BML246 MODULE HANDBOOK 2018 by Andrew Clegg

Research Skills

Course Outline and Assessment 2018

Business School Dr Andrew Clegg and Dr Jorge Gutic

Research Skills

BML246:

Research Skills

Research Skills Introduction

The aim of this module is to introduce students to the field of business and management research with the express aim of preparing them for their final year management project, or equivalent personal study. The module will take the students on a structured and applied journey, looking at the rationale and contextualisation for use of qualitative and quantitative research methodologies. The first part of the module will focus on the philosophical underpinnings and basic elements of research design and how they shape and inform the research process. Within this part of the module, students will be introduced to qualitative methodologies. The second part of the module will introduce students to the use of computer-based statistical techniques for the analysis and presentation of quantitative data using SPSS. Whilst students will engage with the philosophical issues of research, emphasis will also be placed on developing a well-constructed research approach, which maximises the benefits of a ‘mixed methods’ approach, capitalising on the advantages of both qualitative and quantitative methodologies. Students will work collaboratively on a small scale research project.

Learning Outcomes

Knowledge and Understanding: On successful completion of this module students will be able to: •

Identify the purpose, main types and qualities of viable research and embody these within the production of a smallscale research project

•

Critically analyse and evaluate different philosophical research positions, and how different epistemological perspectives may imply different methodological approaches

•

Formulate, justify, plan, structure and manage a research proposal based on a preliminary investigation of a suitable topic

•

Relate and critically apply the appropriate use of quantitative and quantitative methodologies to their own research strategies recognising the advantages and limitations associated with particular methodological approaches

•

Acquire, analyse, interpret and present data appropriately using Bristol Online Surveys, SPSS, Excel and other appropriate tools

•

Work collaboratively on the design, execution, analysis and presentation of a small-scale research project

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Research Skills

Module Content

Week 1 - 19/2/18:

Introduction - What is Research? (AC)

Week 2 - 26/2/18:

Developing a Research Strategy (JG)

Week 3 - 2/2/18:

Research Design and Data Collection (AC)

Week 4 - 9/2/18:

Survey Design and Introduction to BOS (AC)

Week 5 - 16/2/18:

READING WEEK

Week 6 - 23/2/18:

Using and Referencing Information Sources Effectively

Week 7 - 2/3/18:

Qualitative Techniques 1: Interviews (JG)

Week 8 - 9/3/18:

Qualitative Techniques 2: Focus Groups and Observations (JG)

Week 9 - 16/3/18:

Exploratory Data Analysis 1 (AC)

Week 10 - 23/3/18: Exploratory Data Analysis 2 (AC)

Module Resources

Week 11 - 30/3/18:

EASTER - GOOD FRIDAY

Week 12 - 20/4/18:

Exploratory Data Analysis 3 (AC)

Sessions for BML246 will be on Fridays. Specific learning outcomes for each session are detailed on the BML246 homepage on Moodle. Sessions will involve the use of resource files that can be downloaded from the BML246 homepage on Moodle. Please download these files into your own file space ready for use in the session.

Self-Directed Activities

As part of the course, you will be asked to complete short tasks as part of the lecture session. Specific tasks will be allocated on a weekly basis. It is essential that these tasks are completed, in order to demonstrate your competency in the statistical methods that are being employed during the module. Please ensure that you read through the handouts provided thoroughly.

SPSS Software

The module will be using SPSS. You can get a copy of SPSS to install on your own PC/Mac from the library (free of charge!). This software will be licensed to you as long as you are at student at the University of Chichester. You are free to install SPSS on your own laptop and bring that to the weekly sessions.

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Research Skills

Assessment

The assessment for this module will focus primarily around a smallscale research project, from which students will be asked to present a research poster (100%; 3,500 word equivalent). Research Project Working in small teams, students will be expected to develop a suitable research topic and design a appropriate resaerch strategy incorporating quantitative and qualitative research methodologies, covering the key techniques covered in the module. Students will then need to collectively analyse the results and present a research poster which will outline and discuss the overall themes and results of their research project. Students will then be invited to present, discuss and critically reflect on the research process as a part of the ‘live marking’ of their poster with the module tutor(s). The assessment criteria for research presentation/briefing: •

Evidence of clear research aims and objectives informed by background research and supporting guidance brief

•

Clear and logical structure of the poster demonstrating progression against the identified research objectives and links to underpinning research philosophies

•

Inclusion and justification for the appropriate use of qualitative and/or quantitative methodologies in the research process

•

Clear extrapolation of answers and analysis based on the use of the appropriate use of either qualitative or quantitative approaches (e.g. SPSS)

•

Ability to present results both visually and verbally accurately, succinctly and to a high standard using appropriate formats and referencing conventions

•

Quality of the demonstrated critical reflection of chosen research methodology and results as part of the ‘live marking’ and dialog with the module tutor(s) as outlined in the supporting guidance brief

•

Evidence of effective team working and engagement judged against specific peer assessment criteria outlined in the supporting guidance brief

Teamwork is essential to the completion of this research project and each group will be peer assessed. Additional guidance around team working and the assessment is provided later in this handbook.

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Research Skills

Resit Information

The resit for this module will consist of a detailed research proposal (3,500 words). Assessment Criteria •

Formulation of viable research objectives and defined research outcomes.

•

Evidence of engagement with the academic literature to support a critical awareness of existing theory and previous research

•

Critical evaluation and justification of a proposed methodological framework

•

Presentation of a viable project plan and appropriate research timetable

•

Submission Dates

Correct application of appropriate referencing conventions.

Key dates for your diary: - The poster presentations will take place on Thursday 3rd and Friday 4th May. Specific group timings will be provided.

Regardless of the date and time of your presentation, all posters and completed presentations should be submitted by 1pm on Wednesday 2nd May.

Student Support

Jorge and I can be found on the top of floor of the Dome on the Bognor Regis campus. If you have any problems please do not hesitate to come see us. While we are sually around, other University duties and external consultancy work does take us off campus from

To avoid confusion, Andy Clegg is acting as the principal contact point for the assessment and should be contacted in the first instance.

time to time. Therefore while you are welcome to pop in informally, please email myself to make an appointment (a.clegg@chi.ac.uk / j.gutic@chi.ac.uk) to guarantee that we are in to see you. You will be introduced to a number of new concepts and techniques in this module - notably an introduction to basic statistics. Statistics is not ‘everybody’s cup of tea’ and I am very conscious about what is called ‘statistics anxiety’. If at any time you are unclear about what we are doing, please do not hesitate to come and see us. The support materials for this module have been designed to make the everything as self-explanatory as possible. Please make time to read through the materials provided, and use the online simulations to enhance your familiarity with the different statistical techniques we will be using. The materials have been expanded and developed as a result of feedback from student evaluations. It is imperative that you read through all the materials provided and take responsibility for your own learning. Fail to do so could result in you failing this module.

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Student Conduct

At the end of the module, you will have the opportunity to complete a module evaluation form to comment on the overall structure, content and quality of the programme. The module evaluation for the previous year can be found on the BML246 homepage. If you have any immediate concerns about the quality of the module then please do not hesitate to come and talk to me directly. You can also make comments throughout the course of the module by using the comment and suggestion wall that has been embedded into the BML224 homepage. The University’s Commitment Charter (Section C) sets out the codes of behaviour that staff and students can expect from one another. Every member of the University community is expected to uphold the Charter commitments and to help to maintain a respectful and constructive learning environment for themselves and for others. In contact (class) time, and outside of it, the University expects you to show consideration towards other students and the staff of the University. In lectures, seminars and workshops it is your responsibility to avoid behaviour which distracts the learning process for yourself and others. Behaviours which may seem insignificant to you, such as whispering to friends, or texting during a seminar, are almost always noticed! They can have an accumulative, negative impact on the group and the tutor. Such behaviours signal lack of respect for others - even if this was not your intention. To help illustrate these points, here are some behaviours that students and tutors have found distracting: •

Talking or whispering in lectures, outside times set aside for group discussion

•

Talking or whispering while other students are making points

•

Interrupting other students or the tutor while they are talking

•

Habitually arriving late or leaving early (without forewarning the tutor)

•

Sending and receiving texts

•

Mobile phones ringing

•

Using MP3 players

•

Playing electronic games

•

Surfing the net in class

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Research Skills Students whose behaviour disrupts a class persistently may be asked to leave the session. However we are sure that as adult learners youâ&#x20AC;&#x2122;ll use common sense and be willing to help create the best possible learning environment for everyone. Students often find elements of statistical analysis rather difficult. Therefore considerable time and effort has gone into the design of learning and teaching materials. The sessions will be tutor-led to start, therefore students are asked to pay close attention to the instructions that are given. Please note: [1] I will not expect to see students using software other than that being used in the session - no emailing, checking Facebook or equivalent. Students infringing this request will be asked to leave the session. [2] Please be punctual as there is considerable ground to cover in each of the weekly sessions. Evidence indicates that students who have a poor attendance record fail this module. [3] Mobile phones should be switched off before the session. [4] This is a challenging module and you will need to concentrate. I will need to try and help everybody through the session. This is not helped by constant chatting, as such any students persistently talking or causing a distraction will be asked to leave the session. [5] It is critical that any self-directed activities or quizzes are completed satisfactorily. Failure to complete weekly tasks will result in you being excluded from sessions until these activities are completed. Please note that I can monitor completion via Moodle, and I will contact students that are not engaging with resources. Failure to engage with the module resources will ultimately result in you failing the module.

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Research Skills

Attendance

Students are reminded that attendance at all modules is compulsory. On arrival at each scheduled/timetabled session you will be expected to â&#x20AC;&#x2DC;tap inâ&#x20AC;&#x2122; to the SAM reader located near the entrance to the teaching room. It is your responsibility to register your attendance. Failure to register your attendance will be treated as non-attendance. If you miss a session, for whatever reason, you should complete and submit a student absence via ChiView - guidance on how to do this will be provided at the start of the module. It is also courteous to let the module tutor know of any absence in advance or immediately after the session that was missed. You are reminded that persistent absence can potentially result in your de-registration from the module. The full University regulations regarding attendance can be found in your student handbook. You are also asked to arrive punctually for your lectures. Students that are persistently late will be marked as absent. A record of your punctuality will also be captured via the SAM system. For reference, students that tend to fail this module do so because of a lack of attendance and engagement. You are also advised that student engagement with tasks is monitored closely via Moodle, and any student persistently shown to be not engaging will be asked to attend a meeting with the module tutor to explain their lack of academic endeavour.

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Research Skills

Assessment Guidance Working in small teams (maximum 4 students), you are asked to design and execute a small-scale research project, and present a research poster as part of a research skills conference that will take place in May. You will be expected to develop a suitable research topic and develop a suitable research methodology. The research should be developed around a short on-line questionnaire, supplemented with an element of qualitative research e.g. interviews/focus groups. You are free to decide on your own topic, but your choice of topic should be referenced against the academic literature or equivalent. For example, if you were investigating attitudes to the Olympic Games, I would expect to see some reference to existing literature on this topic, and how this has guided/influenced your own research objectives and subsequent methodology. The design of the questionnaire is critical and should include a range of questions that generate opportunities to demonstrate your competency with aspects of data analysis. The link between questions, types of data and approaches to analysis will be covered in detail during the course of the module. The questionnaire should be designed and then delivered on-line using Bristol online surveys (BOS). Each team will be given a BOS account, and guidance on the use of BOS will again be given during the module. You are expected to get a minimum of 50 responses. Your results should be analysed using SPSS and presented accordingly, following the guidelines covered in the module. The results of the survey should be augmented by qualitative approaches - for example you might wish to conduct a number of interviews or run a focus group.

Research Poster

You will then be required to produce a research poster. This should seek to provide a clear overview of your research, and discuss your key research findings. The poster should be approximately 110cm (width) by 100cm (height) in size. The poster should make reference to your research aims and objectives, a literature review and existing research or secondary data that informed your research aims, and the key elements of the methodology you applied. Some critique of your chosen methodology should also be included. The main focus of your poster should be to highlight your results and tell a clear and articulate story. The overall structure of your results here is critical and there needs to be demonstrable progression and logic to the order of your

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Research Skills

analysis – from basic to advanced statistical analysis. Again we expect to see the correct application of techniques in terms of analysis and presentation. In terms of analysis, we also expect to see you investigating relationships between different variables, and to go as far as including appropriate statistical tests to demonstrate the significance of any relationships you think exist in the data. Again all this will be covered in the module, and the overall content is structured in a way that it will guide you through the assessment process. It is therefore very important that you engage with the module and the resources provided, and work pro-actively towards the successful completion of this assessment. As always I will expect to see a high standard of presentation.

Assessment Criteria

The assessment criteria for research poster: 

Evidence of clear research aims and objectives informed by background research

Your research must be informed by clear research objectives. These must subsequently be included on the poster and provide the fundamental structure to your research process. You must demonstrate how you have met each research objective.



Clear and logical structure of the poster demonstrating progression against the identified research objectives and links to underpinning research philosophies

The poster must demonstrate clear progression in the research process and links to underpinning research philosophies; you will be expected to talk us through this as part of the live-marking process. The poster must include: research aims and objectives; a literature review; an overview/critique of your methodology; a discussion of the key results, and a summary/critique of the overall research process and reflections on how it could have been improved/or where the research could go next.



Inclusion and justification for the appropriate use of qualitative and/ or quantitative methodologies in the research process

Approaches to quantitative and qualitative research methodologies will be covered during the course of the module, and we expect to see them appropriately applied to support your research process. Ideally, we are expecting to see a ‘mixed methods’ approach where both quantitative and qualitative methodologies have been used. As part of the live-marking you need to be able to confidently discussed the relative merits of the methodologies you chose to adopt.

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Research Skills



Clear extrapolation of answers and analysis based on the use of the appropriate use of either qualitative or quantitative approaches (e.g. SPSS)

While self-explanatory, we expect to see you use appropriate approaches to analyse your results. Guidance on the use of SPSS will be covered during the module. In addition to SPSS, qualitative results should also be presented appropriately.



Ability to present results both visually and verbally accurately, succinctly and to a high standard using appropriate formats and referencing conventions

Guidance on how to present quantiative and quantitative data will be given during the module and we expect you to act on this accordingly. All results should be presented to a high standard, and we will be looking for a degree of creative flair in terms of how the final results are presented.



The live-marking process is designed as an opportunity for you to talk to us about your research process. We will expect every member team to contribute fully to this activity. Most importantly, we will be expecting you to critically reflect on the research process adopted, and the relative strengths/ weaknesses of your approach. The quality of the conversation and level of engagement you demonstrate in the marking process will be critical here. You will be asked to review your poster and mark it yourselves in advance of the live-marking event. Jorge and I will then mark the poster with you, and lead a discussion around the respective assessment criteria. The more prepared you are for this process the more engaging the process tends to be!



Evidence of effective team working and engagement judged against specific peer assessment criteria outlined in the supporting guidance brief

This is a team project and peer assessment will be applied. We expect each team to work pro-actively and collegiality. You will be asked to keep a record of your team meetings through a supporting log book.

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Research Skills

Team Work

To complete this assessment successfully, you are expected to work together collegially, using the timetabled team meeting slot effectively throughout the course of the semester. You are asked to adhere to the following guidelines to ensure that each member of the team contributes fully to the team, and that individual contributions to the assessment are recorded. Guidelines: •

Each team should appoint a project manager.

•

Each team meeting should be formally minuted, with attendance clearly noted.

•

Action points for individual team members should be made at each meeting, and then subsequently monitored and updated.

•

Action plans should be submitted electronically to the module tutor after each meeting.

•

Anybody not contributing fully to the assessment process will be asked to attend a meeting with the module tutor to explain their lack of engagement. If a student demonstrates a persistent lack of engagement, then they face potential de-registration from the module.

•

The satisfactory completion of team meetings and the recording of action points is a required part of the assessment process and I ask that you take this task seriously and complete in a conscientious and appropriate manner, as it is designed to ensure effective team-working, which is in your own interests.

Support and Guidance

The very structure of the module is intended to provide clear guidance for the assessment, and each week we will cover a different theme and relate it back to the assessment. The self-directed tasks during the module are also designed to give you the confidence and competencies to effectively analyse your own data. If however, you feel that you need additional support then please do not hesitate to contact us for assistance. We are happy to meet the individual teams, or run additional surgery sessions if there is demand. Above all it is important that you engage with us. Historically, those students that engage with the module do very well. Those students that do not ask for assistance, inevitably fail.

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Research Skills Assessment Work Schedule - Read Carefully! To help ensure that you complete the assessment properly here is an indicative timeframe that you are strongly advised to follow. STEP 1: TEAM FORMATION AND COMPANY NAME COMPLETION: Week 2

JAN

Teams should finalise a company name and decide on a research topic.

STEP 2: BACKGROUND READING AND RESEARCH OBJECTIVES COMPLETION: Week 4

FEB

Teams must investigate a suitable research topic. As will be discussed during the module, any topic must be supported by reference to the academic literature, and link to existing research. This background research should be the primary task of the team in the opening weeks of the semester.

STEP 3: DESIGN AND LAUNCH THE SURVEY USING BRISTOL SURVEY

FEB

COMPLETION: Week 6

After Week 4 you should have acquired a competent understanding of basic data types and approaches to analysis which will allow you to finalise the design of your questionnaire, and intended plans for analysis. I would suggest that your questionnaire needs to be launched no later than Friday 23rd February to provide sufficient time to get enough responses.

STEP 4: SURVEY CLOSURE, ANALYSIS AND POSTER AND PREPARATION

COMPLETION: Week 10

MARCH

I would suggest that your survey is closed and you start

your analysis no later than Friday 23rd March. This gives you approximately four/five weeks to analysis the data and prepare your poster.

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Research Skills STEP 5: SUBMIT POSTER TO THE PRINTSHOP FOR PRINTING

APRIL

COMPLETION: At the latest 1pm Monday 30th April Please note that reprographics will need at least 48 hours notice to print your poster. Given the volume of posters that will need to be printed you will need to submit your poster to reprographics by 1pm on Monday 30th April to ensure that they are available for collection in time for assessment. Reprographics will not be able to guarantee posters submitted after 1pm will be available for collection.

STEP 6: RESEARCH POSTER AND SUBMISSION DATE COMPLETION: 1pm Wednesday 2nd May

MAY

All assessments must be submitted by this point, and as such no team will gain a time advantage by presenting later in the week. Failure to submit by deadline will result in a penalty being applied. THERE WILL BE NO EXCEPTIONS TO THIS! If you are experiencing problems with your assessment then you must report them to Dr Andy Clegg immediately - who will be acting as the principal contact point for assessment enquiries during the course of the semester.

Do not leave this assessment to the last minute and work proactively to meet the deadline dated provided. Teams that have not heeded this guidance and left this assessment to the last minute have consistently underperformed.

Remember that background reading is essential as you must demonstrate a critical link to the research literature.

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Research Skills

Marking Your Poster

As an integral component of the assessment, you will be given the opportunity to assess your own work alongside the assessment markers (Drs Andy Clegg and Jorge Gutic). Each group will be asked to assess their own poster using the assessment criteria (overleaf). You will do this with the support of the marking team, and will engage in discussions about the structure of your poster, formatting, use of statistics and the suitability of your topic, research aim and objectives. By engaging in this activity, we are expecting you to engage in the critical analysis of your work.

To prepare for this element of the assessment you are required to complete the table overleaf (an electronic copy is available on Moodle), critically reflecting your work against each of the assessment criteria. We will expect to see this task completed fully, and consequently expect you to be able to talk through the assessment criteria as part of your discussion about your poster. Through this engagement we will collectively work together to derive an overall mark for your poster. The more purposefully you engage with this activity, the better placed you will be to discuss the underpinning approach to your research, and how you have presented your findings. The format of this assessment is collaborative in nature, and is designed to give you the opportunity to demonstrate how you have achieved the learning outcomes of the module. You will also find included in this document the undergraduate marking scheme that will assist in helping you to determine what grade boundary you think your work falls into.

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Reflection

This table must be completed fully as part of the assessment of your poster. Failure to do so will potentially reduce your final mark!

Quality of the demonstrated critical reflection of chosen research methodology and results as part of the â&#x20AC;&#x2DC;live markingâ&#x20AC;&#x2122; of their poster with the module tutor(s)

Ability to present results both visually and verbally accurately, succinctly and to a high standard using appropriate formats and referencing conventions

Clear extrapolation of answers and analysis based on the use of the appropriate statistical techniques and the interpretation of SPSS output

Inclusion and justification for the appropriate use of qualitative and/or quantitative methodologies in the research process

Clear and logical structure of the poster demonstrating progression against the identified research objectives and links to underpinning research philosophies

Evidence of clear research aims and objectives informed by background research and supporting guidance brief

Assessment Criteria

Research Skills

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Relevance

Non-submission of work

Contains little of relevance to the objectives of the assessment task. Fails to answer and address the set topic

Contains limited relevance to the objectives of the assessment task. May address the topic but not the assignment brief. May be scanty and brief.

Inconsistency of relevance to the objectives of the assessment task. Addresses topic but not always [OL HZZPNUTLU[ IYPLM 4H` IL ZPNUPÄJHU[S` ZOVY[ VM required length/ time.

May be some deviation from objectives of the assessment task. May not consistently address set question or assignment brief. May be short of required length/time.

Satisfactorily addresses most objectives of the assessment task Completed to acceptable tolerance, limits of time/length.

Competently addresses objectives of the assessment task, but may contain minor errors or omissions at the lower end, where treatment of issues may be Z\WLYÄJPHS *VTWSL[LK [V YLX\PYLK [PTL SLUN[O L[J

Clearly addresses the objectives of the assessment task, especially those elements requiring critical analysis. At the higher end the work will not contain errors or omissions.

Authoritatively addresses the objectives of the assessment task, especially those components requiring critical analysis, synthesis and evaluation.

Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.

Professionally addresses the objectives of the assessment task, especially those components requiring originality of critical analysis, synthesis and evaluation.

Class Marks/Overall Quality

Fail

Fail 1-9% Minimal quality

Fail 10-19% Very poor quality

Fail 20-34% Poor quality

Fail/PP 35-29% Weak quality

3rd 40-49% Acceptable quality

2(ii) 50-59% Sound quality, competent with some limitation

2(i) 60-69% High quality, skilled work

1st 70-79% Outstanding quality

1st 80-89% Outstanding quality

1st 90-100% Exceptional or distinguised quality

Undergraduate Assessment Criteria

Consistent line of profound critical and evaluative argument, displaying the ability to develop original ideas from an innovative synthesis of the work of V[OLYZ *YLH[P]L ÅHPY PU HK]HUJLK [OLVYL[PJHS HUK conceptual analysis.

A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop VUL Z PUUV]H[P]L PKLHZ MYVT [OL ^VYR VM V[OLYZ *YLH[P]L ÅHPY PU [OLVYL[PJHS HUK JVUJLW[\HS HUHS`ZPZ

A clear and consistent line of critical and evaluative HYN\TLU[ KPZWSH`PUN [OL HIPSP[` [V KL]LSVW VUL Z V^U insightful ideas from the work of others. Excellent engagement in theoretical and conceptual analysis.

Generally clear line of critical and evaluative argument, with ability to develop own ideas from the work of others. Ability to engage in theoretical and conceptual analysis.

Some limited critical discussion, but argument is unconvincing, particularly at the lower end where the work is more descriptive. More reliance on work of others rather than developing own arguments. Limited theoretical and conceptual analysis.

Work is descriptive with minimal critical discussion and limited theoretical engagement. Too much reliance on the work of others rather than developing own understanding and application of the material

Descriptive or anecdotal with little or no critical discussion and theoretical engagement. Unconvincing or minimal line of argument. Mostly reliant on the work of others, displaying little understanding or ability to apply the material.

Descriptive or anecdotal work with scanty or no argument. Reliant on the work of others and does not use this to develop own arguments. No critical discussion or theoretical engagement. Little practical and intellectual application.

Work is descriptive and anecdotal. Minimal or no argument. May be entirely reliant on the work of others, with no practical and /or academic application to demonstrate understanding of the material.

No practical, academic or intellectual application.

Argument (Reasoning)

Wide range of relevant and recommended sources used in a profound and consistent way as supporting evidence. Use of cutting-edge sources beyond the recommended texts, including in-depth use of complex material demonstrating advanced independent research.

Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond YLJVTTLUKLK [L_[Z KLTVUZ[YH[LZ JYLH[P]L ÅHPY PU independent research.

Wide range of relevant and recommended sources used in an insightful and consistent way as supporting evidence. Some in depth use of sources beyond recommended texts, to demonstrate independent research.

Good range of relevant and recommended sources used in an imaginative and largely consistent way as supportingevidence. Use of some sources beyond recommended texts including more complex materials.

Range of relevant and recommended sources are used, but this may be in an unimaginative or literal manner, particularly at the lower end of the range. Limited use of sources beyond the standard recommended materials.

Limited range of relevant and recommended sources are used, but with some inadequacies in their use and employment as supporting evidence. There may be some reliance on dated or unreliable sources.

Very limited range, use and application of relevant and recommended sources. Demonstrates lack of real understanding. Too much reliance may be placed on dated, unreliable or non-academic sources.

Minimal and inadequate knowledge of relevant and recommended sources. Their use as supporting evidence may be inaccurate, inappropriate or negligible. Reliance on dated, unreliable or nonacademic sources.

Irrelevant or minimal use of recommended sources, resulting in a lack of understanding and inadequate supporting evidence. Non-academic sources that lack intellectual integrity are relied upon.

Based on little or no evidence. Lacks academic and intellectual integrity and quality. Use of non-academic sources limits intellectual understanding.

Evidence

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style. Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM TH[LYPHSZ /PNOS` HY[PJ\SH[L JVOLYLU[ HUK Z\JJPUJ[ Relationships between statement and sections are precisely made with great clarity. Referencing PZ HJJ\YH[L HUK HWWYVWYPH[L PUUV]H[P]L `L[ SVNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very good standards of vocabulary, syntax, spelling and punctuation. Possibly Possibly innovative yet SVNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM TH[LYPHSZ (Y[PJ\SH[L JVOLYLU[ HUK Z\JJPUJ[ Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.

Excellent visual and written presentation. Very clear and accessible style. Good standards of ]VJHI\SHY` Z`U[H_ ZWLSSPUN HUK W\UJ[\H[PVU 3VNPJHS HUK Å\LU[ VYNHUPZH[PVU HUK KL]LSVWTLU[ VM materials. Coherent and succinct. Relationship between statements and sections are very clear. Referencing is accurate, appropriate and extensive.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials. Coherent. Relationship between statements and sections are easy to follow. Referencing is accurate and appropriate.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning. There may be inconsistencies in the organisation and development of materials. The relationship between some statements and sections may not be easy to follow. Some points may not be made coherently or succinctly. Work is referenced accurately with few errors.

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherently or succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious distractions from the overall meaning. Some lack of logical development and organisation of the materials. The relationship between some statements and sections may be hard to follow. Work is referenced accurately with some errors.

Weak presentation. Some aspects of the style may be inappropriate, unclear and inaccessible. Some points will not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical development and organisation. The relationship between some statements and sections may be KPMÄJ\S[ [V YLJVNUPZL 3PTP[LK \ZL VM YLMLYLUJLZ HUK ZVTL TH` IL PUHJJ\YH[L

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Points may not be made coherently or succinctly. Errors of vocabulary, syntax,spelling and punctuation may seriously detract from the overall meaning. The materials may lack logical KL]LSVWTLU[ HUK VYNHUPZH[PVU 9LSH[PVUZOPW IL[^LLU Z[H[LTLU[Z HUK ZLJ[PVUZ TH` IL KPMÄJ\S[ [V recognise. References may be absent, inaccurate or incorrect.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly. Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall meaning. Materials lack logical development. Relationship between statements and sections are hard to recognise. References may be absent or incorrect.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errors of vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent, incorrect or inaccurate.

Structure and Presentation

Research Skills

p. 17

Research Skills

Group Details

Group No:

Group Name Group Members

Name

Contact Details

Research Title

Research Objectives

Note your research objectives here:

p. 18

Research Skills

Indicative Reading

Keep a note of your background reading here:

Date/Time of Presentation p. 19

Research Skills

Developing Your Research Proposal

In addition to the group research project, you are also expected to start thinking about a research topic for your final year management project that you might be taking as a 30-credit module or as part of your work placement. Following the guidance provided, by the end of the module we will expect you to have thought about a potential research topic, identified a series of reseach objectives, and started to undertake some initial background research. Once we have this information you will be allocated a management project supervisor so you can get going.

You need to complete the following proforma which is available to download off the BML246 homepage. Topic and Research Objectives Form STUDENT NAME AND NUMBER TITLE OF THE RESEARCH (50 WORDS MAXIMUM)

RESEARCH TOPIC (100 WORDS MAXIMUM) (If same as the title, leave blank)

RESEARCH OBJECTIVES (MAXIMUM OF 4 OBJECTIVES) 1. – 2. – 3. – 4. – RESEARCH / ORGANISATIONAL BACKGROUND (ONLY IF REQUIRED, use this section to provide the background of your research, outlining the specific problem or issue being researched or the organisation / company context on which the research will occur)

p. 20

Research Skills