email protected]


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2. Introduction to the Course

Welcome to the University of Greenwich, Business School and to the course Foundations of

Scholarship and Research (BUSI 1604). This course is a core course for the MA in International

Business and MBA in International Business programmes. The aim of the course is to provide students

with a basic set of scholarship and research skills, which will support them through the process of

studying for a Masters degree and will also be important for professional life after University.

There are six basic sets of skills:

Basic study skillsReading, note- taking, using library and databases, writing and referencing

Skills to identify and solve problems Who identifies and defines problems? Creating

solutions? Sources of information

Assessing evidenceWhat is evidence? How is it constructed? Who by? What is the role of the

student?

Skills to work with othersGroup work skills, negotiating skills, leadership skills

Cross- and inter-cultural communication skills - Working with people from different cultures.

Listening and understanding. Appreciating meanings.

Business research skills research design, implementation, data collection and analysis,

writing- up, and presentation to variety of audiences

Foundations of Scholarship and Research (FoSR) is a 15-credit course, delivered over one semester.

Teaching will be combined with Moodle-mediated learning, with the aim of encouraging self-managed

study.

Class activities will be organized as following:

- Week 1-3 - two two-hour group seminars a week;

- Weeks 4-9 - one hour group seminar per week;

- Weeks 10-122 sets of two hour lectures two-hour group seminars per week

- Week 13 - final one hour seminar.

All seminar sessions will have no more than fifteen students, run by Personal tutors, who will later

become research supervisors. This effectively increases contact time, and gives tutors the opportunity

to offer more tailored support. This course has to be completed successfully before students can

submit the Project at the end of the programme.

2.1 Aims

The course aims to provide students with a skill set that will support them through the process of

studying for a Masters degree as well as in professional life after University. It will also equip learners

with the knowledge and understanding of research design and practical application of relevant

business research methods.


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The course will support students in developing the following skills for use in academic scholarship and

research:

- Basic study skillsreading, note- taking, using library and databases, writing and referencing;

- Skills to identify and solve problemsWho identifies and defines problems? Creating

solutions? Sources of information;- Critical thinking skillsapplied to scholarship and research;

- Assessing evidenceWhat is evidence? How is it constructed? Who by? What is the role of the

student:

- Skills to work with othersGroup work skills, negotiating skills, leadership skills;

- Cross- and inter-cultural communication skills - Working with people from different cultures.

Listening and understanding. Appreciating meanings;

- Business research skillsresearch design, implementation, data collection and analysis and

writing- up;

- Appreciation of different research philosophies, techniques and methodologies and the use of

advanced software to sustain research activities;

-

Ethical awarenessfor undertaking professional research.

2.2 Learning Outcomes

Students completing this course will be able to:

- Develop argument consistently;

- Design and execute methodologically sound research, being aware of the implications

of carrying out research;

- Collect, organize and present information effectively, consistently and according to

academic practice.

2.3 Learning and teaching activities

Intensive tutor led seminars with the emphasis on students as professionals practising the process of

assimilating, structuring and communicating knowledge, both verbally and in writing, rather than

being passive recipients of information. Intensive block lectures, where the main theories and research

techniques will be presented. Tutorials, where the theories, methods and tools will be applied toindividual research propositions Individual research activities in preparation for assessment. Self-

managed learning in preparation for tutorial activities and lectures. Self-reflection, on the main issues

covered during the course and their implications. Engagement in peer-review activities, both online

and offline to share knowledge within a community of learners.


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3. Contact Details

Room Email address Phone number

Course Leader:

Jane Lethbridge QM113 [email protected] 0208 3317781

Tutors

Helen Mercer QA355 [email protected] 0208 331 8123

Francesca Pallotti QM163 [email protected] 0208 331 7916

Aaron Van Klyton QA359 [email protected] 0208 331 9195

Vladimir Popov QM229 [email protected] 0208 331 8466

Pi-Chi Chen QM164 [email protected] 0208 331 9933

Katia Iankova QA244 [email protected] 0208 331 8663

Francisca da Gama - [email protected] -

Mahkameh Ghanei QA355 [email protected] 0208 331 8912

Adotey Bing-Pappoe QM164 [email protected] 0208 331 9633

Young-Chan Kim QM166 [email protected] 0208 331 9076

Jean-Pierre Gauci - [email protected] -

Merlin Harries - [email protected]

Programme Coordinator:

Alex Kubit-Hope

QA359 [email protected] 0208 331 9840

3.1 External Examining of Your Course and Programmes of Study

External examining at the University of Greenwich provides one of the principal means whereby the

University verifies, maintains, and enhances the academic standards of the courses and the

programme on which you are studying. They also help the University to ensure that your assessment

processes are sound, fairly operated and in line with the policies and regulations of the University of

Greenwich.
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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External examiners - academic staff from other Higher Education Institutions or from the professions -

are appointed as reviewers of your courses and your programme of study for a period of 4 years. They

provide the University with a number of important services. For example external examiners will

Review and comment on the standard of key elements of assessment that you have been set.

Review samples of student work and confirm whether the standard is at the level expected forthe award you are studying and whether it is comparable with other Institutions that they know.

Provide the University with an independent view of how well we conduct our processes for

marking and internal moderation of assessments.

Attend Progress and Awards Boards (PABs) and contribute to deliberations for conferring your

degree classifications and awards, assisting the University in treating all students fairly and

consistently with regard to our regulations. External examiners will endorse the outcomes of

PABs based on their scrutiny of the assessments and the deliberations of the PAB. No degree

award can be made without the assent of an external examiner.

Report formally their findings to the University at the end of each year and identify our good

practice as well as making recommendations for improvements in the future.

External examiner reports for your programme of study can be obtained electronically by request to

the Academic Quality Unit. Your local Academic Quality Unit Manager is: TBC

If you want to request a report for the last year, please state the programme on which you are

registered in your request. Undergraduate reports are usually available from 1st

September,

Postgraduate reports later, usually November/December.

The external examiner for this course is:

Name:

University/College

4. Course Content and Design

4.1 Planned Term Dates:

First Week (induction) 15.09.1421.09.14

Term One Teaching block (university weeks 213) 22.09.1418.12.14

Bank Holidays: 25.12.14, 26.12.14, 01.01.15

University closed: from 12.30pm 24.12.14,

reopens 02.01.15

Term Two Teaching block (university weeks 18-29) 12.01.1502.04.15

Bank Holidays: 03.04.15, 06.04.15, 04.05.15

University closed: from 9:00 pm(?) 02.04.15, reopens 07.04.15

Exam weeks

Winter Exam Period (if relevant) (university week 17) 05.01.1509.01.15

Spring Exam Period (if relevant) (university weeks 33-35) 27.04.1515.05.15

Resit Exam Period (if relevant) (university weeks 45-46) 20.07.1531.07.15

Please note these dates are correct at time of publicationplease check for updates at:http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=1
http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=1http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=1http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=1


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4.2 Modular Session Plan

Foundations of Scholarship and Research (BUSI 1604) has three modules: Scholarship skills; Business

Research Methods, and Employability

MODULE1: SCHOLARSHIP SKILLS

LEARNING OUTCOME for this module

Student will be able to:

Understand the aims of the course

Understand the assessment requirements

Critically assess their own level of study skills

Identify sections of the library with books relevant to the programme

Access journal articles through databases

Appreciate different ways of gathering information for assignments

Identify search terms for use in databases

Critically appreciate what is needed to take good notes Critically appreciate structure of journal articles

Identify ways of analyzing articles

Map out key parts of a topic

Prepare for writing a topic review

Critically appreciate how good professional writing is developed

Critically appreciate different sources of academic evidence

Reference according to the Harvard referencing system

EVIDENCE:

Completed a skills evaluation form

Skill to use the library databases to search for terms relevant to the topic review assignment

Developed an individual learning strategy

Written (250 word) piece on Challenges of moving to a new city

Completed exercise on Harvard referencing

Mind map to help explore the topic review title

Plan for the topic review

Critical evaluation of difference sources of information for topic review

Developed framework for taking lecture notes

Review of the chosen topic

DISCOURSE:

Class discussion of key learning events; skills drawing out main strengths and weaknesses

Students will have worked in small groups to develop search terms for topic reviews

Students will have presented their results to the rest of the group

Class discussion about results of comparing two articles

Peer review of writing exercise Challenges of moving to a new city

Class discussion of results of mind mapping

Class discussion of different types of evidencelegal and academic

Students will work in small groups to complete Harvard and Zotero exercises


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ACTIVITY:

Week

beginning

Wk Session Title and Description Staff member

associated

15 Sept 2014 1 Seminar/Tutorial

Introduction to course/ active learning/ Library & Information Services Tutor

Self-Study Self-evaluation of skills, searching library databases Students

Moodle

Week

beginning


associated

22 Sept 2014 2 Seminar/Tutorial

Effective learning strategies/ working in groups/ academic reading and

writing

Tutor

Self-Study Identifying positive/ negative learning experiences, developing strategies for

working in groups, writing short article on Challenges of living in London

Students

Moodle

Week

beginning


associated

29 Sept 2014 3 Seminar Academic literature evidence and referencing/ use of Zotero software/ mind

mapping

Tutor

Self-Study Completing Harvard referencing test, using Zotero, drawing a mind map to

start topic review

Students

Moodle

Week

beginning


associated

6 Oct 2014 4 Seminar Essay planning and preparation Tutor

Self-Study Deconstructing an essay question/ Using mind map to identify information

required

Students

Moodle

Week

beginning


associated13 Oct 2014 5 Seminar Collecting and reviewing information and data Tutor

Self-Study Identifying and assessing sources of information Students

Moodle

Week

beginning


associated

20 Oct 2014 6 Seminar Writing and editing academic work Tutor

Self-Study Completing topic review in preparation for electronic submission Students

Moodle

RESOURCES:

Course and Topic guidesavailable on the Moodle site

Chapters 1, 2, 3, 4, 9, 10,11 in Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate Study Skills

HandbookMaidenhead: Open University Press


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TOPIC 2: Business Research Methods

LEARNING OUTCOME for this module:

Student will be able to:

design and conduct an independent research;

collect, synthesise, critically compare and analyse different types of data and information;

choose effective data collection and analysis instruments;

use a range of software to produce meaningful and methodologically sound results;

critically discuss the potential, requirements, suitability and limitations of different

research methodologies;

consider ethical dimensions of business research;

present individual research meeting the requirements of different stakeholders involved

in the research process.

EVIDENCE:

Contribution to the in-class activities based on self-study and required reading

Completion of formative written and oral tasks

Participate in on-line peer activities

Individual Research Proposal and Ethics Form


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ACTIVITY: Week commencing 17/11/2014

Nature of business and management research.

Research Designs

Staff member /

students associated

Lecture Knowledge Creation; Thinking like a Researcher CL

Seminar Initial meetings and getting to know each otherDiscussion: Researcher: How can I become one?

Tutor

Self-Study Reading Relevant texts / journals / e-sourcesReading supporting MaterialsCompleting regular tasks from the course handbook

Moodle Getting to know peer students who are researching in the

similar fieldUsing Moodle Discussion Board you are expected to post yourresearch topic so that others in a similar field will be aware of it.You are encouraged to continue to work in small subject groupswhere you are expected to share ideas, readings, best workingmethodologies

Students under the

supervision of the tutor

Lecture Research: Its nature and types; Finding Research Focus CL

Seminar Discussion: Find a distinctive article on your topic of interestand criticise it in class? Discuss: How to select a feasible

research idea?

Tutor

Self-Study Reading Relevant textsReading supporting Materials and peer reviewed articles on thetopic of interest

Students

Moodle Peer review of Research proposals submitted in FOS

You are expected to bring your proposals into class and hold aproductive discussion with your peers on what works and whatdoes not work and why. Share your views on your peers

submissions

Students under the

supervision of the tutor

Lecture Research Questions, Purposes and Research designs;Choosing a Research Method for the Research Design

CL

Seminar Scenario Discussion Tutor

Self-Study Reading Relevant textsReading supporting Materials

Moodle Discuss with peers your intended research directionUsing Moodle Discussion Board you are expected to continue the

discussion in your small working topic groups on how you intendto take your research further

Students under thesupervision of the tutor

Lecture Data Evidence; Measurement and Sampling CL

Seminar Your project data discussion Tutor


Moodle Peer review of data selection approaches for proposed researchUsing Moodle Discussion Board you are expected to effectively(with well founded evidence) criticise approaches your peers

propose to utilise in their investigations. Learn your own lessonsduring the process


RESOURCES:

Chapter 1-4 in Bryman and Bell (2011); Chapter 1, 2, 6, 13 in Blumberg (2011); Chapters 1-5 in Collins and

Hussey (2014)

Stride Project (2008). Designing a Research Question. [Online Video] Available from:

http://www.youtube.com/watch?v=KEuzeL06IwM&feature=PlayList&p=FAD36B3B6DE4CE0D&playnext=1&pla

ynext_from=PL&index=6 [Accessed: July 4th , 2014].

Principles of Good Research Proposal Guide available at

http://www.richmond.gov.uk/research_proposal_guide.pdf

DISCOURSE:

In-class scenario discussions; Moodle discussion engagement; Written tasks


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Quantitative Data: Collection, Analysis and

Presentation

Staff member /

students associated

Lecture Quantitative social survey research CL

Seminar Approaches to Quantitative ResearchScenario case

Tutor


Lecture Quantitative Data Collection (Primary) CL

Seminar Approaches to Quantitative ResearchTry-out: questionnaire designScenario case

Tutor


Moodle Share your drafts with peers for review and feedbackUsing Moodle Peer submission tool upload your submissiondrafts and arrange to review at least two of your peers in thesimilar research area


Lecture Working with Secondary Statistical Data CL

Seminar How to know which data to use and how reliable it isIn class Discussion Tutor

Self-Study Reading Relevant texts

Reading supporting Materials

Lecture Quantitative Data Analysis and Presentation CL

Seminar Using Software Packages (e.g. SPSS) Tutor



Moodle Discuss opportunities and concerns of primary and secondarydata work in set-up groupsUsing Moodle Discussion board to share within your subjectworking groups concerns and observations of using secondary

and primary data


RESOURCES:

Chapters 5-8; 13; 14, 16, 19, 20 in Blumberg (2011)

Chapters 6-10; 13-15 in Bryman and Bell (2011)

Chapters 10-12 in Collins and Hussey (2014)

Nancy Rothbard, Katherine W. Phillips, Tracy L. Dumas (2005), Managing multiple roles: Work-family policies

and individuals' desires for segmentation, Organization Science, 16, 243-258,

https://mgmt.wharton.upenn.edu/files/?whdmsaction=public:main.file&fileID=5265

Gina Dokko, Steffanie Wilk, Nancy Rothbard (2009), Unpacking prior experience: How career history affects

individual performance, Organization Science, 20: 51-68,

https://mgmt.wharton.upenn.edu/files/?whdmsaction=public:main.file&fileID=3951

Beck, Thorsten, Asli Demirguc-Kunt, and Ouarda Merrouche. 2013."Islamic vs. conventional banking: Business

model, efficiency and stability." Journal of Banking & Finance 37 (2): 433-47, February.

DISCOURSE:



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Qualitative Data: Collection, Analysis &

Presentation

Staff member /

students associated

Lecture Overview of qualitative research. CL

Seminar Where do I start?Scenario case

Tutor


Lecture Qualitative Data Collection CL

Seminar How to manage an insider role while being objective?Scenario case

Tutor


Moodle Conduct a sample interview, transcribe and share withpeers for feedback; Discuss stages and issues evolvingduring the processDuring your spare time conduct a 10 minute interview onthe topic of your interest, and then transcribe. Once ready,discuss with your subject group issues, concerns, lessons you

have learned during the process


Lecture Case-Study Research CL

Seminar How to conduct good case study research Tutor


Lecture Qualitative Data Analysis and Presentation CL

Seminar Try-out: document analysisPeer Review session task

Tutor



Moodle Using Moodle Feebdack Tool Share your feedback on thecourse with your peers and tutors

Students

RESOURCES:

Chapters 5; 9-11 in Blumberg (2011)

Chapters 16-23 in Bryman and Bell (2011)

Chapters 7-9 in Collins and Hussey (2014)

Hartleu, J. (2006) Case study research in Denzin, N. And Loncoln, Y. (eds) Strategies of Qualitative Inquiry.

Thousand Oaks, CA:Sage, pp.86-109

Kvale, S. and Brinkmann, S. (2009) Interviews: Learning the craft of qualitative research interviewing. 2nd ed.

Thousand Oaks, CA: Sage

Linville, D., Brown, T., Sturm, K., McDougal, T. (2012). Eating disorders and social support: Perspectives ofrecovered individuals. Eating Disorders 20: 216-231.

DISCOURSE:



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TOPIC 3: Employability

LEARNING OUTCOME for this module:

Students will be able to:

Critically consider the skill/ experience to present to potential employers

Critically evaluate different types of CV

Create a CV

Identify some jobs to apply for

Identify possible interview questions

EVIDENCE:

Identified individual skills/ experience required for a current/ most recent job

Identified skills gained through course studied this term

Short listed jobs to apply for after graduation

A working CV document checked with GEP office

Identified questions for a future job interview

ACTIVITY:

Week

beginning


associated

8 Dec 2014 13 Lecture Outline of employability explaining concept of employability Tutor

Seminar Students will develop a new CV and prepare for an interviewSelf-Study Students will identify potential jobs to apply for Students

Moodle

RESOURCES:

Course Guideavailable on the Moodle site

Topic guide on Employability

Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate study skills handbookMaidenhead: Open

University Press Chapter 13 Facing the future and making decisions: planning for and focusing on the rest of

your life

DISCOURSE:

Students will share their CVs with peers and discuss possible interview questions


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4.3 Session Required Reading

Weeks required

for completion:

References

1-9 Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate study skills handbookMaidenhead: Open University Press

10-12

Gray,D.E. (2014) Doing Research in the real WorldSage

Blumberg, B., Cooper, D.R., Schindler, P.S. (2011) Business Research Methods2nd

ed Mc Graw Hill

Bryman A. and Bell E (2011) Business Research MethodsOxford University Press

Collis,J.&Hussey, R. (2014) Business Research: A practical guide for UG and PG

students

13 Lumley,M.& Wilkinson,J. (2014) Developing Employability for BusinessOxford University

Press

5. Assessment Details

5.1 Summary of assessment

Assessment Title Weight

towards

final grade

Length Due Date Anonymous

Submission

Required?

Anticipated

Return

Date

Header

Sheet

number

Topic review 40% 1,400 15 Oct 2014

at 3pm

Yes 5 Nov 2014

Research proposal 60% 2,500 8 Dec 2014

at 3pm

No 5 Jan 2015

Research Ethics

form

P/F n/a 8 Dec 2014

at 3pm

No 5 Jan 2015

CV P/F n/a 18 Dec 2014

At 3pm

No 8 Jan 2015

Re-sit coursework (only if granted by the Exam Board) will be due 13 July 2015

5.2 Rules for anonymous submission and marking:

From 2014/15 the University will move as far as practicable to anonymous marking as research shows

that this is the fairest and most equitable approach.

Therefore, unless instructed by the course leader to use a non-anonymous approach for a particular

reason, you are required to ensure you do not include your nameanywhere on your work, i.e. it must

not appear on the front of the document, in the text, in headers and footers etc. In addition, you must

ensure that the file that you upload is only identified by ID number and does not have a name that can

identify you.


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When you upload in TurnItIn you will be asked to give your submission a title again DO NOT use your

own name in this title.

The Business Faculty has made allowances that some assignment topics will not be submitted

anonymously; this includes some portfolios and all final year dissertations/projects. If you are in

doubt, please talk to your course leader.

There is more guidance in your Programme Handbook

5.3 Detailed description of assessment

5.3.1 Topic Reviewdetailed description of assessment(1,400 words)

Step 1: Please choose a topic review title from the list below:

A. The ability to innovate is becoming a critical indicator of business success. Discuss in

relation to two sectors.

B. The value of knowledge development and soft skills is widely recognized but how can they

be assessed in an international business context? Discuss, using the experience of two

companies to illustrate your argument.

C. Is business collaboration, rather than market competition, becoming the key to success?

Discuss in relation to two sectors.

Step 2: Try and collect all the relevant literature sources (list of articles, books, government, company

and international organization reports and bulletins, relevant websites) in your selected subject area.

Start with the University of Greenwich databases.

Step 3: Organise and arrange the list of references that you have compiled.

Step 4: Decide on the overall direction and objective of your review. Map out your argument. You

may use a mind-map, pyramid or any other diagram.

Step 5: First draft: Organise your ideas and information. Decide on your main points and start to put

them together in a narrative.

Step 6: Writing the final draft: 1,400 words topic review.

The structure of your final review should include:

Introduction Explain what you are investigating, how and why?

Main section This should be a systematic and logical review and investigation, which highlights

different debates, current discussions and any inconsistencies in the literature.

Conclusion This should bring together key issues that you have identified in the review.

Your work should have the following format:


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A full title of the chosen topic

All pages should be numbered. Your ID number should be included as a header on each page

A full list of references should be provided using the Harvard referencing system.

In your topic review please ensure that you provided an academic foundation to the chosen topic

including theory, empirical evidence and references. If you use material from case studies or company

websites remember that these need to be properly quoted and referenced just like all other materials.

5.3.1.1 Topic review Marking Criteria

Marking Criteria Marks

allocated

to criteria:

Focus

Does the student formulation set up clear aims and objectives to be addressed? Does the topic

review stay within and fulfil the topic parameters?

20

Synthesis

Does the topic review bring together the relevant and up to date academic literature in a

significant manner that addresses the aims and objectives?

30

Soundness

Does the topic review indicate a critical and comprehensive understanding of the topic area and

literature discussed?

30

Clarity of structure

Is the topic review well organised and logically constructed to achieve synthesis while being

mindful of the needs of the reader?

10

Mechanical Soundness

Is the topic review clearly written, spell checked and grammatically sound and referenced

appropriately?

Academic standards

As a whole you are required to adhere to the high standards of academic English writing style

including grammar, logical structure; correct spelling, punctuation and Harvard style

referencing. Not following the standards will result in significant reduction of the mark.

10

5.3.2 Research Proposaldetailed description of assessment(2,500 words)

You are required to submit the proposal for your research investigation leading to the final Project.

(1) Introduction (220 words)

Start your work from a provisional title explaining your research direction and a single paragraph (not

too long) introducing the area/problem you intend to research, including aspects of it that are relevant

to the following discussion.

(2) Key literature and theoretical background of the topic of investigation (800 words)

What is already known on your topic? What theories and concepts are relevant to the topic? Make

sure you give adequate consideration to the classics in your topic area, the landmarks, and the most

recent developments. What policy or business implications have been derived out of this? What gaps

in knowledge remain to be addressed? What is your proposed research question?


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Present the key literature in critical manner, either chronologically (tracing the development of the

field over time) or comparing similarities and differences between authors and schools of thought.

(3) Methodological Choice Justifications (900 words)

In this part of the proposal you are required to provide a critical reflection on the key methodological

approaches used in a chosen area of investigation and justify your own methodological choices.

In order to successfully complete part 3 you are advised to:

Find a number of good quality refereed academic articles in your field of research where authors

describe and justify their methodological approaches well (not less than 5); Critically review the

methods that have been used by researchers (identify and cite the articles individually) and decide

which are relevant to your research and justify why they are relevant. With regards to the articles you

feel are not relevant, explain why they are not relevant (If you decide none are relevant, say why they

are not relevant and how you intend to proceed under the circumstances careful, this is a hard

position to defend!). Those articles which you declared not relevant do not count towards required

minimum of sources for review. When criticizing clearly name the approaches, methodologies and

methods as those are known in the academic literature. Review how researchers in the field approach

setting research questions; search, present and analyze data. Reflect on whether researchers are

independent (of)/involved (in) their research subjects. Relate what you say to your own proposed

research investigation in detail. Since this is an early stage in your research this might involve some

guesswork on your part as to what your research will consist of. Please dont worry about this because

speculation will assist in your critical reflection. Nobody is going to hold you to any choices or

arguments you make at this stage. The point is to test your awareness and understanding of the

methodological issues relevant to your research. Be critical of your own position a reflexiveawareness of the difficulties of any approach/position is more important (in this assignment) than

trying to defend any particular position. Throughout the text refer specifically to the sources you have

read and the positions/arguments you form by using the Harvard referencing style.

(4) Draft of the Research Instrument (600 words)

In this part you are required to design a draft of your proposed questionnaire or interview questions /

answer options based on research question of interest. This part should not be longer than 1000

words.

If you intend to use a questionnaire, make sure you draft the key questions and optionanswers in a clear and readable style (at all time, think of your potential respondents);

If you intend to use an interview, develop the questions and briefly explain what kind of

answers you are hoping to receive from your potential respondents;

If you propose to use secondary data, you need to be very specific which data sources or

databases you are going to use, what kind of data you intend to find and how you are going to

interrogate it.

(5) Expected Findings (100 words)


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What is it that you are wishing to find as a result of your research? Evaluate strong and potentially

weak points within the investigation? Will you have sufficient and good quality date to make relevant

conclusions? Is there a future direction to your investigation?

5.3.2.1 Research Proposal Marking Criteria

Marking Criteria % Marksallocated to

criteria:

Part 1

Clearly defined direction of investigation

8

Part 2

Literature coverage and comprehension (15%)

Independent thinking (10 %)

25

Part 3

Theoretical Soundness (25%)

Critical Synthesis and Logical Argument (10%)

35

Part 4

Answering Research Question (14%)

Outline (8%)

22

Part 5

Expected findings and contribution

5

Academic Standards

As a whole you are required to adhere to the high standards of academic English

writing style including grammar, logical structure; correct spelling, punctuation and Harvard

style referencing. Not following the standards will result in significant reduction of the mark

5


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6. Other Details

The majority of information relevant to you while you study at the University has been brought

together into your programme handbook. Please refer to your programme handbook for any further

information you might require including:

How to submit assignments,

Deadlines and extenuating circumstances,

Plagiarism and referencing,

Who to go to for advice or if you are concerned,

How to provide us with feedback,

Key administrative procedures.

Documents

Final FOSR BUSI 1604 Course Study Guide 2014-15