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FMAN3003ResearchProjectWORKbook2023-241.pdf

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Issued: 10th January 2024

School of Fashion and Textiles

Faculty of Arts, Design and Humanities

FMAN3003

Research Project

Workbook

BA (Hons) Fashion Management

September 2023 cohort

2023/2024

Welcome

Welcome to the FMAN3003 Research Project module Workbook!

I am Salma Tallaa, your module leader, and I am excited to embark on this learning journey with you. Alongside a dedicated team, consisting of five academic staff members, we are committed to providing guidance and support throughout the module.

Appointments can be made with any of us via email. The team will always make time for anyone who needs support - this is an important module and if you need any support or help, please ask!

This Module Workbook contains details of how the module runs, session details, the assessment brief and lots of other information, including tips to help you in your study. You will find this Module Workbook invaluable in your studies on this module and you should make yourself VERY familiar with it on your journey to successfully becoming an innovative and challenging thinker.

We look forward to working with you on this journey and to see where it takes you!

Salma Tallaa Salma Tallaa

Lecturer in Fashion Management with Marketing School of Fashion & Textiles

Faculty of Arts, Design and Humanities DE MONTFORT UNIVERSITY

Room 2.14 Vijay Patel Building Leicester LE1 9BH

E: [email protected] W: dmu.ac.uk

This Workbook is correct at the time of writing and may be subject to change. Throughout your studies, regularly consult the online version of this held on Learning Zoneto ensure you have the most up to date information. It has an issue date at the top so you can quickly see whether it has been updated.

mailto:[email protected]

Contents

Welcome ................................................................................................................................................................................................................................................................... 2 Contents .................................................................................................................................................................................................................................................................... 3

Tables ................................................................................................................................................................................................................................................................... 3 Figures .................................................................................................................................................................................................................................................................. 3

Introduction .............................................................................................................................................................................................................................................................. 5 Module Aims ........................................................................................................................................................................................................................................................ 5 Module Team ........................................................................................................................................................................................................................................................ 6 Module Details ..................................................................................................................................................................................................................................................... 6 Essential Study Tools ........................................................................................................................................................................................................................................... 6

Assessment ............................................................................................................................................................................................................................................................... 7 DMU Assessment Procedure ................................................................................................................................................................................................................................ 7 Teaching & Learning Schedule ............................................................................................................................................................................................................................ 8

Further Faculty Documentation .............................................................................................................................................................................................................................. 11 Visual Guides to the Research Process ................................................................................................................................................................................................................... 12

The Process Perspective Model .......................................................................................................................................................................................................................... 13 The Content Perspective Model – The Project Pyramid ..................................................................................................................................................................................... 14

Project Practicalities ............................................................................................................................................................................................................................................... 16 Topics ................................................................................................................................................................................................................................................................. 16 Project Supervisor and Meetings ........................................................................................................................................................................................................................ 16 Collection and Analysis of Data ......................................................................................................................................................................................................................... 17 Research Ethics................................................................................................................................................................................................................................................... 18 Writing Up and Typing ....................................................................................................................................................................................................................................... 18

Presentation and Style of Thesis ............................................................................................................................................................................................................................. 19 Language ............................................................................................................................................................................................................................................................ 19 Word Count ........................................................................................................................................................................................................................................................ 20 Layout and order of sections ............................................................................................................................................................................................................................... 21 Page Layout ........................................................................................................................................................................................................................................................ 23 And Finally …. ................................................................................................................................................................................................................................................... 24

Appendix A – Project Plan ..................................................................................................................................................................................................................................... 25 Background ......................................................................................................................................................................................................................................................... 25 Task .................................................................................................................................................................................................................................................................... 25

Appendix B – School Staff Details ......................................................................................................................................................................................................................... 26 Appendix C – Assessment Criteria and Procedure ................................................................................................................................................................................................. 27 Appendix D – Further Reading ............................................................................................................................................................................................................................... 29

Essential Reading Material ................................................................................................................................................................................................................................. 29 Recommended Reading Material ........................................................................................................................................................................................................................ 29

Appendix E – Assessment: Difference Between Formative And Summative ........................................................................................................................................................ 31 Appendix F – Sample Dissertation Title Page ........................................................................................................................................................................................................ 32

Tables

Table 1. Module and assessment structure ..................................................................................................................................................................................... 7

Table 2. Assessment criteria and weightings ................................................................................................................................................................................... 7

Table 3. Teaching and Learning Schedule ...................................................................................................................................................................................... 9

Figures

Figure 1. The Process Perspective of research .................................................................................... 13 Figure 2. The Project Pyramid showing the Content Perspective ........................................................ 15

Science Definitions Research Researcher Research Report

Introduction

Welcome to your Research Project module. This is your time to shine, to follow a path that interests you personally and/or professionally: to choose a topic, develop a research plan, undertake the research, analyse the findings, draw conclusions and present it.

This Workbook is your guide to the module. It contains assessment information, writing guides, staff contact information (Appendix B), information of formative and summative assessment (Appendix A), further reading (Appendix D) and other useful information. You should use it as the basis for the module, and you will be notified as and when it is updated on Learning Zone.

It is supported by additional content on Learning Zone, such as Learning Materials, presentation slides, DMUReply recordings, Turnitin submission points and various Tools (Email, Module Resources Lists, etc).

Module Aims

The module provides you with the opportunity to undertake an in-depth investigation into an area of personal interest related to your course. It is the perfect culmination to your Level 6 studies as it allows you to draw upon the knowledge, understanding, skills and experience of your previous studies and applies it to a topic that really interests you.

During the module, you will:

• Select a research topic appropriate to the Programme subject, justify its originality and create a clear plan of action for the research.

• Synthesise relevant literature on and around the topic and give critical judgement in describing existing facts that identify gaps in the literature.

• Appraise, select and use relevant data collection methods to: avoid bias; achieve trustworthy and quality findings; consider impactful factors that lead to unworthy results; and follow ethical process.

• Present and compare the results from data collection to explain findings.

• Draw together all research to critically analyse and discuss both primary and secondary research, discussing in depth where this meets the aim and objectives of the project.

• Evaluate the outcomes and approach of the research, assessing the strengths and weaknesses of the work and providing recommendations for further research.

The research is student led and supported by lectures, seminar sessions, and tutorials, which will guide and advise you to choose, manage and successfully undertake a project that is relevant and interesting to you and plays to your academic strengths.

Module Team

Module leader Salma Tallaa

Module staff team

Siobhan Merrall

Professor Jinsong Shen

Julia Ling

Kaye Herriott

Megan Melhuish

Module Details

A one term, in-depth module that allows you to focus your attention on your own project, you will engage with seminars to inform and challenge your thoughts about research, and have 1-2-1 tutorials to direct your work. You should attend all sessions.

1. Seminars. These will inform and challenge your thoughts about research and its associated philosophy and practice. these allow you to engage with the topic in a practical setting and explore how it can be utilised in your own research.

2. Assignments and assessment. Completing the Research Project is an essential component of your learning, forcing you to consider a wide range of research issues, such as problem solving, information sourcing, academic writing, critical analysis and developing your own learning and research strategies. All assessments are submitted via Turnitin on Learning Zone.

3. Support materials. There is a wide range of support materials available to you, including the library (physical and online) resources and web-based resources. The Research Project Workbook is your main resource for module information and is updated throughout the year. Teaching materials and module information and are located in the FMAN3003 Research Project shell on Learning Zone.

4. Tutorials. You should attend tutorials with your supervisor according to your timetable.

Essential Study Tools

There are a growing number of excellent tools to support you in your studies. It is recommended that you learn to use the following resources as their use is built into the module study programme and you will be expected to use them. Those marked * you may use as and when needed.

Microsoft Office 365

Wherever possible, you should use Microsoft Office 365 as your document tools, whether you use a Mac or PC. While other tools are available, such as Pages, LibreOffice, OpenOffice and many others, DMU has an extensive suite of campus computers, support mechanisms (eg, training, online guides) and experience with Microsoft Office, having recently updated everything to Office365. You can download desktop, online and mobile versions from the My365 Student Portal.

Mendeley

Excellent online tool for storing, organising and annotating your information sources, including books, web sites, journals, videos, TV programmes, etc. You can use it via a web browser or download a desktop app, and an extremely useful feature allows you to install a Web Installer button on your browser for easy importing of source data. Go to www.Mendeley.com, create an account and use some of their excellent online guides to learn it.

Cite Them Right Online

DMU has moved from its existing Harvard referencing style to the new Harvard (Cite Them Right) style. There is an excellent tool to support you in this that can be found at https://citethemrightonline.com/Home.

Mind View *

An excellent mind mapping tool that is available for download via the DMUHub. It allows you to capture your thoughts and visually organise and link them together in various ways. Learning and training resources are available from https://www.matchware.com.

Library Learning Services

Studiosity is one of the ways that you can receive study help. Workshops, Drop-ins & Tutorials are available for DMU students. Available from: https://library.dmu.ac.uk/studiosity

http://www.mendeley.com/

https://citethemrightonline.com/Home

https://www.matchware.com/

https://library.dmu.ac.uk/studiosity

Assessment

The Research Project is an important component of the year's work and contributes 30 credits that are used in the calculation of the degree classification. Lectures and seminars on research methods and associated topics introduce project planning, investigative techniques, critical thinking, data analysis and reporting and are designed as a support for the research to help you develop the framework required for your project. These important characteristics of research assessed in your final research report.

Table 1 shows how and when you will engage with assessment. While the Research Project is the only summative assessment (where you receive an actual grade), it is necessary that you submit the Project Plan as these will allow us to give you formative feedback, allocate you appropriate tutorial support and ensure that you are progressing appropriately. See Appendix G for details on the differences between summative and formative assessments.

Module code and

name

Credit value

Programme

Assessments

Project Plan

Research Project

Report

FMAN3003

Research Project

30 BA(Hons) Fashion

Management

Not assessed but formative feedback

given

100%

6000 - 9000 words

Summative

Project Plan Appendix A Week 21, Friday 23rd February 2024

Research Report Week 31, Friday 3rd May 2024

Table 1. Module and assessment structure

The assessment of the research report is broken into the 5 components shown in table 2. These are essential aspects of any research project and report and the concepts and ideas around these will be developed during the lectures and seminars.

Assignment Component Weighting (%)

Research Project

Presentation, style and structure 15

Depth of research and content 25

Strength of argument 25

Analysis and outcomes 25

Conclusions and recommendations for future work 10

Total 100%

Table 2. Assessment criteria and weightings

DMU Assessment Procedure

Assessment is an important part of your learning and development and DMU operates a comprehensive assessment and quality control procedure.

Assignments

Your research reports are marked in the first place by a member of the module team and then moderated by your supervisor. A sample of 10% (including all failed work) is then moderated by the module leader, to ensure parity with standards. The assessors discuss the marks and arrive at agreed provisional marks, which are then passed to the external examiner for moderation, who will select a sample of assignments to read.

Assessment Boards

All marks awarded by staff and returned to students are provisional until ratified by the Faculty Assessment Board, which sits in June. Only then are the marks finalised.

The electronic version of your report will be added to the School database of final year projects for reference by staff and future students.

Teaching & Learning Schedule

Topic and week September / January

Weekly content Pre-sessional learning activities

Tick when comple ted

Part 1. Introduction to

the module.

Developing your project

idea.

Writing an initial project

proposal.

Week 15

Introduction to Research Project Module 1. In Nicholas Walliman’s book Research Methods: The Basics 2nd Edition, read:

a) Chapter 1: Research Basics.

Note: this book is available to read online via the library website. You can also access it via the module Reading List.

2. Read the article and watch the TED Talk titled The Science of Curiosity: Why We Keep Asking “Why”, available at https://nesslabs.com/science-of-curiosity.

3. Explore: Drapers, BoF, Just Style, WGSN, Mintel, The Vogue Archive

4. In Martyn Denscombe’s book: The good research guide: research methods for small-scale social research projects, read chapter 4: Paradigms of research. Available at: https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

➢ Overview of the module.

➢ Significance of research and terminology.

➢ Guidance on choosing a research topic.

Week 16

Understanding Research

Project Planning

5. Watch Dr. Lisa Thurlow’s excellent video on Research Project Design.

6. Work through the process given in the week 15 seminar to identify your own subject for your research project.

7. In the online Research Methods Knowledge Base (https://conjointly.com/kb/), go to Foundations and then to Philosophy of Research. Read that section and all 4 of its sub-sections.

8. In Graziano and Raulin’s book Research Methods: A Process of Enquiry, read: a) Note to Students on the Nature of Scientific Discoveries. b) Chapter 13: Writing up the Research (just the first 2 sections).

9. Write a list of keywords relevant to your research.

➢ The nature of research

➢ Types of research methodologies.

➢ Formulating research aim and objectives.

➢ Project planning

➢ Guidelines for the project plan.

Part 2. Secondary Research

Finding and reviewing the

literature

Week 17

Secondary Research and Literature Review

10. In Martyn Denscombe’s book: The good research guide: research methods for small-scale social research projects, read chapter 1: Literature review. Available at: https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

11. Complete another Worksheet 1: Literature to develop the subject.

12. Find 4 good quality sources that contribute to the research on your subject.

13. Watch the guide for Literature review on ClaSS Dissertation toolkit: https://www2.library.dmu.ac.uk/DOLORES/98544/DTv03/story_html5.html

➢ The importance of secondary research in the research process.

➢ Effective strategies for conducting a literature review.

➢ Identifying, evaluating, and synthesizing sources.

Tutorial

Week 18

Advanced Literature Review Techniques

14. Try using Browzine via DMU: https://browzine.com/libraries/956/subjects/

15. Read the paper by RJ Torraco: Writing integrative literature reviews: Guidelines and examples

16. Watch the video on Synthesis table for literature reviews

17. Watch the great lecture by Larry McEnerney on Writing

18.

➢ Advanced strategies for conducting literature reviews.

➢ Using databases and software tools more effectively.

➢ The importance of critical analysis in the literature review process

Tutorial

https://nesslabs.com/science-of-curiosity

https://www.drapersonline.com/subs-offers/de-montfort-university

https://www.businessoffashion.com/

https://www.just-style.com/

https://www.wgsn.com/mywgsn

https://go.openathens.net/redirector/dmu.ac.uk?url=http%3A%2F%2Facademic.mintel.com

https://search.proquest.com/vogue/shibboleth?accountid=10472

https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

https://conjointly.com/kb/

https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

https://www2.library.dmu.ac.uk/DOLORES/98544/DTv03/story_html5.html

https://browzine.com/libraries/956/subjects/

https://journals.sagepub.com/doi/abs/10.1177/1534484305278283?casa_token=dUlAILSDhv8AAAAA:0TU6HC6Wm5YR605y4XVDa6GHwR7SzZPND4hGu2k7D4oNDZjBurFJ39-cvF9MrvJc9UaqB575QvNvlQ

https://www.youtube.com/watch?v=WG6uKQjOhaU&list=PLO7uR-wa7Y11bIGvApE-Q9wFoBWw4GcQM&index=7

https://www.youtube.com/watch?v=aFwVf5a3pZM&list=PLO7uR-wa7Y11bIGvApE-Q9wFoBWw4GcQM&index=21

Part 3. Primary

Research

Week 19

Introduction to Quantitative Research 17. Study the guide to collecting data at https://humansofdata.atlan.com/2017/08/4-

data-collection-techniques-ones-right/

18. Study the guide to different types of data at https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis- methods/

19. In Catherine Dawson’s book Introduction to Research Methods: A Practical Guide, read: Chapter 9: How to Construct Questionnaires.

20. Study the guide to managing missing data at https://humansofdata.atlan.com/2017/09/4-methods-missing-data/.

21. Watch Dr. Lisa Thurlow’s video on Quantitative Research and Analysis.

22. In Nicholas Walliman’s book Research Methods: The Basics 2nd Edition, read: Chapter 6: The Nature of Data.

23. Read all 5 sections in the Sampling menu in the Research Methods Knowledge Base at https://conjointly.com/kb/.

24. Study the guide to sampling techniques at https://humansofdata.atlan.com/2017/07/6-sampling-techniques-choose- representative-subset/.

25. Study the guide to optimising your questionnaire at https://humansofdata.atlan.com/2015/03/optimize-survey-choosing-right-survey- question-types/.

26. Study the guide to piloting your survey at https://humansofdata.atlan.com/2016/01/11-piloting-tips/.

➢ Research design and methodology.

➢ Data collection methods.

➢ Quantitative data analysis.

➢ Presenting findings in Quantitative research.

Tutorial

Week 20

Introduction to Qualitative Research 27. in Yuniya Kawamura’s book Doing research in fashion and dress: an introduction to qualitative methods, read chapter 4: Survey Methods, Available at: https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=5940271

28. Watch Dr. Lisa Thurlow’s video on Qualitative Research and Analysis.

29. In Catherine Dawson’s book Introduction to Research Methods: A Practical Guide, read: Chapter 7: How to Conduct Interviews.

30. Read about analysing data: https://humansofdata.atlan.com/2017/09/conduct- successful-focus-group-discussion/.

➢ Qualitative research methods.

➢ Analysis qualitative data.

➢ Presenting Findings in Qualitative research.

➢ Ethical considerations in research.

Tutorial

Week 21

Further Research Methods 31. Watch Alis Iacob’s Netnography video.

32. In Nicholas Walliman’s book Research Methods: The Basics 2nd Edition, read:

Chapter 6: The Nature of Data.

33. in Yuniya Kawamura’s book Doing research in fashion and dress: an introduction to qualitative methods, read chapter 7: Online research and ethnography, Available at: https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=5940271

➢ Experiments

➢ Netnography

➢ Case studies

Tutorial

Submission of Project Plan

Week 21: Friday 23rd February, 23:59 pm

Part 4. Finishing the

research.

Writing the research report.

Submitting your work.

Week 23

Finalizing Your Research - Troubleshooting

34. In Martyn Denscombe’s book: The good research guide: research methods for small-scale social research projects, read chapter 22: Research report. Available at: https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

➢ Presenting your findings and concluding your research

➢ Monitoring and managing project progress.

➢ Troubleshooting common issues.

➢ Peer-sharing of progress.

Tutorial

Week 24

Writing the report

➢ Style and structure

➢ Presentation

➢ Submitting your project.

➢ Addressing challenges.

Tutorial

Week 25

What Makes a Good Researcher and Course conclusion

35. Watch the great lecture by Larry McEnerney on Writing Beyond the Academy

➢ Qualities of a good researcher

➢ Continuous learning and staying updated.

➢ Reflection on the course and lessons learned.

➢ Q&A

Tutorial

29 Tutorial

30 Drop-in tutorial support

Week 31

Submit: Research Report

Friday 3rd May 2024 23:59 pm

Table 3. Teaching and Learning Schedule

https://humansofdata.atlan.com/2017/08/4-data-collection-techniques-ones-right/

https://humansofdata.atlan.com/2018/09/qualitative-quantitative-data-analysis-methods/

https://humansofdata.atlan.com/2017/09/4-methods-missing-data/

https://conjointly.com/kb/

https://humansofdata.atlan.com/2017/07/6-sampling-techniques-choose-representative-subset/

https://humansofdata.atlan.com/2015/03/optimize-survey-choosing-right-survey-question-types/

https://humansofdata.atlan.com/2016/01/11-piloting-tips/

https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=5940271

https://humansofdata.atlan.com/2017/09/conduct-successful-focus-group-discussion/

https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=5940271

https://ebookcentral.proquest.com/lib/dmu/reader.action?docID=6888276

https://www.youtube.com/watch?v=aFwVf5a3pZM&list=PLO7uR-wa7Y11bIGvApE-Q9wFoBWw4GcQM&index=21

Tutorial Week Session Focus Objectives materials

1 17 Finding a Research Idea by Exploring Industry

Issues

Identify a diverse range of current industry issues. Worksheet A

Highlight major themes within each issue.

Showcase how individual topics contribute to broader themes.

2 18 Clarifying The Research Clearly articulate research objectives and motivations.

Worksheet B Identify initial areas for investigation and research.

Build on the topics identified in the previous tutorial.

3 19 Kickstarting the Literature Review

Provide a starting point for initial research ideas.

Worksheet C Guide students in broadening their research scope.

Introduce a technique for critiquing, focusing, and deciding on the relevance of literature.

4 20 Planning Your Project

Organize the process of planning the research project

Worksheet D Develop the chosen topic.

Supporting students for submitting a project plan in week 21

Time management and Gannt chart

5 21 Project Plan Development

Guiding students in refining their project plan.

Worksheet D Using the planning worksheet as a reference for writing.

Addressing any challenges or questions related to the project plan.

6 23 Navigating Primary Research Support students in choosing an appropriate research method. students' work

based Provide insights into conducting primary research effectively

7 24 Refining Proposal and Primary Research

Support

Refining the plan based on feedback. students' work based Providing additional support for primary research.

Conducting a Q&A session to address any uncertainties.

8 25 Finalizing Data Analysis

Guide students in finalizing data analysis. students' work

based Provide insights into preparing for the dissertation write-up.

Conduct a Q&A session for any queries related to data analysis or write-up.

9 29 Tips for Dissertation Writing and Structure Share tips for effective dissertation writing.

students' work based Assist in finalizing the structure of the dissertation.

Address any questions or concerns regarding dissertation writing.

10 30 Addressing Last-Minute Concerns and

Submission Logistics

Address any last-minute concerns students may have. students' work

based Guide through the final steps of submission logistics.

Ensure students are well-prepared for the dissertation submission.

Table 4. Group Tutorials Schedule

Further Faculty Documentation

Coursework extensions Faculty Student Handbook, section 5.8

Deferrals Faculty Student Handbook, section 5.9

Failure of coursework Faculty Student Handbook, section 5.11

Academic offences Faculty Student Handbook, section 6

Academic Practice Officers Faculty Student Handbook, section 6.4

Student appeals Faculty Student Handbook, section 5.14

Student complaints Faculty Student Handbook, section 3.8

Visual Guides to the

Research Process

The process of research can be considered from many different perspectives. The 2 models given here show it from a Process perspective, in terms of what needs to be done and roughly what order they need to happen, and a Content perspective, in terms of what you need to be establishing as you progress and how these relate to each other. Both views are relevant and you will find yourself switching between them for guidance at different points in your project.

The Process Perspective Model

The process perspective is perhaps the most obvious and intuitive way of visualising research and it is the one which you will be most interested in at the start of your project, when you find yourself asking questions such as What do I need to do? When do I need to do it? How far along should I be now? What comes next? The process perspective shown in Figure 1 can help you to answer these questions, and more besides.

While this model makes it appear as though research is a linear process where you start at the top position and work your way clockwise around it, it is actually anything but linear and you will find yourself at various points in the model at multiple times during the project. A good example of this is the secondary research, which starts before you have finalised your topic and does not stop until you submit your work. The model does however, make clear the general pattern of work involved in a research project.

What it does clearly show is the huge amount of work that needs to be completed before you start your own primary research, as outlined in any of the Research Methods books you will read.

Figure 1. The Process Perspective of research

The Content Perspective Model – The Project

Pyramid

The content perspective is different. Rather than focusing on what you are doing and when it will happen, this focusses on what you are trying to establish and how the different areas of information link together. This model shows that the objectives are clearly derived from the aim and then feed into the secondary and primary research. It shows a very clear relationship between the objectives and the data gathering methods. It is worth examining this aspect a little more closely in the diagram in Figure 2 as it highlights several different scenarios.

1. An objective may be completely achieved with one data gathering method. Typically, an objective to establish the current state of knowledge is met in its entirety via the literature review.

2. An objective may require 2 data gathering methods to achieve it. This is not unusual and demonstrates that an objective and the data gathering methods are not exclusively linked.

3. Multiple objectives may require the results of the same data gathering method to achieve them. Again, this is not unusual and further demonstrates that an objective and the data gathering methods are not exclusively linked.

It is worth noting that the content perspective is also not as linear as the model suggests. For example, the data from one method may be used to direct and design the next method. A good example of this is that a broad-based method such as a questionnaire is often used to direct the design of an interview or focus group. In this situation, the questionnaire provides wide levels of information from a wide range of participants, which can be used to highlight key ideas or key themes; a selection of these can then be investigated with fewer participants and in more depth using the next method.

While the Process perspective can be a fixed model, each research project will need to develop its own unique content perspective and you should try to do this as part of your project planning. It is a useful tool and can help to keep you focussed on what you are trying to achieve.

Figure 2. The Project Pyramid showing the Content Perspective

Project Practicalities

Students should read projects completed in previous years. A large collection is held by the School and can be accessed online via Learning Zone– they can be found under the Previous research projects tab on BB. Although they will demonstrate varying levels of quality (reflecting the differences between different students), they will give a good indication of the style and standard expected.

Topics

The first decision to be made is the choice of topic. Do discuss possible topics with the appropriate subject expert who will be able to advise you of the suitability of your choice. Important considerations are whether or not there is a chance of a successful outcome, whether the topic has been covered before and whether or not you are really interested in the topic. Experience shows that a topic which is the student's choice and in which he or she is keenly interested will be the most successful.

It is good practice at the beginning to list a small number of questions that you would like to find the answer to by the end of the dissertation. This often shows you the direction your work should take and can also restrict the range of your work to something manageable.

It is very important that your dissertation contains some original work. Whatever the topic or direction of your dissertation you must show that you have added to the body of knowledge on the subject. You must discuss with your supervisor and other members of staff the relevance and academic quality of the approach that you intend to take. You should have confidence that by the end you can defend your dissertation, including its relevance and the originality of the work.

Project Supervisor and Meetings

Many staff on this module supervise both Undergraduate and Postgraduate students and there are a number of research staff whom you might not normally meet that are highly experienced in some fields of textiles and design. Although you may consider that your supervisor should be an expert in the chosen field of work, it is more important that the supervisor be able to direct the work, and this may entail you speaking with other subject experts within and beyond the team..

At the outset, the project work should be seen as the responsibility of the student with supervisors taking the role of advisors. To this end, you can demonstrate your professionalism by proactively driving the project forward with your own ideas, initiatives and suggestions, rather than waiting reactively to hear what your supervisor thinks.

Tutorials

Supervisors will provide advice on all aspects of work and may help arrange meetings with holders of specialist knowledge from the University and Industry as well as approve visits to other organisations in support of the work, if appropriate. Links with external bodies are encouraged.

Once the choice of topic and supervisor are confirmed the hard work can begin. In the early days, reading and planning will occupy much of the time but soon any practical/experimental work may take over. At all stages of the work it is essential to make copious notes and keep in contact with your supervisor. The supervisor is there to help, support and guide you but cannot write the project for you. If you are lost or do not know what to do, please see your supervisor - please do not hide and work alone. If problems do arise, you MUST contact your supervisor immediately. If action has to be taken to put things right, the sooner that action is taken the better.

Strategies for maximising the benefit of your meetings with your supervisor

(Taken from http://www.uq.edu.au/student-services/phdwriting/phlink14.html#Strategies )

http://www.uq.edu.au/student-services/phdwriting/phlink14.html#Strategies

1. Be prepared. Go to each meeting with things to report (even if you are reporting little progress), with particular issues you want to discuss and with questions you want to ask. Remember that you are seeking guidance, not necessarily solutions.

2. Know what you want from the meeting. For instance, if you are handing in a draft of anything you've written, decide at what level you are seeking feedback. You could specify that you need feedback on:

• general structure;

• the quality of the evidence you are using;

• the general flow of ideas;

• the appropriateness of writing style;

• the best arrangement of your data in tabular or graphic form.

This won't guarantee that you will get what you want but it does give your supervisor something to focus on and is more likely to meet your needs than merely asking ‘What do you think of this?’ or ‘Will you look at my writing?’

3. Ask questions. It is a truism that the better the questions you ask, the better the feedback and answers you will receive. For example, it is better to ask :

"Do you think the theories of Hamilton and Parker are more appropriate to my work than those of Taylor and Blake?", or “Is this argument on UK productivity still relevant in today’s context?” rather than "What theories are there?"

Likewise, if you have a particular problematic area, it is better to propose possible solutions and ask which is most suitable, rather than merely asking “What do I do now?”

4. Take copious notes. You may discuss many issues during a tutorial and you definitely will not remember them all so make notes. Students have found it useful to have a Project notebook so that all notes on any aspect of the work is in one place.

Collection and Analysis of Data

Marketing, buying and management projects often rely on social research methods to obtain data, such as questionnaires/surveys, observations, interviews, focus groups and social experiments. Careful consideration should be given to the design, development and operation of these methods to minimise bias and enhance the validity and reliability of your data. You should not underestimate the amount of time it will take to do this – it is no small task – and under no circumstances should you knock up a quick questionnaire (for example) and make it live. It will most likely yield poor or unusable results, and you may be likely to damage the reputation of yourself and/or the university.

The purpose of collecting this information is to do something with it (not just describe and present it) and projects should thus aim to analyse data with inductive and/or deductive methods. Nvivo is a useful tool for this, details of which can be obtained from the library.

Some projects may require the use of the Product Performance/Testing laboratory and technology projects will, almost certainly, involve laboratory work or the taking of measurements. Statistical analysis and graphical representation of the results will help to improve the quality of such projects but if you do use computer software for the statistics make sure you are fully conversant with the significance of the results. The ultimate aim is to produce a piece of work worthy of an honours degree, demonstrating the ability to plan and conduct the work and bring it to a successful conclusion. The intellectual ability of the student should be clearly evident to the reader.

Research Ethics

The University has adopted a policy regarding the protection of individuals who are the subjects of research and this policy applies to student projects. It follows the guidelines of the Helsinki Declaration of Human Rights to assess all studies that involve human volunteers.

Ethical issues arise when the conduct of a project involves the interests and rights of others. For instance, the project may impinge on the confidentiality, privacy, convenience, comfort or safety of others - such threats potentially constitute ethical problems. Full details of this will be provided during the lecture series, and all students are expected to complete and submit a research ethics form to the supervisor. The ADH Guidelines for Good Research Practice can be found at

http://www.dmu.ac.uk/research/ethics-and-governance/faculty-specific-procedures/art-design-and- humanities-ethics-procedures.aspx.

This module has a Block Ethical Approval which will be explained during the module.

Writing Up and Typing

Your final year project is a major piece of work and you should not underestimate the amount of time, effort and resources it will require to write it up. Please be aware of the following points.

1. Start writing up during the project itself and do not leaving the bulk of the typing to the end. For instance, you can probably complete the Introduction and Background Research chapters early in term 2.

2. Leave as much time as possible for the final writing up stages and proof reading as they often take longer than anticipated. In the past, some good projects have been spoiled by poor writing up, inadequate proof-reading and incomplete conclusions, all due to last minute rushing and this, inevitably, has resulted in a lower mark being awarded than might have been expected. Your supervisor may be able to help with style and structure but do not anticipate that they will proof read a whole thesis - this is your task, not theirs. It often helps if you can get a friend or relative to proof read it.

3. Allow at least two weeks for all typing corrections and proof reading prior to submission.

4. IT issues.

a. The University has standardised on Microsoft Office365 as the business IT suite of choice and to this end there are many computers with this installed around the campus. Additionally, you have access to the full suite for download via MyDMU. You will not be supported if you choose to use a different word processor.

b. You have to submit a copy of your thesis electronically as an Adobe Acrobat file. The conversion process from Word to PDF works reliably with Word and Excel files.

c. Your Office365 account gives you 1TByte of online storage and you should make use of this for your data and document storage. As well as this, ensure that you devise and operate a good backup regime, remembering that it is your data, not ours or Microsoft’s. Computers often breakdown – and always at the most inconvenient time! It is therefore imperative that you backup your data files properly. No allowances for extensions will be made for lost data.

d. Finally, problems related to typing, computers crashing, compatibility issues, lost and broken files/USB sticks/laptops, printer problems or any other IT related issues will not warrant an extension to any submission deadline.

http://www.dmu.ac.uk/research/ethics-and-governance/faculty-specific-procedures/art-design-and-humanities-ethics-procedures.aspx

Presentation and Style of Thesis

The presentation of the project is just as important as the work itself and sufficient time should be allocated to the writing-up. Once your course is completed and you have received your degree, the project will be essential, tangible evidence of your studies and something to show to future employers. Remember that very few universities request a hardbound dissertation and yours will make you stand out from the crowd. You will, therefore, want to produce the best possible project using good quality English.

As the early sections of the thesis are completed in draft form, they should be handed to your supervisor for checking. The purpose of this is to ensure that you are using appropriate academic language and conventions, and once you have received feedback, it is expected that you will continue to do so without further feedback. If issues arise in the early stages of writing-up, they can be corrected and it should be possible to avoid making the same mistakes again. This saves time in the long run.

Language

The Tense

Correct English grammar and spelling should always be used. You are writing about the project that you have already conducted and therefore accounts should be written in the past tense, not in the present or future. Even if the subject is in the present, it will be in the past when the project is written.

The Grammatical Person

The report should be written in the third person and not the first. This is actually a very simple concept to grasp – write about the subject and not about you. It may be tempting to write that ‘I interviewed the participants ….’ But it is implicit that you interviewed them; you do not need to reiterate it. Indeed, when you write in the third person, the most important aspect of the sentence is that ‘I’ did the interviews. As you are the named author, it is naturally assumed that you conducted the work and you do not need to keep reminding the reader. By concentrating on the subject and not yourself, your writing will become more lucid and your argument more clearly focussed.

From this, it can be seen that when referring to your own work with the use of ‘the author...’ or ‘the researcher…’ is merely a replacement for writing ‘I’ and should be avoided at all times.

Spelling and Grammar

The onus of responsibility for using correct spelling and grammar is on yourself and not Microsoft Office. Therefore, use these Office tools carefully and do not accept every offering that it provides. While the spell checker (Office usually underlines in red what it considers to be a spelling mistake) can be useful, it is far from infallible. For instance, spell check will rarely fined words witch are miss used butt spelled rite. Additionally, Office usually defaults to an American dictionary, meaning that colour is spelled color, fibre is spelled fiber and food is spelled hamburger.

More problematic is the use of the grammar checking tool, which underlines in green that which it considers to be either a mistake or could be improved upon. It also has a habit of marking grammatically correct text as poor, often suggesting alternatives that are not only grammatically incorrect but also substantially inferior in style and substance.

It is amazing to consider that Office finds few (if any) grammatical problems with the following paragraph.

“Marketing are bad for brand big and small. You Know What I am Saying? It is no wondering that advertisings are bad for company in America, Chicago and

Turn off the Word grammar

checker and sign up to

Grammar-Monster.com

Germany. ... McDonalds and Coca Cola are good brand. ... Gates do good marketing job in Microsoft.”

In light of this, you are strongly advised to turn off or ignore any grammar suggestions that Office, or any other grammar tool, offers. Additionally, you should subscribe to the Grammar Monster mailing list at www.grammar-monster.com website and you will receive a short weekly email with really good grammar tips and links to associated explanations. You will not regret it!!

Grammarly is installed on all DMU computers and is highly recommended, but I have no experience with this.

Apostrophy

If there is one aspect of the English language that causes more consternation than any other, it is the correct use of the apostrophe. Briefly, it is used for contraction/omission, to show possession and for plurals of letters and numbers.

Indicating contraction/omission. It is used to show the omission in a contracted word. It is mine may be written as It’s mine, the apostrophe showing that a letter is missing from the word ‘is’. There are many examples, such as can’t (cannot), we’re (we are) and I’ve (I have).

Indicating possessives. The childrens ball went over the fence should be written as The children’s ball went over the fence, as the ball belongs to the children. Other examples are Susan’s computer (the computer belonging to Susan), New York’s parks and Natalie’s dissertation.

Plurals. Used before an ‘s’ to form plural of figures and numbers, such as the 1980’s, binary consists of 0’s and 1’s, and there are four i’s in Mississippi. Note that it is not used to indicate plurals in other situations, such as apples and pears.

You can follow this up in more detail in Lynne Truss’s excellent book, Eats, Shoots and Leaves, or Gyles Brandreth’s new book, Have You Eaten Grandma?

Word Count

The main body of the thesis (the chapters) should normally contain 6-9,000 words, excluding numeric tables and data. This may initially sound a lot, but as you begin to write, you will realise that it will be an exercise in brevity rather than verbosity. There are many good reasons for limiting the word count, including: -

• It is good academic practise to write in a style that is concise and to the point rather than excessively wordy.

• It is good research practise to be very selective in which research work you include in any written work (especially true of secondary research, but also primary work), instead of merely including everything that you find.

• It forces you to revisit your writing in order to improve it.

• There are academic guidelines concerning word count.

Clearly, the first three issues are key and consequently a penalty of 10% reduction in final thesis mark will be applied if over the word limit. For every additional 1000 words over the limit, a further 10% reduction will be applied. Just to clarify this, anything over the word limit will warrant a penalty.

There are circumstances, however, where a student has justifiable reasons for requiring an extension to the word count and if you find yourself in this situation, you MUST come and talk to the module leader ASAP to negotiate it. Extensions are sometimes granted, but only after other options have been exhausted.

http://www.grammar-monster.com/

Layout and order of sections

The exact layout of the chapters in each thesis will depend on the choice of topic and should be discussed with your supervisor before the writing-up is commenced. In general, between 5 and 7 chapters are adequate, although you are advised to look critically at previous dissertations. The layout of the thesis should follow the overall format shown below.

Title page Abstract Acknowledgements Contents Chapter 1. Introduction, aim and objectives, subject history, overview of methodology Chapter 2. Secondary research and/or literature review Chapter 3. Design of research methods Chapter 4. Primary research Chapter 5. Discussion and Analysis of the Results Chapter 6. Conclusions and Recommendations for Further Work References Appendices

The layout and purpose of each section is described below.

Title page

The title page gives the reader a snapshot view of the thesis. It tells them what it is about (title), who wrote it (your name), the broad area of study (course name and supervisor) and where the work was undertaken. An example title page is given in Appendix F – Sample Dissertation Title PageX and this layout should be adhered to. Do not put a page number on the Title page.

Abstract

This should be a concise statement of the outline of the work and the major conclusions reached. It should be around 300 words (about a single side) and although it is the first thing in the dissertation, it should be the last page actually written. It should be written in the present tense, describing the dissertation. Do not put a page number on the Abstract.

Acknowledgements

The supervisor and any person or company that has helped with the work should be given a word of thanks. Do not put a page number on the Acknowledgements.

Contents

This contains a listing of all headings (including sub-headings) from Chapter 1 to the end of the dissertation, with associated page numbers. It should then show List of Tables, List of Figures, List of Equations, if appropriate, and Appendices. Detail each appendix individually rather than merely putting “Appendices”.

These pages should be numbered using Roman Numerals (i, ii, iii, etc).

Chapters

These detail the work that you have undertaken for the project. Chapter 1 (the Introduction) will comprise a brief account of previous work in the chosen field (where appropriate) or the source of inspiration for the choice of the work. It will tend to include a justification for the study, the aim and objectives, and will outline the plan of work to be followed. Everything from Chapter 1 onwards should be numbered sequentially using numbers.

The nature of succeeding chapters will depend upon the nature of the work but you should aim for 5 or 6 further chapters. They will be selected so that a reader of the final project may follow the course of the work in a logical order. You should seek feedback on your choice of chapter contents and titles from your supervisor. It is often convenient to sectionalise chapters, in which case it is best to number

the sections in a decimal fashion as shown below. It is unlikely that you will need to create subsections more than 3 numbers deep. For instance,

Chapter 1 Introduction 1.1 Preamble

1.2 Aim

1.3 Objectives of the work

1.4 Review of previous work

1.4.1 Other research in the area

1.4.2 Previous research outcomes

1.5 Plan of work

Tables, diagrams, graphs, equations and photographs

In many cases much writing can be saved by the inclusion of information in the form of tables, figures and graphs. In projects where experimental work or questionnaires yield results, a summary of the results may be included in the appropriate chapter but the raw results and any associated calculations should be included in an Appendix. All such tables and figures must be titled, numbered and referred to from the preceding text. For example, “Table 6.3 shows” or “as shown in table 6.3” are both acceptable methods of referencing your table.

The numbering convention is straightforward - they are numbered sequentially within a chapter, where the number before the decimal point is the chapter number and the number after it increments sequentially. Therefore, Chapter 1 may contain Tables 1.1, 1.2, 1.3, Figures 1.1, 1.2 and Graphs 1.1, 1.2, 1.3, whilst Chapter 4 may contain Tables 4.1, 4.2 and 4.3.

If a figure or table used is not your own work then its source must be referenced along with the title.

Appendices

An appendix is used to present large quantities of information that would otherwise interrupt the flow of the text. Typical uses are for presenting multiple pages of results from an experiment, or the contents of a 5 page questionnaire. Copies of existing information (eg, British Standards, whole websites) should not normally be presented here as they can be referenced. The Appendices should be lettered sequentially as Appendix A, B, C etc. Use appendices with care and question whether the information in an appendix really needs to be there to support the integrity of the thesis.

Referencing and citations

Your work will make use of previous work undertaken in your field of research and whether it is a formula, a fact, a model or just an idea, you will need to cite it and provide a reference. There are many methods for implementing this and DMU uses the Harvard System, specifically that described in www.CiteThemRightOnline.com .

Referencing is essentially very straightforward and involves 2 parts: the citation and the reference.

• The citation is placed in your text and it shows who said it and when it was said.

o For example, Jones (1992) has provided the evidence that these figures are incorrect.

o This could also be written as Evidence suggests that these figures are incorrect (Jones, 1992).

• The reference is placed in the References section at the back of the dissertation and gives full details of where the source can be located, for example:

http://www.citethemrightonline.com/

▪ Jones, R. (1992). Problems in Textile Manufacturing Automation, Textile Research Journal, August, vol 13, number 5.

It is most important that each citation in the text can be directly tied to a reference in the References section and vice versa. All references should be listed in alphabetical order, ordered by surname. Any picture or table which is not your own (eg, taken from a book) must be referenced immediately underneath it, or cited and then referenced.

Word also provides a method of maintaining your sources and creating the citations and references automatically. Although it does not contain the Harvard method, the APA style is suitably close. An excellent guide to this can be found at http://prezi.com/rafab8qmng_d/harvard-referencing-with- microsoft-word-20072010/.

Page Layout

The dissertation should be laid out for single sided A4 paper using 1½ line spacing. Ensure that you use a good quality printer if you are printing it.

To facilitate binding, the following margins should be used:

left hand (binding) side 38mm (1.5 in) right hand side 25mm (1.0 in) page top 32 mm (1.25 in) page bottom 32 mm (1.25 in)

Please ensure that you observe these margins. Remember that all pages from the Introduction onwards should be numbered consecutively.

Fonts

All text (apart from that in tables) should be Arial font size 12.

http://prezi.com/rafab8qmng_d/harvard-referencing-with-microsoft-word-20072010/

And Finally ….

… enjoy yourself! We look forward to reading your research report!

Appendix A – Project Plan

Background

Planning is a key element of good research practice and needs to be done in a very formal and comprehensive manner. Planning helps to formulate a project from of a collection of thoughts, anticipate potential problems and continuously focus the project towards its aim. To do this requires a clear understanding of:

• what the project is trying to achieve (the AIM);

• what needs to be done to achieve it (the OBJECTIVES);

• how the objectives should be tackled (the METHODOLOGY);

You should consider planning as designing in success rather than merely keeping failure at bay. Also remember that in the light of new information that you uncover, you may find your original ideas and concepts challenged, which may necessitate reconfiguring your work plan. This is good and should be seen as a positive step, as Dwight Eisenhower (former US president and Supreme Commander of Allied Forces during WW2) once noted,

“In preparing for battle I have always found that plans are useless, but planning is indispensable”.

Task

You are to produce a project plan, which should be around 2 pages. Your plan should consider all the elements described above, along with:

A justification for the project, showing its context. A clear statement of the aim and objectives. An initial idea about the methods you may use. A statement of who will find the work useful.

Whilst it is recognised that this may not reflect precisely your final decisions on these topics, it is essential that you use any feedback you receive from staff or lessons learned during the seminars to help focus your ideas and develop the skills needed for good research in your chosen area.

Appendix B – School Staff Details

Staff member Email Interests and specialisms

Salma Tallaa [email protected] Fashion management, Digital fashion,

Fashion innovation

Professor Jinsong Shen

[email protected] Textile Chemistry and Biotechnology

Kaye Herriott [email protected] Fashion promotion and Marketing

Julia Ling [email protected]

Fashion and retail business strategy, range planning, product development, supply chain

management. Also, the psychology and influences on

purchasing decisions and customer behaviour

Megan Melhuish [email protected] Fashion Buying

Siobhan Merrall [email protected] Merchandising, fashion, business

Table E.1 Module staff and contact details

mailto:[email protected]

Appendix C – Assessment Criteria and Procedure

Project work will be assessed against the specified criteria. Aspects that will be examined will include the method, suitability and conduct of the work undertaken, the depth of research and critical thinking, significance and quality of the analysis and conclusions, the demonstration of creativity, the use of previous knowledge and skills, together with the overall quality of the language and presentation materials. The work will thus be the vehicle for demonstrating true honours degree ability. In light of this, you are strongly advised to become familiar with the University Grading Criteria as shown below (highlights added), as found in the DMU Handbook & Regulations for Undergraduate Awards booklet.

Mark Range

Criterion

90 - 100 Fulfils all the assessment criteria for the component at an exceptional level Displays exceptional degree of originality and/or creativity. Exceptional analytical, problem-solving and/or creative skills. No fault can be found with the work other than very minor errors, omissions or limitations.

80 - 89 Fulfils all the assessment criteria for the component at an outstanding level. Displays high degree of originality and/or creativity. Work of outstanding quality, evidenced by an ability to engage critically, analytically and creatively. Exhibits independent lines of argument and/or practice. Demonstrates extremely wide and relevant contextual understanding.

70 – 79

This is first class

honours level (1st)

Fulfils all the assessment criteria for the component at an authoritative level. Extremely well developed work showing a clear and authoritative understanding of the subject through its practice, interpretation or application. Demonstrates significant originality, creativity and/or insight. Significant evidence of ability to sustain an argument and/or concept, to think analytically, critically and/or creatively. Evidence of extensive study and appropriate contextual understanding and where applicable draws on an appropriate range of properly reference sources. Achieves an excellent standard of technical accomplishment.

60 – 69

This is upper

second class

honours level (2-1)

Fulfils the assessment criteria for the component thoroughly. Demonstrates a thorough grasp of relevant theory, concepts, principles, methods and practices. Clear evidence of concept development and critical judgement in making, selecting, ordering, analysing and presenting. Demonstrates ability to synthesise material, to construct responses and demonstrate creative skills which reveal insight and may offer originality. Shows evidence of appropriate contextual understanding, and where applicable, draws on an appropriate range of properly referenced sources. Demonstrates and good standard of technical accomplishment.

Mark Range

Criterion

50 – 59

This is lower

second class

honours level (2-2)

Fulfils assessment criteria for the component effectively. Demonstrates evidence of an effective grasp of relevant material, principles, key concepts and practices. An ability to develop and progress a concept/argument and develop reflective practices. Demonstrates an appropriate degree of creativity, conceptual ability, critical analysis and insight. Accurate, clearly written/presented and adheres to the referencing conventions appropriate to the subject and/or task. Contextual understanding is evident. Some limitations in the attainment of technical skills.

40 – 49

This is third class honours

level (3)

Fulfils the assessment criteria for the component at a basic level. A response demonstrating an understanding of basic points and principles sufficient to show that some of the learning outcomes/assessment criteria have been achieved at a basic level. Suitably organised concepts and/or work demonstrating a reasonable level of understanding Covers the basic subject matter and is appropriately presented but is clearly derivative and insufficiently analytical. Demonstrates limited conceptual ability, levels of evaluation and creative skills. Demonstrates adherence to the referencing conventions appropriate to the subject and/or task. Limitations in technical skills.

30 – 39

Fail

Overall insufficient response to the assessment criteria. A weak response, which, while addressing some elements of the task, contains significant gaps, inaccuracies or deficiencies. Shows only weakly developed elements of understanding and/or other skills appropriate to the task. May contain significant weaknesses in presentation.

20 - 29 Overall insufficient response to the assessment criteria. A poor response, which falls substantially short of achieving the learning outcomes. Demonstrates little knowledge and/or other skills appropriate to the task Little evidence of argument and/or coherent use of material

10 - 19 Overall insufficient response to the assessment criteria. A very poor response demonstrating few relevant facts Displays only isolated or no knowledge and/or other skills appropriate to the task. Little adherence to the task

0 – 9 Overall insufficient response to the assessment criteria. Displays virtually no knowledge and/or other skills appropriate to the task. Work is inappropriate to assessment task given

Table D.1 DMU Assessment Criteria

Appendix D – Further Reading

There is a large amount of readily available information to help you with both your research methods assignments and your dissertation. This is just a small sample and you should consider it a starting point.

Essential Reading Material

These materials are to be considered an absolute bare minimum of reading. These is an excellent set of study skills resources on the DMU library website, including such topics as How To Undertake A Literature Search, The Harvard System Of Referencing and How To find Journals. There is also a writing quiz that you may find very useful! http://www.library.dmu.ac.uk/Support/Guides/index.php?page=359 Walliman, N. (2018). Research Methods: The Basics, 2nd Edition, Taylor and Francis. Williams, K. (2009). Getting Critical, Basingstoke: Palgrave MacMillan. If you haven’t got it already, buy this excellent little Critical Thinking book. David McCandless, Information Is Beautiful website. You absolutely, definitely NEED to see this to inspire you to more clear and coherent presentation methods. http://www.davidmccandless.com