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METHODS, METRICS AND ANALYTICS (CBM839)

Module Coordinator: Name: Dr Konstantina Martzoukou Tel: 263838 E-mail: [email protected]

Module Handbook 2020/21

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Robert Gordon University School of Creative and Cultural Business Session : 2020(Jan) Semester : 1

Module Number : CBM839

Module Title : Methods, Metrics and Analytics

CW (e.g. C1, C2, C3) : 1

Sub deadline : Monday 21st December (by 1pm)

Module Coordinator : Dr Konstantina Martzoukou

HANDING IN ASSESSMENT WORK Coursework should be submitted electronically via the designated Assignment Dropbox in the Module Study Area in CampusMoodle. The University operates a Fit to Sit Policy which means that if you undertake an assessment then you are declaring yourself well enough to do so.

• Deferrals – If you are not fit to sit an assessment, you should complete a ‘Deferral Request Form’.

• Extensions – If you require a short extension, you should complete and submit a ‘Coursework Extension Form’.

These forms are available on the RGU website at: www.rgu.ac.uk/academicregulationsstudentforms or through the RGyoU Portal under the ‘My Results’ tab. You should submit the form through your RGU email account to your School-specific email address, which can be found at: www.rgu.ac.uk/academicregulations Supporting evidence should be scanned and included with the email. Coursework received late, without valid reason, will be regarded as a Non- Submission (NS) and one of your assessment opportunities will be lost. PLAGIARISM “Plagiarism is the practice of presenting the thoughts, writings or other output of another or others as original, without acknowledgement of their source(s). All material used to support a piece of work, whether a printed publication or from electronic media, should be appropriately identified and referenced and should not normally be copied directly unless as an acknowledged quote. Text translated into the words of the individual student should in all cases acknowledge the source.” Before submitting assignments, you should check through it to ensure that:

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• all material identified as originally from a previously published source has been properly attributed by the inclusion of an appropriate citation in the text;

• direct quotations are marked as such (using “quotation marks” at the beginning and end of the selected text), and

• full details of the reference citations have been included in the Reference List (in RGU Harvard format).

Students are encouraged to review their work using the Turnitin Plagiarism Detection Service via CampusMoodle before final submission. For further information on academic honesty, please see: http://campusmoodle.rgu.ac.uk/course/view.php?id=76611 For further information on academic writing, please see: http://www4.rgu.ac.uk/energy/induction/page.cfm?pge=48530 For further information on RGU Harvard Referencing, please see: http://libguides.rgu.ac.uk/rguharvard WORD COUNT If the word count of an assessment is considered critical, then this will be reflected in the assessment criteria for that assessment. Generally, the title page, executive summary (or abstract), contents page, lists of tables and figures, glossary (if required), reference list, bibliography (if required) and any appendices are not part of the word count. Everything in the main body of text, including headings, sub-headings, citations and direct quotes, is included in the word count. Anything you consider essential for your marker to read should be in the main body of text. Anything that is supplementary or supporting material should be in the appendices. Regarding tables in the main body of text:

• A table containing mainly numeric content would not be considered part of the word count.

• A table containing mainly text content would be considered part of the word count.

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Module Information

Aim of the Module

The module provides students with an understanding of a range of research

methods, metrics and analytics applicable to both academic enquiry and

professional practice. Students will be introduced to a range of computational and

non-computational methods used to gather, analyse and present data.

Learning Outcomes of the Module

On completion of this module, students are expected to be able to:

1. Identify a relevant and feasible research/project question and plan for the

purposes of conducting an MSc Dissertation or an approved work-related

project topic within a subject-relevant field or professional practice.

2. Explore, critically select and evaluate relevant research theory and

knowledge of utility to professional practice relating to the objectives of the

dissertation or project topic.

3. Design and critically evaluate feasible and appropriate methods, tools and

techniques for piloting, gathering, prototyping, analysing and presenting

data in a form appropriate to the research/project context.

4. Demonstrate self-sustaining and cogent research and project management

skills at an appropriate level, developing a critical understanding of the legal

and ethical considerations in the collection and management of data.

5. Critically appraise, where appropriate, the quality and value of

research/project related outcomes in professional practice.

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The module will introduce a variety of research approaches and methods,

principles of research design and analysis with practical examples that would be

as relevant in professional life as in academic research. In the context of the course, this module also acts as a foundation for the Master’s Research Project.

The module progresses from a more general overview of the research process and

design to more specific topics, covering particular research methods for data

collection and analysis (quantitative metrics and qualitative analysis approaches).

We begin by examining why research and research skills are important

professionally, before looking briefly at the underlying theories that shape

contemporary research in the Social Sciences. The range of research approaches

covered in this module encompasses the different views on social research ranging

from empirical and quasi-scientific approaches to more interpretive approaches.

Some will be more relevant to you than others, depending on your chosen topic,

the tradition of your discipline and, of course, your personal motivation behind

your research. You may have studied research methods before as part of your

undergraduate study, however, at postgraduate level, it is expected that you

revisit some of these methods to understand them at a deeper level.

Research Topic

After the completion of the first few weeks, you will be asked to submit your initial

idea around your research/project topic and, according to its nature, you will be

assigned to a suitable supervisor. It is important that you choose a topic of strong

and genuine interest. You are going to spend much time investigating the topic

you choose, and it is essential that you are enthusiastic about it. This topic will

form the basis of your Research or Project Proposal, the assessed coursework of

this module and, if you decide to continue to the MSc stage, it will also form the

basis of your MSc CBM101 Research Project module, under the supervision of the

same member of staff.

Submitting the Research Topic

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You should submit your research/project topic idea to the 'Research/Project

Topic Idea Dropbox' in the Assessment Area of the module. We would like you

to consider the following areas:

• Describe your topic idea (i.e. what are the research/project issues you

want to explore? (describe your theme and argue the value of

researching/exploring it) – up to 100 words.

• What kind of access to organisations/people/documents/processes would

you need to conduct you study? Do you anticipate any problems in

collecting data or compiling your project? You can discuss ideas for

collecting data/project methods – up to 100 words.

• Please list up to three academic journal articles or industry reports you

have read that are relevant to your topic. What have they found? – up to

100 words.

Please note that this is not an assessment. This information will help us allocate

you a suitable supervisor. The process will take around two weeks.

It is the responsibility of the student to contact their allocated supervisor as soon

as possible to start the planning process. Meanwhile, any general queries on the

module itself should be addressed to the Module Coordinator.

Assessment

CBM839 Methods, Metrics and Analytics is assessed based on a Research or Project

Proposal which also include a Research/Project Progress Outline Presentation.

The Research/Project Progress Outline Presentation

After students have submitted their research or project idea and the supervisor

allocation process has been completed, they should start communicating with their

supervisor with the aim of preparing their research or project progress outline in

the form of a presentation. The presentation contributes to the overall grade for

progress (10%) and it is marked as part of the Research or Project Proposal report

at the end of the module. The progress mark relates to both the presentation and

your ability to initiate and develop ideas further, responding to the supervisor’s

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initial feedback. The presentation is therefore seen as an interim exercise as part

of ‘formative assessment’, i.e. an opportunity for students to gain valuable

feedback and ideas prior to completing the Research or Project Proposal.

Please note that students are expected to submit their presentation (or the URL

link to it) to the CampusMoodle Dropbox that has been set up for that purpose

(please see the module calendar for the set deadline below) and should notify by

email their MSc supervisor that it has been submitted.

The Research or Project Proposal

The Research or Project Proposal is a report that describes and discusses the

essential features and plans of a research/project to be conducted in the future,

actual or hypothetical (depending on whether you will be continuing to the MSc

stage or not). It constitutes the summative assessment for the module and will

determine whether you pass the module and whether you are able to take the

research or practical project further towards a Master's Degree.

Guidelines on how to prepare the progress outline presentation and the

proposal are available below.

MSc CBM101 Research Project Module As explained above, the Research or Project Proposal is directly linked to the

CBM101 Research Project module, which is the final 60 credit module of your MSc

degree. After completing CBM839 Methods, Metrics and Analytics, students will be

expected to carry out the proposed research or project as part of the MSc stage.

It is expected and advisable to keep the same topic because you will spend

considerable effort and time preparing it. If there is a real practical difficulty in

carrying out that research/project and you decide to change the topic, another

short Research/Project Proposal (approx. 2000 words) for the new topic must be

submitted for approval to the module coordinator (this does not apply on the basis

of small changes to your initial research/project idea or when there is a change of

method in relation to your existing topic- in those cases you should just liaise with

your supervisor).

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Students who undertake the Master’s Research Project should appreciate that

conducting academic research or a practical project at that level involves a lengthy

process, which requires ongoing refinement of ideas and possible adjustment of

proposed methods/approaches. It is recommended that you consult your

supervisor on a regular basis to agree on a feasible plan.

CBM839 Module Calendar Please note that this module is delivered by means of ‘live’ online sessions which

take place every Friday via BlackBoard Collaborate (please note that we will also

be using Microsoft Teams in some sessions and we will notify you of this).

‘Workshop’ sessions follow the style of a lecture with short or longer practical

activities students take part in as well as discussions. You will receive guidance

every week on the arrangements for the class. Where you see ‘Independent Study’

you should watch selected recorded lectures, available via Panopto ‘Lecture

Capture’ (in the module area) in advance of the class. Be ready to arrive with

questions to discuss.

Courses

MSc in Corporate Communication and Public Affairs MSc in Fashion Management MSc in International Tourism & Hospitality Management MSc in International Marketing CBM839 METHODS, METRICS & ANALYTICS Dr KONSTANTINA MARTZOUKOU

Module title

Module leader

Date Themes Description 2nd Oct

WORKSHOP Introduction to the Module/Social Research Selecting a Research Topic

In this topic we are concerned with the role, purpose and impact of research within a professional context as well as the impact and ethical implications of the research process itself. Once these concerns are addressed, we’ll proceed with a brief review of the main methods used in social research then on to the various philosophies underpin these methods.

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DISCUSSION

These notes have been designed to focus your mind on the process of selecting and formulating a research topic. Overview of previous research topic examples.

9th Oct

WORKSHOP Reviewing the Evidence Literature Searching DISCUSSION

The purpose of this topic is to examine the essential characteristics of the literature review, which is a key element in research and plays a vital role in shaping the MSc dissertation. The purpose of the literature review is to demonstrate awareness of and ability to critically discuss the work already published in a particular research area as well as to put into context your research or project. This session will be a practical overview of searching using different sources (databases, search engines & social media) Discussing student ideas for research topics.

16th Oct

WORKSHOP Data Collection Methods & Mixed Research Introduction to Different Sources of Evidence (primary/

The aim of this topic is to provide an overview of different research designs for data collection in social research, comparing and contrasting their main features. As is common to many textbooks, these are classified here under the headings of experimental, quasi- experimental, and non-experimental. This topic continues the idea of the research planning as a decision-making process. Each type of research design is described and then we look at the situations in which they might be used, and the main decisions, which would concern the researcher at the planning stage. The topic also addresses mixed research designs. This topic introduces the definitions, the principles and the processes of different sources of data/evidence (primary and secondary). A primary data source is an

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secondary data) DISCUSSION

original data source, that is, one in which the data are collected first-hand by the researcher for a specific research purpose or project. A secondary data source provides data that already exists and has been collected by others. The topic offers an introduction to different types of data (e.g. open data, corporate data, social media data, administrative data, transactional data). Continuing with topic discussion ideas and potential methods that work.

23rd Oct

WORKSHOP Text Based and Visual Research

This topic introduces key elements in secondary data collection, (e.g. text and images) as a data collection and analysis method and offers an introduction to content analysis, discourse analysis, narratology and semiotics.

30th Oct

WORKSHOP Open Data Analytics INDEPENDENT STUDY Social Media Analysis

Guest session by Dr Ebuka Ibeke. This topic offers an overview of the process of data visualisation giving practical examples of how open data could be used for research and going through the process of identifying and analysing the datasets for research purposes. This is a recorded lecture by Dr Graeme Baxter on social media analysis, offering an overview of research projects that have been conducted by the Information Management team. A useful topic for students who are considering social media analysis as a method for their research or project.

MONDAY 2nd NOV BY 1PM - SUBMISSION OF RESEARCH/PROJECT TOPIC

IDEA

6th Nov

WORKSHOP Interviews and Focus Groups

The aim of this topic (which is linked to primary data collection) is to introduce the major issues associated with the use of interviewing as a primary data collection method. The text will provide definitions of ‘interviewing,’ it will then briefly consider sampling before examining differing ‘types’ of interview and question construction. Consideration will be given to the skills needed to conduct successful interviews. The topic will also address briefly some key elements in the design of focus groups (e.g. purpose, composition).

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13th Nov

WORKSHOP Case Studies Ethnography & Cross-Cultural Research

This topic provides a definition of case research design and a comparison with other research designs. It also offers an understanding of sampling and validity in case research. In this topic, we explore the basic concepts of ethnography as a research design and examine the methodological considerations involved in carrying out ethnographic and intercultural research in the field of management and organizational studies.

20th Nov

WORKSHOP Qualitative Data Analysis Hermeneutics & Critical Approaches

This topic examines how to organise, analyse and represent qualitative data collected via primary or secondary data collection methods. Qualitative data analysis is a cyclical process that is subject to fewer rules than quantitative data analysis and is more reliant on the researcher(s) judgement. Qualitative data is typically generated through interviews, focus groups and case study methods of research and can also, if open questions are used, be collected through questionnaires. Interviews particularly generate rich and varied data. This topic outlines the area broadly known critical approaches to research data analysis, in particular with reference to management and organizational studies. As part of this theme we shall introduce the range of research approaches that belong to hermeneutics, a method concerned with the interpretation of language and texts. More specifically we shall discuss semiotics, rhetoric & discourse analysis in the context of organisational and management studies. These can be used to analyse qualitatively texts and social media communications. Finally, we will introduce the range of research approaches that belong to hermeneutics, a method concerned with the interpretation of language and texts. More specifically we shall discuss semiotics, rhetoric & discourse analysis in the context of organisational and management studies.

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INDEPENDENT STUDY Historical Research Advanced Textual Analysis

Depending on your method, please watch on or of the following recorded topics. This is a recorded lecture by Professor Peter Reid, which addresses the use of historical research methods by primarily examining them in the context of social science research. Social science research is, after all, what we are in the business of investigated here. However, historical research still has something important to tell us in a broader context and that is what this lecture will cover. This is a recorded Lecture by Dr Fiona Smith which offers an overview of the process of textual analysis with examples and key theoretical approaches.

MONDAY 23rd NOV BY 1PM - SUBMISSION OF RESEARCH/PROJECT

PROGRESS OUTLINE ONLINE PRESENTATION

27th Nov

WORKSHOP Surveys & Sampling

This topic covers the key steps in designing a survey (primary data collection) including issues and strategies associated with sampling, the administration of data collection instruments and the strategies which are employed to maximise response rates.

4th Dec

WORKSHOP Questionnaire Design DISCUSSION

In this topic we consider the use of questionnaires as primary data collection instruments. Data collection instruments can be adapted for use in different research designs and to collect different types of data. Questionnaires can be used in experimental and non- experimental designs and are particularly suited to occasions when collecting data from a large sample and/or when it is possible to be quite precise in the definition of the research problem and the specific issues which need to be addressed. It is well suited to use in surveys and is generally a widely used data collection method in the social sciences. In this session we will critically review different questionnaire instruments.

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11th Dec

WORKSHOP Quantitative Data Analysis SPSS Quantitative Data Analysis

This topic considers the analysis of quantitative or semi-quantitative data. This is the kind of data which would be derived from closed or structured questions in a questionnaire survey, from textual and social media analyses or from the structured scoring or measuring of events and activities. It is the kind of data, which lends itself to statistical analysis. Practical with John Little.

18th Dec

WORKSHOP Preparing the Research Proposal Ethics, Presentation & Risk Analysis

This topic explores the process of preparing the research proposal. This is clearly of relevance to your assignment for this module. However, the aim of the topic is to present research proposals as useful planning exercises in their own right, and to show how they are relevant to research in a variety of contexts and not just the Masters course. This topic considers the ethical dimensions of research, the understanding of which is important for ensuring mutual respect and confidence between investigators and participants. This topic also examines the style and presentation of research writing, which are important elements for successful communication.

-End of Teaching-

MONDAY 21st DECEMBER, BY 1PM - Research/Project Proposal Submission

Methods, Metrics & Analytics Assessment Guide The Research or Project Proposal will identify and make clear the exact nature of

the assumptions, content, and approaches which need to be planned, managed

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and mastered for the successful completion of the Master's Degree CBM101

Research Project, which forms the next stage of your course.

Research and Project Route

There are two routes to the MSc stage, the research and the project route.

The research route is appropriate for students who wish to collect and analyse

data to explore an issue/theme of academic research interest that is relevant to

the area of their study. This may involve the collection and analysis of primary

(new) or secondary (existing) data or a combination of both. All academic research

involves a process of evidencing, a detailed methodology and an action plan, as

well as a critical discussion that addresses the outcomes of the research, often

with recommendations for further research.

The project route is appropriate for students who would like to investigate an

industry related problem or on an activity with a more practical outcome/focus

that may involve, among others, the development of a toolkit, a pilot, a

professional solution to an agreed work-related problem or opportunity, a

documentary, a training/short course, a public relations or marketing solution,

the design of a website, blog or magazine, specific market research aimed at a

client, organisation or business, the implementation of a specific organisational

strategy, a business plan, a prototype system, a digital media strategy, a

consultancy report with recommendations etc. A project may also involve action-

research connected to student’s direct working environment, aligned with practical

activities they are involved in at work (this should be relevant to the student’s

course, it should address ethical concerns and also a reflective cycle).

In order to fulfil the requirements of the research methods component of the

module, all projects will still be expected to include evidencing (e.g. what other

similar projects on the theme exist, what gaps are present that the proposed

project will address, a detailed methodology and action plan (that will

discuss/justify the choice of production/preparation techniques or media used for

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the project, the indented audience, and the timeline of each stage). A practical

project may also have an element of data collection (e.g. intended users/audience

analysis, analysis of competitors’ activities).

The length and duration of each of the stages of the research or project (e.g. data

collection, design, execution, analysis, discussion) should be agreed with the MSc

supervisor and it should follow a realistic and feasible plan as appropriate for the

requirements of MSc study. The difference is that (at the MSc stage in the following

semester) research topics include a final chapter with a critical discussion on the

findings of the data collection and analysis, whereas project topics include a

practical outcome (where appropriate in the form of for example, a digital media

communication, a magazine article, a marketing consultancy report etc.

depending on the focus of the project) together with a critical reflection of the

outcomes. The critical reflection could include a critical discussion of the

appropriateness, effectiveness, potential use and impact of the practical

component, compared with other established best practice and approaches in the

area/field of concern or organisation the project is relevant for. In that student

may consider what was effective and what was challenging, what they would have

done differently and what future steps could be taken to improve/enrich/further

develop the practical component (e.g. further user/audience consultation,

additional competitive analysis etc). The reflective part together with the practical

outcome component count towards 50% of the final mark. These requirements

are presented in section ‘Assessment of the CBM101 Research Project (MSc

stage)’ further down in this document (in point d).

Guide to the Research Progress Outline Presentation

The ‘Research progress outline presentation’ is an interim exercise, which offers

you an opportunity to gain valuable feedback on your research/project ideas and

plan. You will also be able to practise your online presentation skills using a tool

of your choice. Presentations are an essential aspect of communication in

professional life.

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The presentation contributes to the overall grade for progress (10%), which forms

part of your final assessed coursework, ‘The Research or Project Proposal’. The

grade for progress takes into account your progress presentation together with

your general progress and initiative in developing and responding to ideas through

reading and discussions with your supervisor after the presentation has been

submitted. The presentation format requires that you express your thoughts and

communicate your plans of action in a concise manner. The feedback of your

supervisor helps you to correct mistakes, make amendments to your plans and

though processes that go into the Research or Project Proposal.

Content

In relation to the content of your presentation please ensure that:

o You have identified the principal authors and sources that have

contributed to identifying your research or project related

issue/topic/problem.

o You have demonstrated an understanding of your research/project focus

by providing a basic rationale (which justifies the importance of

conducting this research or project, identifying gaps in research or

industry related insights).

o You have stated the aim of the research or project (in one or two

sentences) and listed your objectives which demonstrate the steps to be

followed for collecting the data or conducting the project (around 4-5

objectives).

o You have indicated your initial thoughts about the research or project

design and methods which you feel are the most appropriate to fulfill your

objectives.

Presentation Tool

This exercise offers you the opportunity to develop new skills and therefore, there

are different ways in which you can prepare your presentation:

Microsoft PowerPoint

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In this context, Microsoft PowerPoint is only a tool, a visual aid to structure your

thoughts. You can use this facility in a creative way, for instance by drawing

diagrams or mind maps. You may also wish to follow these general guidelines:

• 7 to 10 slides should give you enough space to report your progress.

• Try not to pack too much information onto a slide; keep the lay-out

simple and consistent and use the notes page underneath, if you wish,

for additional information.

• Generally, you should have no more than 6 words per line, and no more

than 6 lines per slide.

• Your presentation should have a voice-over narration or video.

Powtoon

Powtoon https://www.powtoon.com is a useful video tool that allows easy

animation and has a range of different templates. Ideally, your video should not

be more than three minutes long and it should have a voice-over narration. Please

see these guidelines on good practice in Powtoon presentations:

https://www.ned-potter.com/blog/5-tips-to-make-a-great-powtoon-video

Padlet Padlet: https://padlet.com/ can be a useful tool for sharing your research ideas in

the form of story boards. You can add audio-visual information and links as well

as record your own video and voice. Start by creating an account. Click on ‘Make

a Padlet’ and choose the option that is best for you (see below). Add any visual

information you would like, links etc. Add your audio/video of you presenting it

with each item you create.

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You may change the background, colours etc. and be creative. Focus on the quality

of content and the aesthetics of information. Experiment and learn how to use this

tool if you have not used it before.

To ensure that your work on the Padlet is secure please export and save a PDF

version of it via the tool options. The PDF of your Padlet should be added to the

submission dropbox. For more step-by-step guidelines of what to do that please

visit this link https://www.lifewire.com/how-to-insert-a-pdf-into-word-4690642

Submission and Delivery of Presentation

All students are expected to submit their presentation electronically via the

online dropbox (in the ‘Assessment Area’ of the module) by the set deadline in

the calendar. This could be in the form of a Microsoft PowerPoint presentation,

a PowToon video link or a Padlet uploaded to the CampusMoodle Presentation

Dropbox.

Content of the Research/Project Proposal

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On submission, the proposal should be approximately 4,000 words in length

(+/-10%) and should include the following features:

(1) Provisional Title – representing the research/project as it stands (although

it might not be the title of any completed dissertation/project in the future).

(2) Table of Contents – including table of figures and tables.

(3) Abstract (research)/ Executive Summary (projects) – a short synopsis

of the proposal (200-300 words) providing a summary of the rationale, objectives

and methodology.

(4) Introduction/background and rationale – introducing the general subject

area and the background of the proposed research/project with key references to

relevant research/reports/key industry insights. This section should also detail the

specific aspects of the topic to be investigated and explain briefly the rationale of

the research/project, i.e. the reasons for undertaking this research/project with

some key evidence drawn from the literature review.

(5) Aims and objectives – the aim will state what the research/project sets out

to achieve (in one or two sentences) while the objectives will state the various

practical elements of investigation necessary to achieve this aim (in 4-5

research/project objectives listed in bullet points).

(6) Evidencing & Literature Review – explaining the reasons for undertaking

the research/project more analytically (your rationale) by relating it to a

preliminary literature review/evidencing dealing with the relevant theory, best

practice, established approaches, techniques and/or research already existing in

the field. This preliminary survey of the relevant literature should include the key

sources, which have helped to shape the underlying ideas for the research/project

and provide justification for the significance of the research/practical problem.

Therefore, it should be appraised critically, not just described.

(7) Methodology and theoretical approaches – discussing the merits of the

proposed methodological and theoretical approaches that will be applied with

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references to key research methods or industry theoretical insights (e.g.

models/frameworks). It should also indicate the practical steps for collecting

research data (e.g. by means of a survey, interviews, case studies etc.) or for

compiling the project (e.g. what tools, platforms, techniques, approaches are

going to be used for delivering it). It is also a good practice to briefly discuss the

steps to be used to identify the literature/evidence (e.g. any key databases,

journal sources, industry insights, market research sources etc.) which will provide

the conceptual framework to the research/project and (if appropriate) the

methods that will be used for data analysis. If you are preparing a project with a

practical outcome/component (such as a documentary, a website or a magazine

article) which does not involve the collection of any primary data for analysis, you

can offer an overview of the potential/actual intended audience/recipient

organisation (user analysis) or a broader market analysis as appropriate. Your

methodology should follow SMART objectives:

• Specific – Address clearly in your research/project who

(participants/documents), what (sampling), where (context/location),

when (timeframe), which (what will be

analysed/created/communicated) and why (the value of doing this).

• Measurable – Making sure that you know how to measure/analyse the

data you are using to achieve your research/project goal.

• Attainable – Lay out how to achieve your most important goals (what

methods relate to what objectives you have set).

• Realistic – Ensure that everyone is willing to take part in your

research or that the documents/data is available / so that you are able

to achieve your goals for your project or research.

• Timely – Making sure that you can follow a timeline in which you can

manage your goals/each one of your stated objectives for the

research/project (within the available timeframe for your master’s

research).

(8) Plan of action – should outline the practical steps necessary to fulfil the

stated objectives and propose a realistic work schedule identifying the more

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specific stages and timescales of the research/project (e.g. review of the

literature/evidencing, preparation of research instruments data collection stages

or designing the practical component of the project, data/user analysis stages and

writing up as applicable to your research). This could be presented in the form of

a Gantt chart.

(9) Resource Requirements – should briefly identify and discuss essential and

likely resource requirements, e.g. visits to organisations, interviews, computer

facilities, software, equipment, media and sources of funding if necessary.

(10) Ethical and risk considerations – these should constitute a dedicated

section where you demonstrate that you have considered potential ethical or risk

problems, particularly if you are undertaking empirical research or if your project

involves access to personal data or the representation of individuals and groups

via textual or audio-visual methods. If you intend to pursue the

research/project at the Master level, it is essential that permission from

organisations/people likely to be involved in your research/project has been

sought at the proposal stage. It is acknowledged that permission may not be

granted by the time you submit but, nevertheless, your proposal should provide

evidence that you have made the necessary steps to that effect by including a

copy of your request in the appendices.

Also, the proposal must be accompanied by a signed and completed Student

Project Ethical Review form (SPER form) which sets out any ethical

considerations pertaining to the research/project.

(11) Conclusion - The Research or Project Proposal may finish with a brief final

statement summarising the above points and/or adding any extra relevant

information (e.g. progress to date).

(12) References - It is essential that you cite the works which you have used to

prepare your proposal. In line with the School’s policy citations should adhere to

the Harvard format but, in certain circumstances following guidance of the

supervisor, an alternative system may be used. Guidelines on citation according

to the Harvard style are available on the library webpage.

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(13) Appendices - these may include any material which support the proposal

(e.g. additional background information, sample draft questionnaires, draft

interview schedules, correspondence requesting permission to access subjects and

objects of research/project partner letters).

Submission Procedures

The Research or Project Proposal should include a formal title page (see appendix

1) and be accompanied by the completed and signed SPER form. Your work should

be one-and-a-half line spaced, using the Verdana font (size 10 or 11). The

proposal should be written in report-writing style with a numbered contents page

and appropriate thematic sections and subsections. The third person should be

used throughout.

You are expected to submit your research/project proposal online via the

Assignment Submission Dropbox on CampusMoodle. Individual supervisors mark

their tutees’ proposal according to the criteria and weightings detailed below. A

sample of marked research/project proposals are made available for scrutiny by

External Examiners.

In the event that you have to resubmit the work, you will undertake the same

exercise and rework your original topic as directed by your supervisor.

Marking

Part 1. Research/Project Proposal (80%)

a. Rationale/evidencing and literature review;

research/project problem/issue; aims & objectives

(40%)

Coherent discussion of key issues which have been identified

through critical analysis of the relevant literature; realistic

understanding of the component of the research/project field;

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clearly stated research/project issue/problem; well-focused

aim followed by specific and realistic objectives indicating how

the aim will be achieved.

b. Methodology/Theoretical Approaches/Plan of action

(40%)

Clear understanding of different research methods/project

related approaches or techniques and the philosophy

underpinning them; strong rationale for the selection of the

proposed methods/chosen media; when appropriate,

description of the data gathering procedures, user

analysis/profiling or sampling of objects of study.

Part 2. Overall Presentation & Progress (20%)

a. Overall Presentation

Structure, organisation and presentation as appropriate

to report writing and oral/ visual presentation

conventions. The proposal and the progress

presentation conform to guidelines; they are logically

structured and clearly presented. The details of the

Harvard referencing system are followed accurately and

without errors (10%).

b. Overall Progress: Commitment and initiative during

the research/project proposal stage and response and

effective actions taken following guidance from

supervisor (10%).

It is also helpful for you to know the assessment criteria of the MSc CBM101

Research Project module when you embark on it after you have successfully

completed your research/project proposal. These are given below:

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Assessment of the CBM101 Research Project (MSc stage) The assessment will be made on the basis of:

The MSc Research Project must satisfy the following criteria in order to be

accepted for a degree:

• Demonstrate an ordered, critical and reasoned exposition of knowledge

gained through the student’s efforts.

• Display an awareness of the literature available on the topic.

• Be presented in an acceptable form.

The assessment will be made on the basis of:

Part 1. Aims/objectives, evidence & design/planning (50%)

a. The research problem/project issue/ evidencing & Literature (25%)

Identification and justification of the research/project issues/problems;

statement of aims and objectives. Evidence of appropriate reading, critical

assessment of the literature in relation to the research/project

issue/problem. Logical organisation of material, clarity of expression, use

of graphics and diagrams where appropriate; editorial standard, especially

grammar and spelling

b. Methodology/Approach (25%)

Awareness of different perspectives within which the study might be

conducted and justification of the approach taken; design of appropriate

research methods, instruments or project components and critical

evaluation of methods. Logical organisation of material, clarity of

expression, use of graphics and diagrams where appropriate; editorial

standard, especially grammar and spelling

Part 2. For Research: Discussion of findings, processes, experiences and

outputs (50%) Clear analysis, awareness of problematic elements, balanced

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conclusions, discussion of future developments, recommendations where

appropriate, critical reflection, evaluation of practical outcomes. Logical

organisation of material, clarity of expression, use of graphics and diagrams where

appropriate; editorial standard, especially grammar and spelling.

OR

Part 2. For Projects: Discussion of findings, processes, experiences and

outputs (50%) Structure, design, performance and presentation of practical

output. Suitability of output to the subject-matter, engagement with the intended

audience. Critical reflection of outcomes, account of lessons learned (e.g. success

and challenges) and future steps to follow up work (where appropriate). Structure,

organisation and presentation as appropriate to the type of project (e.g. report

writing, documentary, blog, website, magazine, podcast etc.). Presentation output

conventions, structure and clarity. Harvard referencing system conventions.

In some cases, there may not be a clear boundary between a research or project

direction as students may wish to conduct a project with a research component or

research with a project component. In that case the assessor can draw from both

assessment criteria above to assess your work.

Length of sections

Research-based topics: The length of each section/chapter is not strictly

specified but for the research route, the chapters on ‘evidencing & literature’ and

the ‘methodology/approach’ could be together approximately 50% of the length

of the work and the remaining critical discussion of findings, processes,

experiences could be the remaining 50%. Overall, you should consult your

supervisor about the appropriate length of each chapter as this will also depend

on the nature of your research topic. For example, traditional empirical studies

with primary data collection will normally have a separate literature review and

discussion section/chapter whereas theoretical expositions based largely on the

critical analysis and evaluation of facts, theories, and ideas from the literature

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may present the literature review as part of the discussion of findings

section/chapter merging them into one.

Project-based topics: The same as above applies to project topics. Again,

approximately 50% of the length could include the research/project

problem/issue, evidencing & literature review and the methodology/approach,

while the practical component together with the reflective account of the outcomes

could be the equivalent of the additional 50% of the length. For example, for a

screen/audio documentary, students, in consultation with their supervisor, could

broadly follow the rule that 5 minutes of video or audio documentary is equivalent

to 2000 words. Therefore, a video of 15 minutes would be equivalent to 6000

words which together with a 2000 written critical reflection of the outcomes would

notionally fulfil the requirements). However, there are no set guidelines about the

length of the practical component and, depending on the requirements of the

intended audience, a shorter or longer outcome may be justifiable. The practical

outcome should therefore be negotiated with the supervisor during the proposal

stage. The same applies to a website, a magazine article or a consultancy report

(i.e. its length would be counted and that could contribute to the final word count).

Overall, it is important that students propose a feasible and realistic practical

outcome within the time restrictions of the master’s stage.

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Appendix 1 – Example title-page

THE ROBERT GORDON UNIVERSITY

SCHOOL OF CREATIVE & CULTURAL BUSINESS

TITLE

BY

ALISON BROWN MA

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A Research Proposal submitted in partial fulfilment of the

requirements for the Postgraduate Certificate/Diploma/MSc

Degree in ……

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Appendix 2 – Grade Definitions and Descriptors

CBM839 Methods, Metrics & Analytics – Criteria Marking Grid

Grade A B C D E F

Assessment Criteria

EXCELLENT Outstanding performance

COMMENDABLE Meritorious

performance

GOOD Competent

performance

SATISFACTORY Adequate

performance

THRESHOLD Borderline fail

FAIL

Part 1. Research Proposal (80%)

a. Rationale/evidencing and literature review; research/project problem/issue; aims & objectives (40%)

Excellent discussion of key issues which have been identified through a comprehensive and critical analysis of the relevant literature; very realistic understanding of the components of the research/project field; very clearly stated research/project issues; well-focused aim followed by specific and realistic objectives indicating how the aim will be achieved.

Very good discussion of key issues which have been mostly identified through critical analysis of the relevant literature; most of the discussion demonstrating a realistic understanding of the components of the research/project field; overall clearly stated research/project issues; focused aim followed by mostly specific and realistic objectives indicating how the aim will be achieved.

Good discussion of key issues which have been identified through critical analysis of the relevant literature but more detail would have enhanced this aspect. Realistic understanding of the components of the research/project field but in some areas more concrete evidence/discussion could have been provided; the research/project issues are broadly relevant but could be further elaborated on the basis of certain aspects; one or two objectives may be not be realistic or they may not fully indicate how the aim will be achieved.

Limited discussion of key issues. There is a need for additional critical analysis of the relevant literature; unrealistic understanding of the main components of the research/project field in several areas. Not entirely clearly stated research/project issues; the aim could be more focused; some of the objectives require to be more realistic and feasible indicating clearly how the aim will be achieved.

Inadequate discussion of key issues. More evidence needs to be identified through critical analysis of the relevant literature; the work does not demonstrate a realistic understanding of the main components of the research/project field in most of the areas. The research/project issues are not stated clearly; the aim Is not focused and it needs more emphasis on specific and realistic objectives indicating how the aim will be achieved.

The work is incomplete and fails to discuss comprehensively any relevant literature; the work does not demonstrate any realistic understanding of the main components of the research/project field. The research/project issues are not stated clearly at all; the aim is not focused and the objectives are mainly missing. It is not clear how the aim can be achieved.

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b. Methodology/Theoretical Approaches/Plan of action (40%)

Excellent understanding of different research/project methodologies and the philosophy underpinning them. A very strong rationale for the selection of the proposed methods. The description of the data gathering procedures and the sampling of objects of study are exemplary.

Very good understanding of different research/project methodologies and the philosophy underpinning them. A strong rationale for the selection of the proposed methods. The description of the data gathering procedures and the sampling of objects of study are detailed.

Overall good understanding of different research/project methodologies and the philosophy underpinning them. A good rationale for the selection of the proposed methods. The description of the data gathering procedures and the sampling of objects of study addresses a number of relevant areas but more detail/critical discussion could have been included.

Some of the research/project methodologies and the philosophy underpinning them have been discussed but more detail was necessary. The rationale for the selection of the proposed methods requires additional clarification. The description of the data gathering procedures and the sampling of objects of study are limited and some important details/critical discussion are missing.

The research/project methodologies and the philosophy underpinning them have not been discussed comprehensively or critically and a lot of required detail is missing. The rationale for the selection of the proposed methods lacks clarity. The description of the data gathering procedures and the sampling of objects of study are incomplete and many of the required details are missing. There is very little critical discussion.

The discussion of the research/project methodologies and the philosophy underpinning are weak lacking evidence and clarity. The rationale for the selection of the proposed methods is not clear at all/missing. The description of the data gathering procedures and sampling of objects of the study are missing. There is no critical discussion.

Part 2. Overall presentation and progress (20%)

a. Writing style/presentation/organisation/structure/ citation (10%)

Excellent structure, organisation and presentation as appropriate to report writing and oral/ visual presentation conventions. The proposal and the progress presentation conform to guidelines; they are logically structured and clearly presented. The details of the Harvard referencing system are followed accurately and without errors.

Very good structure, organisation and presentation as appropriate to report writing and oral/ visual presentation conventions. The proposal and the progress presentation conform to guidelines; they are mostly logically structured and clearly presented. The details of the Harvard referencing system are mostly followed

Good structure, organisation and presentation as appropriate to report writing and oral/ visual presentation conventions. The proposal and the progress presentation conform to guidelines; they are logically structured and clearly presented in some areas but not consistently through the work. The details of the Harvard referencing system are followed but there are a few errors.

Basic structure, organisation and presentation as appropriate to report writing and oral/ visual presentation conventions. The proposal and the progress presentation conform only partly to guidelines with many instances of inconsistencies; additional work is required to logically structuring and clearly presenting the work. The details of the Harvard

The structure, organisation and presentation of the proposal and the oral/ visual presentation requires more care. The proposal and the progress presentation mostly do not conform to guidelines; the work is mostly not logically structured or clearly presented. The details of the Harvard referencing system have mostly not been followed

The proposal and/or the oral/visual presentation are poorly structured, organised and delivered and/or the work does not conform to the standards in the guidelines or/and the Harvard referencing standards.

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with only minor errors.

referencing system are followed only to some extent.

consistently. There are many formatting, structural or typographical errors.

b. Overall progress (10%)

Excellent commitment and initiative during the research proposal stage and response and effective actions taken following guidance from supervisor.

Very good commitment and initiative during the research proposal stage and response and mostly effective actions taken following guidance from supervisor.

Good overall commitment and some initiative during the research proposal stage and response and some effective actions taken following guidance from supervisor but some areas required additional effort.

Basic level of engagement. Initiative during the research proposal stage and response could have been stronger but some guidance from supervisor was followed.

Limited/weak consideration of supervisor’s guidance.

Very limited, poor or non-existent contact, response or initiative.

FINAL TOTAL MARK MUST BE A D OR ABOVE TO ACHIEVE A PASS

*Please note that we grade Part 1 and Part 2 holistically. However, notionally for Part 1 a. is equivalent to around 40% and, b. is also equivalent to around 40%. For Part 2. a. is equivalent to 10% and b. is also equivalent to 10%. The aim of these percentage weightings is to primarily to help you to gauge/balance the work you put into each

part of their submission.

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Overall letter grade for Part 1 and Part 2

A letter grade is allocated for each part (Part 1 and Part 2). The combination of the two letter grades determines your overall letter grade for the assignment. The calculation for this is shown in the table below. Descriptions of how to achieve each letter grade are shown above.

Part 2 20% Weighting

A B C D E F NS

P a rt 1

8 0

% W

e ig

h tin

g

A A A A B B E NS

B B B B B C E NS

C B C C C D E NS

D C C D D D E NS

E D D D E E E NS

F E E E F F F NS NS NS NS NS NS NS NS NS

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THE ROBERT GORDON UNIVERSITY Grade Definitions and Descriptors

Grade Definition of Grade Description of Grade The characteristics of performance at each Grade are given below. It is not expected that all items will be assessed in each individual assessment task but some exposure to each is expected at each level of the course/programme as stated in the level learning outcomes contained in the Definitive Course Document.

A Excellent: Outstanding Performance

Outstanding performance and achievement overall. The work of the candidate has much exceeded the threshold standard. The characteristics of work at this standard are* − a thorough grasp of the subject matter − a very high ability and originality in applying key process skills − a very high ability in analysis, synthesis, evaluation and problem solving (higher cognitive skills) − very high order ability over the specified range of subject specific/professional practice skills

B Commendable/ Very Good: Meritorious Performance

A very high standard performance and achievement overall. The work of the candidate is well above the threshold standard. The characteristics of work at this standard are* − a very good grasp of the subject matter − a high ability and originality in applying key process skills − a high ability in analysis, synthesis, evaluation and problem solving (higher cognitive skills) − high order ability over the specified range of subject specific/professional practice skills

C Good: Highly Competent Performance

A highly competent performance and achievement overall. The work of the candidate has exceeded the threshold standard. The characteristics of work at this standard are* − a good level of knowledge and understanding of the subject matter − highly competent and displaying some originality in applying key process skills − highly competent in analysis, synthesis, evaluation and problem solving (higher cognitive skills) − a highly competent performance over the specified range of subject specific/professional practice skills

D Satisfactory: Competent Performance

A satisfactory performance overall (as specified in the detailed marking/grading schemes for each assessment). The work of the candidate overall is at the threshold standard. The characteristics of work at this standard are* − a satisfactory knowledge and understanding of the subject matter − competence in applying key process skills − adequacy in analysis, synthesis, evaluation and problem solving (higher cognitive skills) − competence over the specified range of subject specific/professional practice skills

E Borderline Fail: Failure Open to Compensation

A standard of performance overall which marginally fails to achieve competence The work of the candidate overall is just below the threshold standard. Work just below the threshold standard is characterised by the candidate demonstrating − marginally unsatisfactory knowledge and understanding of the subject matter − near competence in applying key process skills − some evidence of ability in analysis, synthesis, evaluation and problem solving (higher cognitive skills) − competence over most of the specified range of subject specific/professional practice skills N.B. Safe working practice as appropriate to the discipline must be demonstrated for a student to be awarded this Grade or higher Grades

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F Unsatisfactory, Fail

The standard of performance demonstrated by the candidate overall is well below the threshold standard. Work in this Grade is characterised by achievement of some of: − very limited knowledge and/or understanding of the subject matter, exhibited in a very patchy manner − limited/occasional success in the application of key process skills − occasional evidence of some of analysis, synthesis, evaluation and problem solving (higher cognitive skills) − limited competence over the specified range of subject specific/professional practice skills