Research Methods for Business and Management

Department: Leadership and Management

Module Code: MOD001105

Level: 7

Academic Year:2015/16

Semester/Trimester/Session: Sem/Tri 3

www.anglia.ac.uk

Contents

1. Key Information Module Title…..……………………………………………………………………………………………………22. Introduction to the Module.......................................................................................................................22.1 Employability skills delivered in this Module..........................................................................................23. Attendance..............................................................................................................................................34. Learning Outcomes and Outline Delivery…………....…….………………………………………………….45. Assessment.............................................................................................................................................55.1. Type of Assessment…………………………………………………………………………………………..55.2. Qualifying conditions………………………………………………………………………………………….55.3(a). Submitting your work via Turnitin/Grademark® [Cambridge and Chelmsford students]……………65.3(b). Submitting your work [Students in all other locations at Associate Colleges]……………………….75.4. Feedback..............................................................................................................................................86. How is My work Marked?........................................................................................................................97. Assessment Criteria and Marking Standards………………………………………………………………..12 7.1 Specific Assessment Criteria and Marking Rubric..............................................................................127.2 University Generic Assessment Criteria..............................................................................................137.3 Specific Marking Criteria…………...………………………………………………………………………..14 7.3.1 Element 010 (Research Poster)………………………………………………………………..14 7.3.1 Element 011 (Full Research Proposal)...……………………………………………………..158. Assessment Offences............................................................................................................................169. Learning Resources..............................................................................................................................199.1. Library.................................................................................................................................................1910. Module Evaluation...............................................................................................................................2011. Report on Last Delivery of Module......................................................................................................20Appendix 1: Re-Assessment Information..................................................................................................22

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1. Key Information

Module title: Research Methods for Business and Management

Module Leader: Andrew ArmitageChelmsford CampusLord Ashcroft Building MAB 301

Extension 6846Email: Andrew.Armitage@anglia.ac.uk

Module Tutors: As per your institution advice

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE) the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too (all new students will have received a printed copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the ModuleThis module provides course participants with the appropriate knowledge, skills and abilities they will need to effectively carry out a piece of small scale business/management research. A particular emphasis will be placed upon developing individuals towards their Masters dissertation/project. A focus is given to the specific issues faced by managers and researchers when carrying out research in an organisational setting. These will include the philosophical aspects of enquiry in social settings, operating in political contexts, negotiating access to key individuals and data, and meeting the research outcomes expected by multiple organisational stakeholders. Consequently, this module will focus on providing individuals with the necessary skills to meet these challenges and therefore effectively plan, carry out and report upon their Masters level dissertation/project.

2.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:

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3. Attendance

Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g.: illness), please contact your Module Tutor and the faculty office by phone or email as follows: Phone: 0845 196 2112, email: laibsabsences-cam@anglia.ac.uk.

Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (Tier 4 student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Failure to do so will have serious implications for your immigration status in the UK. Anglia Ruskin, like all British Universities, is statutorily obliged to inform UK Visa & Immigration (Home Office) of significant unauthorised absences by any student visa holders.

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SKILL Skills acquired in this module

Communication (oral) XCommunication (written) XCommercial Awareness XCultural sensitivityCustomer focus XData Handling XDecision making XEnterprisingFlexibilityInitiativeInterpersonal SkillsLeadership/Management of othersNetworkingOrganisational adaptabilityProject ManagementProblem Solving and analytical skills XResponsibilityTeam workingTime Management XOther Review or synthesize

existing knowledgeInvestigate existing situations or problemsProvide solutions to problemsExplore and analyse more general issuesConstruct or create new procedures or systemsExplain phenomenonGenerate new knowledge

4. Learning Outcomes and Outline Delivery

No Type On successful completion of this module the student will beexpected to be able to:

1 Knowledge andunderstanding

Demonstrate a critical awareness of different research designs and respective methodologies relevant to academic and practitioner researchers working within an international context.

2 Knowledge andunderstanding

Explain their chosen research question/hypothesis and research objectives, and all the relevant elements contributing to a research proposal suitable to researching a contemporary international business topic.

3Intellectual, practical,affective andtransferable skills

Critically evaluate the literature relevant to their research aims in order to develop a conceptual framework or critical stance.

4Intellectual, practical,affective andtransferable skills

Act as an independent self-learner demonstrate the skills necessary to plan, organise, undertake and present an international business project.

Lectures Topics 1 Module overview, nature of management research

2 Formulating and clarifying the research topic

3 Critically reviewing academic literature and academic writing

4 Research philosophies and approaches

5 Negotiating access and research ethics

6 Selecting samples

7 Collecting data through questionnaires

8 Analyzing quantitative data

9 Collecting data through observation and interviews

10 Using secondary data

11 Writing and presenting your project report

12 Issues in research and assignment advice and formative feedback

NB: Listed lectures and topics to be tailored to suit block teaching as required

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5. Assessment

5.1 Type of assessment

The assessment for this module consists of two elements. Final submission dates for elements of assessment vary.

Element Type of assessment Word or time limit

Submission method

Final Submission Date

010 Research proposal Poster

500 Turnitin®UK GradeMark

By 8th July 2016

011 Full research proposal 2500 Turnitin®UK GradeMark 

No later than 12 August 2016 by 2pm

*This poster submission date applies to students taking module on weekly basis only. Students on block teaching will be advised by module tutor of the suitable submission date.

5.2 Qualifying conditions

Method see guidance

notes

Learning Outcomes

% Weighting & Fine

Grade (FG) or pass/fail

(PF)

Qualifying Marksee

guidance notes

Length/duration and other comments

Coursework A(Element 010)

1-4 20% 30 Students produce a 500 word (max) research proposal poster

Coursework B(Element 011)

1-4 80% 30 Final research proposal, maximum word limit of 2500

In order to pass this module, students are required to achieve an overall mark of 40%.

In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specified above

(b) pass any pass/fail elements

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (i.e.: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted

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via Turnitin/GradeMark®. You CANNOT submit work for this element via the iCentres and Academic staff CANNOT accept work directly from you.

Any late work (posted to Turnitin/Grademark®) will NOT be considered and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.3 (a). Submitting your work via Turnitin/Grademark® [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below).

You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Home.aspx

When you submit your paper, remember to include the information:

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When you click Upload, you then see a preview of your file. If you are happy it is the right file, click Confirm to submit your work.

POINTS TO NOTE  1.   The due date as seen in eVision is the official submission deadline.  Any late work will NOT be

accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline. 

2.   Grademark final submission classes will become available at least 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed. All work for one assessment element must be submitted as one file (not in parts).  

3.   All work submitted MUST be entitled by your Student ID number.  

4.   There is guidance about the file types and file sizes supported on Turntin/Grademark – see the section on Preparing my Assignment on : https://vle.anglia.ac.uk/sites/LTA/Grademark/  

5.   Any work handed in via the iCentre will NOT be marked. 

6.   The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of the originality report is not required. 

7.  The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations). 

8.  Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits. 

9.    Full details on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: LAIBS-Grademark-Support@anglia.ac.uk  Furthermore, there is a support VLE site (https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Home.aspx) there are links to videos to show you how to submit your work and to view your feedback.

 

All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.3(b) Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

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You are requested to keep a copy of your work.

5.4. FeedbackYou are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing your mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. This feedback will be available on-line via Turnitin/Grademark® or may be sent directly to your Anglia Ruskin e-mail account.

The marker of your assignment will include feedback on written assignments that includes answers to these three key questions:

1. What is your overall feedback?2. How does your assignment compare to the marking criteria?3. How can you improve in the future?

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.

HOW TO VIEW YOUR FEEDBACK IN TURNITIN GRADEMARKClick on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer.

The Document Viewer will open and the main feedback on your work is shown in the General Comments:

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There may also be Quick Marks on your assignment or a Grading Form/Rubric to show how you performed against the marking criteria, click on the tabs to open them.

Comments List Rubric/Grading Form

6. How is My Work Marked?After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:

Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g.: a presentation or Major Project), it is marked by more than one lecturer (known as double marking)

Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking

External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.

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Jumps to the comment within your assignment Expanded

comments

Number of comments on a page

Expands /collapses comments on a page

Expands /collapses comments

on all pages

Scroll to see how

your work compared with the marking criteria

Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Leadership & Management Departmental Assessment Panel.

External examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.

Anglia Ruskin’s marking process is represented in the flowchart below:

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Student submits work / sits

examination

Work collated and passed to Module Leader

Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader

for ALL locations2

Internal moderation samples selected. Moderation undertaken

by a second academic3

Unconfirmed marks and feedback to students within 20 working

days (30 working days for Major Projects)

External moderation samples selected and moderated by

External Examiners4

Marks submitted to DAP5 for consideration and approval

Marks Approved by DAP5 and forwarded to Awards Board

Any issues?

Any issues?

Students receive initial (unconfirmed)

feedback

Confirmed marks issued to students

via e-Vision

Marking S

tageInternal M

oderation Stage

External M

oderation Stage

DA

P4 S

tage

YES

YES

NO

NO

Flowchart of Anglia Ruskin’s Marking Processes

All work is marked anonymously or double marked where identity of the student is known (e.g.: in a presentation)The internal (and external) moderation process compares work from all locations where the module is delivered (e.g.: Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for each marker and covers the full range of marksOnly modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marksDAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage

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7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric or Grading Form

A++ = 90-100 A+ = 80-89% A = 70-79% B = 60-69% C = 50-59% D = 40-49% F = 30-39% F- = 20-29% F— = 10 -19% F---- = 0-9%

Exec

utiv

e Su

mm

ary

The executive summary is well-focused on the main points for top management. It is exceptionally well-written to highlight your proposed e-business strategy.

An outstanding executive summary that is well-focused and considered. It explains the purpose and conclusions of the report well.

An excellent summary that is clear and succinct. It outlines the main points for the senior management team.

A very good executive summary that highlights the main points which top management would be interested in.

The executive summary highlighted the major points in the report, however, some aspects were missing.

There is the beginnings of an executive summary. You really needed to summarise what the report recommended. The idea of an executive summary is that if top management read just the summarise they would know what the report proposes.

Your executive summary is unclear – make sure to focus on summarising the most important aspects in your report.

You have misunderstood the purpose of the executive summary. You needed to overview the whole report, including the main facts about your recommendation.

There is some attempt to explain the report – but this is not really an executive summary. The executive summary should have overviewed the main recommendation of the report.

NO EXECUTIVE SUMMARYThe executive summary should have overviewed the main recommendation of the report. The idea is that top management do not have to read the whole report to know what it is about.

CREATE ROW for each marking criteria.

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7.2 University Generic Assessment CriteriaANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 7

Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

Mark Bands OutcomeGeneric Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills

Cha

ract

eris

tics

of S

tude

nt A

chie

vem

ent b

y M

arki

ng B

and

90-100%

Achieves module outcome(s) related to GLO at this level

Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication

Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication

80-89%

Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency

Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills

70-79%

Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency

Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

60-69%Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions

Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions

50-59%Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

40-49%A marginal pass in module outcome(s) related to GLO at this level

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent

Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%

A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark

Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions.

Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions

20-29%

Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available

Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions.

Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions

10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions.

Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions

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1-9%

No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions.

No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions

0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes

j7.3 Specific Marking Criteria

7.3.1 Element 010 (Research Poster)

Marking Criteria* Comments Marks

1. Does the working title mirror closely the content of the poster?

Maximum 20%

2. Does the introductory part of the poster inform the reader of the problem or situation and the context the student is interested in?

Maximum 20%

3. Does the poster inform the reader of the rationale of this study?a. What is the research issue?b. Why is it an issue, and why now?c. How and when is it going to be investigated?d. What could this research shed light on?

Maximum (a, b, c, d) a. max 15%b. max 15%c. max 15%d. max 15%

Note: The marking scheme allows flexibility, and it is by no means exhaustive. TOTAL: 100% Organize your research poster materials using headings, such as “Title”, “Introductory Part”, “Rationale”. These headings will help establish a logical flow to your poster.

1) Title: initially this might be regarded as a working title, and ideally should mirror closely the content of the poster. The title is particularly important for a poster. In general, a good title will get people to stop and listen.

2) Introductory part: This informs the reader of the problem or situation and the context you are interested in. The goal is to give the reviewers some basic academic information they can use to evaluate the significance of the research proposal.

3) Rationale for this study. - What is the research issue? - Why is it an issue, and why now? - How and when is it going to be investigated? - What could this research shed light on?

You have to introduce the topic and clarify the significance of what you are trying to present. That is, you have to present research questions with a logical sequencing of facts. You have to give examples to illustrate your rational. Be sure to have a conclusion that summarizes your take-home message (why is it an issue now? what could this research shed light on?).

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Your poster should be constructed so that it presents the desired information in a self-explanatory manner. You have to think of a poster as a series of highly efficient, organized panels upon which appear synopses of the relevant information you want to convey (what is the research issue?) – just enough to get your point across.

Include references. Make it clear that you know what has been done in your area in the past and where your research will fit in.

You have to make your poster visually appealing. Have fun. Be creative. Incorporate colour. Use photographs, graphs, charts, maps, and the like. Simplify charts and figures to include only relevant information. Be attentive to the layout and placement of your materials.

Write clearly. Make sure your poster includes complete sentences and accurate spelling and punctuation.

7.3.2 Element 011 (Full Research Proposal)

Marking Criteria* Comments Marks

1. Introduction - Does the introduction inform the reader regarding the research aims, objectives and research questions?

Maximum 15%

2. Literature review - Does the student critically review at least 6 sources to underpin the study?- Does the literature review demonstrate student’s knowledge of the literature and make a critical link with the research question to be investigated?

Maximum 30%

3. Research design and methodology- Does the student provide a detailed rational of how she/he intend to achieve the research objectives and framework; - Type of investigation.- Data collection method.- Sampling method.- Accessibility issues.- Ethical issues.- Data analysis plan.- Research limitations.

Maximum 40%

4. Timetable and references- Does the student provide a rational timetable? - Do references correctly applied?

Maximum 15%

TOTAL: 100%

1. Introduction You have to introduce the topic and clarify the significance of what you are trying to present. In addition, in this section you have to present the:

- Research aims- Research objectives- Research questions

Please, provide references. Give academic information.

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2. Literature review

This section will demonstrate your knowledge of the literature and make a critical link with the research question to be investigated. Students are expected to critically review at least 6 sources to underpin the study. The literature should mostly rely on published academic journal articles in the research area. This critical activity should produce a conceptual framework.

3. Research Design and Methodology

This section should provide a detailed rationale of how you intend to achieve your research objectives. You are expected to address the following areas:

- Type of investigation : Explain clearly whether your research can be classified as an exploratory, descriptive or hypothesis testing study. Refer to the lecture notes and textbook for details on each type.

- Data collection method : Explain how you are going to collect the data (e.g. postal questionnaire, telephone interview, focus group, etc) and why this fits the purpose of your research.

- Sampling method : Explain whether you plan to use a probability or non-probability sampling design and the specific sampling technique. The study participants should be able to offer the right type of information to enable you address the research problem.

- Accessibility issues : what accessibility issues are you likely to encounter when you collect the data? How are you going to manage the accessibility issues?

- Ethical issues : You must discuss any ethical issues that are relevant to your research topic, participants, and method. Discuss how you are going to deal with the ethical issues.

- Data analysis plan : how you intend to analyse the data you will collect? This section must be consistent with the previous section on data collection method and must be mindful of the nature of the data collected, whether this is quantitative or qualitative.

- Research limitations : Define the limitations of the study that you believe you may encounter and could be affect the quality, scope, or value of the research.

4. Timetable and References

Provide a Gantt chart on how you will use your available time to complete your proposed research. This will provide an indication of the viability of the proposal. You will need to justify your plan.

The reference list at this stage need not be lengthy, only sufficient to inform your proposal. The list must include all the sources that were cited and consulted in writing the research proposal. You must use the Harvard Style of referencing.

8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected.

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You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g.: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;

using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;

rewording someone else’s work, without referencing them; and handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.

Examples of collusion include:

agreeing with others to cheat; getting someone else to produce part or all of your work; copying the work of another person (with their permission); submitting work from essay banks; paying someone to produce work for you; and allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

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Examples of cheating include:

taking unauthorised material into the examination room; inventing results (including experiments, research, interviews and observations); handing your own previously graded work back in; getting an examination paper before it is released; behaving in a way that means other students perform poorly; pretending to be another student; and trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences.  We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills.  We will make sure that we make available consistent statements about what we expect. In accordance with our ‘Academic Honesty Policy’, you will be able to do tutorials on being honest in your work from the library (http://anglia.libguides.com/GAP) and other central support services and faculties, and will be able to review your work for plagiarism using ‘Turnitin®UK’ (where appropriate), an online service for matched-text. You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. Turnitin®UK will produce a report which clearly shows if passages in your work have been matched with another source. Originality of assessment is an academic judgement and there is no generally acceptable upper or lower similarity score. You may talk about the matched-text in the ‘Turnitin®UK’ report with a member of academic staff to see where you may need to improve your academic practice. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources that will help you develop your academic skills.

Procedures for Assessment Offences

An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

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9. Learning Resources

9.1. Library

Library Contacts

Lord Ashcroft International Business Schoollibteam.aibs@anglia.ac.uk Reading List

Resources Notes

Key text

Wilson, J. (2010). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage..

We will draw heavily on this book. Copies in the library plus an e-book copy

Books

Saunders, M., Lewis, P. and Thornhill, A. (2012). Research Methods for Business Students. (6th edn). Harlow: Prentice Hall.

Bryman, A. and Bell, E. (2011). Business Research Methods. (3rd edn). Oxford: Oxford University Press.

Easterby- Smith, M., Thorpe, R. Jackson, P. and Lowe, A. (2008). Management Research. (3rd edn). London: Sage.

Keleman, M. and Rumens, N. (2008). An introduction to critical management research. London: Sage.

Sekaran, U. and Bougie, R. (2010). Research Methods for Business: A Skill Building Approach. (5th edn). New York: John Wiley & Sons.

Wilson, J. (2010). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage.

Useful background textbooks

Journals

It is important that you draw from material contained in academic journals. These are some relevant titles. Available in the Digital Library.

Websites

Research in Education (RESINED), 2008. Research in Education Home page. [online] Available at <http://www.edu.plymouth.ac.uk/RESINED/resedhme.htm> [Accessed 5 July 2011].

This is a really useful website which explains the process of research carefully and clearly with lots of examples and it covers both qualitative and quantitative research methods.

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Websites

Book Companion website at www.pearsoned.co.uk/saunders

Research in Education (RESINED), 2008. Research in Education Home page. [online] Available at <http://www.edu.plymouth.ac.uk/RESINED/resedhme.htm> [Accessed 14 September 2012].

For access to all resources associated with the key text including revision questions, exercises, and additional case studies.

This is a really useful website which explains the process of research carefully and clearly with lots of examples and it covers both qualitative and quantitative research methods.

Additional notes on this reading listAdditional reading will be recommended weekly in class.Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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11. Report on Last Delivery of Module (not available at time of writing)

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.

Module Code and Title:

Anglia Ruskin Department:

Location(s) of Delivery:

Academic Year: Semester/Trimester:

Enrolment Numbers (at each location):

Module Leader:

Other Module Tutors:Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

Feedback from Students Briefly summarise student responses, including any written comments

Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)

Developments during the current year or planned for next year (if appropriate)

External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION

The re-assessment for this module consists of one or two elements, depending on individual’s circumstance. Check your results in e-vision.

Element Type of assessment Word or time limit

Deadline for assessment

010 Research Poster 500 July 2016 check evision for final dates

011 Full research proposal 2500 July 2016 check evision for final dates

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