Business Research Methods

Brief_6_REM_2122.docx

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Assessment Brief

Read this assessment brief carefully, it tells you how you are going to be assessed, how to submit your assessment on-time and how (and when) you’ll receive your marks and feedback.

Module Code	BBS_6_REM_2122
Module Title	Business Research Methods
Lecturer	Dr Valerio Ficcadenti
% of Module Mark	100
Distributed	[27/01/22]
Submission Method	Submit online via this Module’s Moodle site
Submission Deadline	[19/05/2022 20.00]
Release of Feedback	Feedback will be available online from
Release of Marks	Provisional marks will be available in the Gradebook on Moodle from 09/06/2022

Assessment:

Project assignment overview:

100% - 5,000-Word Individual Written Research Project Report (±10%, excluding cover page, references and appendices)

There is only one assessment for this module. The submission should be a comprehensive and detailed research work in line with the research proposal discussed during Lecture 9. The project should be an original work of the learner.

► The project should start with an introductive chapter where the research is contextualised. The research must be done with the necessary incorporation of relevant literature that can be part of a second chapter or embedded in the introduction.

► The research should be clearly justified with literature and facts from the reality

► The methods adopted should be presented in a dedicated chapter. A clear stepwise explanation of how to perform the research has to be presented. Everything needs to be detailed, from the data collection methods to the measures for the analysis.

► The data used has to be explicitly connected with the research question. If secondary data is used, detailed references of the source need to be provided.

► The findings presented in a chapter devoted to the results have to be framed using the conceptual frame identified in the literature review. Other relevant works identified therein should be comprehensively and critically discussed.

► A conclusive section of the project should include reflections on the findings and should contain comments from the learner.

The project should comprise of following sections/chapters:

1) Introduction (~ 15 % of the words)

2) Literature Review (~ 20 % of the words)

3) The methodology of research, data presentation and data analysis (~ 25 % of the words)

4) Results (25% of the words)

5) Conclusion and recommendations (~ 15 % of the words)

6) Bibliography (As per LSBU Harvard Referencing Style - the words do not count to reach 5000)

7) Appendix (the words do not count to reach 5000)

Project Bibliography/References should be substantially distributed from a variety of sources such as:

Corporate/industry/organisational websites, Web-repositories, e-books, printed books, academic journals, magazines, monographs, reports etc.

Project Submission Instructions:

You must use the dedicated link on Moodle to submit your project. It is subjected to a plagiarism check via Turnitin. Assignments not available at the time of the deadline will be considered late unless an extension has been previously agreed with the Module Tutor.

To submit an electronic copy:

Click on the provided link in Moodle

Type your assignment name in the required field

Upload your assignment

Don't forget to tick the confirmation box

Click on 'add submission.'

Assessment Details:

Type:	Project - Thesis
Resources:	Background reading and resources
Word Count:	5,000-Word Individual Written Research Project Report (±10%, excluding cover page, references and appendices) If the word count is not respected the student will be penalised proportionally to the exceedance of words.
Presentation:	· Work must be referenced, and a bibliography provided · Work must be submitted as a Word document (.doc/docx) · Your student number must appear at the front of the coursework. Your name must not be on your coursework.
Referencing:	Harvard LSBU Referencing should be used, see your Library Subject Guide for guides and tips on referencing.
Regulations:	Make sure you understand the University Regulations on expected academic practice and academic misconduct. Note in particular: · Your work must be your own. Markers will be attentive to both the plausibility of the sources provided as well as the consistency and approach to writing of the work. Simply, if you do the research and reading, and then write it up on your own, giving the reference to sources, you will approach the work in the appropriate way and will cause not give markers reason to question the authenticity of the work. · All quotations must be credited and properly referenced. Paraphrasing is still regarded as plagiarism if you fail to acknowledge the source for the ideas being expressed. TURNITIN: When you upload your work to the Moodle site it will be checked by anti-plagiarism software.

Learning Outcomes

This assessment will fully or partially assess the following learning outcomes for this module.

1) Develop a research question(s) related to a topic, define the research's aims and objectives.

2) Compile a critical literature review that presents the key achievement of scholars and scientists on the topic; critically review methods used by others and map the results obtained in the comparable and concurrent works studied.

3) Present your methodology.

4) Synthesise research findings and make informed judgements in the light of these

5) Develop conclusions and make recommendations based on your findings

Assessment Criteria and Weighting

LSBU marking criteria have been developed to help tutors give you clear and helpful feedback on your work. They will be applied to your work to help you understand what you have accomplished, how any mark given was arrived at, and how you can improve your work in future.

Introduction to the research topic with research questions and objectives. - 10%

A critical review of the literature. The review of literature will be evaluated based on breadth and depth of reporting in terms of the quality of the sources used and the student's critical ability. - 15%

Research Methodology, including ethics and justification. Clear discussion of the choices from a methodological perspective. A clear description of the logical steps made. – 20 %

Data Analysis, Data presentation and Findings. Clear presentation of the result from the analysis described in the methodology section. The capacity of summarising and presenting the data. Summary of the results in such a way they respond to the research questions – 30 %

Conclusion and recommendations. Clear response to the research questions using the findings. – 15%

Presentation of the whole work - Language, structure, format and citations references. - 10 %

	Criteria	Feedforward comments
		100-80%	79-70%	69-60%	59-50%	49-40%	39-30%	29-0%
50%	1. Research Systematic identification and use of academic and relevant resources	Extensive independent relevant research evidenced by quality and quantity used. Ability to draw on own research and that of others.	Extensive independent relevant research evidenced by quality and quantity used. Some autonomous research.	Wide range of relevant sources identified and used. Very little guidance needed.	A range of sources identified and used. Limited guidance needed.	Limited research identified and used. Some guidance needed to complete research tasks.	Some evidence of research but insufficient amount. Needs support to develop research skills.	Little or no research presented. Needs significant support to develop research skills.
	2. Subject Knowledge Understanding and application of subject knowledge. Contribution to subject debate.	Shows sustained breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Awareness of ambiguities and limitations of knowledge.	Shows breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Some awareness of ambiguities and limitations of knowledge.	Accurate and extensive understanding of key aspects of subject. Evidence of coherent knowledge.	Accurate understanding of key aspects of subject. Evidence of coherent knowledge.	Understanding of key aspects of subject. Some evidence of coherent knowledge.	Some evidence of superficial understanding of subject. Inaccuracies.	Little or no evidence of understanding of subject. Inaccuracies.
	3. Critical Analysis Analysis and interpretation of sources, literature and/or results. Structuring of issues/debates.	Very high-quality analysis developed independently. Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.	Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.	Evaluation and synthesis of resources. Use of evidence-based arguments. Identifies trends, inconsistency, congruence, and states the implications.	Evaluation and synthesis of resources. Use of evidence-based arguments.	Some attempt at evaluation and synthesis of resources. Some use of evidence-based arguments.	Limited evaluation of resources. Limited use of evidence-based arguments	Little or no evaluation of resources. Very little use of evidence-based arguments.
	4. Testing and Problem-Solving Skills Design, implementation, testing and analysis of product/process/system/idea/solution(s) to practical or theoretical questions or problems	Autonomous creation and novel implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Almost entirely autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Mainly autonomous creation and implementation. Adapts to unforeseen practical and theoretical challenges to achieve identified goals.	Some autonomy to create and implement. Some adaption made to unforeseen practical and theoretical challenges to achieve identified goals.	Exploration of possible solution(s). Use of established approaches to resolve practical and theoretical problems.	Limited exploration of possible solution(s) using established approaches to resolve practical and theoretical problems.	Little or no exploration of solution(s). Question or problem unresolved.
	5. Experimentation Problem-solving and exploration of the assessment including risk taking and testing of ideas.	Evidence of rich, in-depth exploration and highly innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes exciting new connections possible within discipline. Finds a balance between experimentation and resolution to create a highly coherent and innovative piece of work.	Evidence of in-depth exploration and innovative problem-solving. Responds to assessment in a way that pushes boundaries and/or makes new connections possible within discipline. Finds a balance between experimentation and resolution to create a coherent and innovative piece of work.	Clear evidence of exploration and experimentation. The work may not find the balance between experimentation and the attempt to create a coherent piece of work.	There is some problem-solving evident but lacks creative exploration and experimentation.	Some evidence of limited problem-solving. Appropriate response to assessment but there is little development and exploration evident.	Some evidence of engagement with assessment but it is insufficiently developed. Unable to engage with the challenges of assessment.	Little or no evidence of engagement with the assessment, it shows little development.
	6. Practical Competence Skills to apply theory to practice or to test theory	Consistently applies comprehensive practical and/or technical skills which reflect the correct application of theory to context.	Applies comprehensive practical and/or technical skills which reflect the correct application of theory to context.	Applies practical and/or technical skills very well and with careful application of theory to context.	Applies practical and/or technical skills correctly and with some application of theory to context with only minimal errors.	Applies a sufficient level of practical and/or technical skills but with some errors. Limited application of theory to context.	Applies some aspects of the practical and/or technical skills but these are incomplete or contain important errors. Very limited application of theory to context.	Limited application of some aspects of the practical and/or technical skills. No application of theory to context.
	7. Communication and Presentation Clear intention in communication. Audience needs are predicted and met. Presentation format is used skilfully. Work is well structured.	Communication is entirely clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.	Communication is clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.	Communication is clear, mostly persuasive and compelling with skilful use of the presentation format. Presentation addresses the needs of the audience.	Communication is clear, with skilful use of the presentation format. Presentation takes into account the needs of the audience.	Communication is mostly clear and presentation format is adequate. Presentation may sometimes not take into account the needs of the audience.	Communication is unclear because presentation format is not used adequately and/or the needs of the audience are not taken into account.	Communication is very unclear because presentation format is not used adequately, and the needs of the audience are not taken into account.
	8. Academic Integrity[footnoteRef:1] [1: The application of this criterion is independent of the process outlined in the Student Academic Misconduct Procedure] Acknowledges and gives credit to the work of others follows the conventions and practices of the discipline including appropriate use of referencing standards for discipline.	Consistent, error free application of relevant referencing conventions with great attention to detail.	Consistent, error free application of relevant referencing conventions.	Consistent application of relevant referencing conventions with few errors.	Application of relevant referencing conventions, with some errors and / or inconsistencies.	Generally correct application of relevant referencing conventions, with some errors and / or inconsistencies.	Limited application of referencing conventions and / or errors.	Very limited or no application of referencing conventions, and/or multiple errors.
	10. Personal and Professional Development Management of learning through self-direction, planning and reflection	Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by extensive evidence	Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by evidence.	Reflection and planning are self-directed, continuous, habitual and evidenced clearly. Strengths have been built on; weaknesses have been mitigated.	Evidence that a cycle of reflection and planning has been continuous and productive. Actively works to develop strengths and mitigate weaknesses.	Evidence that reflection and planning have led to increased disciplinary engagement and commitment. Developing an awareness of strengths and weaknesses.	Weak evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses.	Insufficient evidence of reflection or planning for learning and no evidence of awareness of personal strengths and weaknesses.
	11. Performance Quality Demonstration of embodied practice including affecting and being affected.	An exceptional level of embodied awareness revealed in a highly sensitive and detailed performance.	Highly developed embodied awareness; consistent detailed and accurate responsiveness; clear and dynamic intentionality / connectivity	Well-developed embodied awareness; for the most part, a detailed and accurate responsiveness; a dynamic intentionality / connectivity	Some moments of embodied awareness; responsiveness is more generalised; intentions / connections are evident, but not dynamic	Little evidence of embodied awareness; responsiveness is slow and inorganic; intentions are self-conscious or guarded and lack connection	Blocked embodied awareness: attempts are frustrated by lack of engagement or resistance to make connections.	Responsiveness is consciously withheld; there is no attempt to make connections or embody intentionality
	12. Data literacy Competence in working ethically with data including data access, data extraction, interpretation and representation.	An exceptional level of competence in the ethical use and presentation of data.	Highly developed competence in the ethical use and presentation of data.	Well-developed competence in the ethical use and presentation of data.	Evidence of competence in the ethical use and presentation of data.	Limited evidence of competence in the ethical use and presentation of data, with some minor errors.	Evidence of limited competence in the ethical use and presentation of data, with some major errors.	Little or no evidence of competence in the ethical use and presentation of data.

See also this simplified version of the rubric where weights are reported:

Coursework Assessment criteria

Total

Mark (%)

Introduction and background

Problem formulation and background; original and valid choice of topic; forming and developing the problem and question to be analysed; the clear scope of the work with concise objectives and aims.

10%

Literature review

Understanding and application of appropriate theory and framework. An initial discussion on the related academic literature and theoretical underpinning relevant to the research topic. This includes a variety of academic sources of information.

15%

Methodology

Appropriateness and soundness of chosen research methods; supporting rationale for choices (relating back to research question, objectives and aims); viability of methods applied.

20%

Data presentation, analysis and interpretation

The extent to which the main body covers stated objectives, use of evidence discussion and analysis of results (triangulation). This includes a discussion of the developed findings with past academic results and secondary data in light of the study's aims and objectives.

30%

Conclusion and recommendations

Strength and appropriateness of conclusion; relevance and practicability of recommendations derived from the developed findings.

15%

Presentation of the whole work

Structure of the research report including chapter and paragraph structure, formatting and attention to detail, clarity of expression, coherence of the argument, choice of title, use of appendices; appropriate and LSBU required referencing in Harvard style.

10%

Total

100 %

How to get help

We will discuss this Assessment Brief in class. However, if you have related questions, please contact me Dr Valerio Ficcadenti at [email protected] as soon as possible.

Resources

https://rl.talis.com/3/lsbu/lists/92D88E16-B375-A567-6F28-2C24B293C326.html