15000 words for bussiness managements assignments

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

LD9631 Developing Research Informed Learning and Practice

Session 1: Introduction to the module, assessment and the

context of research

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Learning Outcomes

• By the end of this session, students should be able to:

• Critically understand the module objectives and learning outcomes of study

• Restate and comprehend course and assignment requirements

• Explain the purpose and function of research Introduce the importance of learning styles and preferences and their significance

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

INTRODUCTION TO THE MODULE

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Overall Module Aims

• By the end of this module, students should:

• Understand their role as a learner • Learn how to research, critically evaluate

and apply theory to a given topic • Conduct a literature review, involving the

critical evaluation of appropriate concepts, theories, models and frameworks

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Recommended Texts All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk

(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Core Text

Saunders, M., Lewis, P.,& Thornhill, A. (2012). Research methods for business students. (6th ed.),New York: Pearson. (also available as an e-book)

Supplementary Text

Bryne, D. S., (2002).Interpreting quantitative data. London: SAGE. (available as an ebook)

Cottrell. S. (2011.) Critical Thinking Skills.( 2nd ed.). Basingstoke: Palgrave Macmillan.

Creme, P. and Lea, M. R. (2008). Writing at university. Milton Keynes: Open University Press.

Dawson, C., (2009). Introduction to Research Methods. How To books.

Emden, J. van and Becker, L. (2004). Presentation Skills for Students, Basingstoke, Palgrave Macmillan.

Gummesson, E. (2000). Qualitative Methods in Management Research. (2nd ed.) London: SAGE. (available as an ebook)

Jesson, J.K., Matheson, L. And Lacey, F.M. (2011) Doing Your Literature Review. (1st Edn.) London: SAGE Publications

Machi, L.A. and McEvoy, B.T. (2012). The Literature Review: Six Steps to Success (2nd Edn.). London: SAGE Publications

Moore, N., (2006) How to do Research. Facet Publishing.

Ridley, D. (2008). The Literature Review a Step by Step Guide for Students. (1st Edn.) London: SAGE Publications

• Williams, K. (2009) Getting Critical. Palgrave Macmillan

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

DEADLINE TBC FOR ALL COMPONENTS

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Submission of Assessment

• You should submit your assessments electronically to the Turnitin Submission Tool within the module ELearning Site. This can be found in the Assessment and Submission section

• Your assignment will be marked and feedback offered 4 weeks from the hand in date.

• You must also keep a copy of your assignment for your own records in case a second copy is required. The assignment submitted will not be returned to you, so again keep a copy for your own use.

• It is your responsibility as the student to ensure that you are submitting your final and complete assignment to be marked. Only send your assignment to the above email address to avoid confusion.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment

Deadline for submission:

You will be summatively assessed by a 3,000 word portfolio that will consist of the following pieces of work: A 1,500 word critical review of literature relating to a business topic to be allocated by the module leader. (40% weighting) (MLO1, MLO2, MLO3) A 1,500 word critical appraisal of your learning preference(s) using tools such as Honey and Mumford Learning Styles questionnaire and VARK. This should include a discussion of the implications for your learning development on this programme. This should include detailed examples and reflections on your past learning experiences. (40% weighting) (MLO4) AOL 4 COLLECTION POINT The completion of a module learning log consisting of weekly sheets which are completed to build a total log (20%) The word count for this is not limited or included in word count. Your answers should demonstrate wide reading from academic book and journal sources from the university E-library. The work should consider appropriate and relevant theories, models and concepts. Work should be appropriately cited and referenced using the APA referencing system.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Business Topic / Scenario

• Smaller businesses such as SMEs experience a number of issues and disadvantages, such as retaining staff (Shettima, 2018), but they also experience a number of advantages and disadvantages within their operations, for instance, being closer to their customer base and experiencing customer intimacy.

• With this issue in focus, you should carry out a 1,500 word critical review of literature appraising the advantages and disadvantages of running an SME. You must not use the two examples given above in your answer.

• You must also provide recommendations for SMEs to overcome the disadvantages. All arguments and discussions put forward must be supported with a critical review of academic literature, research data and other relevant evidence.

• The critical review should use a range of sources of research, including academic theories, concepts, policy and practice as well as the use of contemporary information / material to illustrate and support in-depth research, debate and analysis. The review should draw together findings in a clear conclusion which should focus on recommendations to the assignment question posed.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 1: Literature Review (40 marks)

Trait

0- 30% Clear Fail Standard not met 1

30-39%Fail Standard not met 2

40-49 Pass Adequate Meets

Standard 1

50-59 Pass Good Meets

Standard 2

60-69 Pass Very Good Meets

Standard 3

70-79 Excellent Exceeds

Standard 1

80-89 Outstanding

Exceeds Standard 2

90-100 Exemplary Exceeds Standard 3

Task Part 1 Literat

ure Review

6.1.1 (40

marks) .

Completely insufficient critical literature review. The review of the literature is purely

descriptive, inappropriate, irrelevant and

lacks he required academic

underpinning and focus.

Insufficient critical literature review. The review of the literature is purely descriptive, generally irrelevant and lacks academic underpinning.

Adequate / basic critical literature review. The review of the literature is somewhat relevant but lacks focus and is descriptive with no critical points made and a limited number of academic sources.

A good critical literature review. The review of the literature is relevant to the topic area but is mainly descriptive with few critical points made.

Very Good critical literature review. A very good review of academic literature relevant to the topic area with some critical points made but could have been developed further.

Excellent critical literature review. Excellent review of the literature relevant to the topic area with evidence of much critical discussion from a range of academic sources.

Outstanding critical literature review. Outstanding critical review of a range of both contemporary and seminal scholars relevant to the topic area.

Exemplary critical literature review. Exemplary critical review of a range of both contemporary and seminal scholars relevant to the topic area.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Learning styles

• A 1,500 word critical appraisal of your learning preference(s) using tools such as Honey and Mumford Learning Styles questionnaire and VARK. This should include a discussion of the implications for your learning development on this programme. This should include detailed examples and reflections on your past learning experiences. (40% weighting) (MLO4) AOL 4 COLLECTION POINT

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Honey and Mumford Learning Styles

• https:// www.youtube.com/watch?v=izMEy-UiRKM

• Dr Peter Honey: Helping People to Become More Effective Learners

• https:// www.youtube.com/watch?v=2GX7s1sHPwM

• (You can use this reference in your assignment)

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 2: Learning Styles (40 marks)

Task Part 2

Learning Styles

6.4.1 Aol 4(40

Marks)

Completely Insufficient

references or relevant learning theories/Models have been cited

Completely Insufficient

discussion of how learning styles can be used change to

improve performance

Completely Insufficient

recommendations / discussion of

learning experiences

Completely Insufficient

structure and expression

Insufficient set of references or

relevant learning theories/ models have been cited

Insufficient discussion

regarding how learning theories can be used to

improve individual performance

Insufficient recommendations /

discussion of moving to an

individual model of Learning

Insufficient structure and expression

Adequate / basic set of references of

relevant learning theories and

models have been cited

Adequate / basic discussion of how Learning theories

may have implications for an

individual’s learning experience and help change to

improve performance

Adequate / basic recommendations /

discussion of moving to an

individual model of Learning

Adequate / basic structure and expression

A good, if limited set of references of relevant learning theories and

models have been cited

A good, if limited discussion of how

Learning preferences may be used to

improve an individual’s performance

A good, if limited discussion of moving to an appreciation of an individuals preferred

learning style

A good, albeit limited structure and expression

A very good set of references of learning theories and models

have been cited

Very good discussion of how Learning

preferences may be used to improve an

individual’s performance

Very good recommendations /

discussion of moving to an appreciation of

an individuals preferred learning

style

Very good structure and expression

Excellent set of references of

learning theories and models have been

cited

Excellent discussion of how Learning

preferences may be used to improve an

individual’s performance

Excellent recommendations /

discussion of moving to an appreciation of

an individuals preferred learning

style

Excellent structure and expression

Outstanding set of references of

learning theories and models have

been cited

Outstanding discussion of how

Learning preferences may

be used to improve an individual’s performance

Outstanding recommendations /

discussion of moving to an

appreciation of an individuals

preferred learning style

Outstanding structure and expression

Exemplary set of references of learning

theories and models have been cited

Exemplary discussion of how Learning preferences may be used to improve

an individual’s performance

Exemplary recommendations /

discussion of moving to an appreciation of an

individuals preferred learning style

Exemplary structure and expression

Trait

0- 30% Clear Fail Standard not met 1

30-39%Fail Standard not met 2

40-49 Pass Adequate Meets

Standard 1

50-59 Pass Good Meets

Standard 2

60-69 Pass Very Good Meets

Standard 3

70-79 Excellent Exceeds

Standard 1

80-89 Outstanding

Exceeds Standard 2 90-100 Exemplary

Exceeds Standard 3

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Guidance for Module Learning Log

• A good log entry will show:

• Some evidence of critical thinking and analysis, describing your own thought process about your learning and personal development, and what you have learnt from the module;

• Some self-awareness demonstrating openness and honesty about performance along with some consideration of your own strengths and weaknesses, achievement of personal aims and objectives; challenges faced and how you resolved them;

• Some evidence of learning, appropriately describing what needs to be learned, why and how.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 3: Learning Log (20 marks)

Trait

0- 30% Clear Fail Standard not met 1

30-39%Fail Standard not met 2

40-49 Pass Adequate Meets

Standard 1

50-59 Pass Good Meets

Standard 2

60-69 Pass Very Good Meets

Standard 3

70-79 Excellent Exceeds

Standard 1

80-89 Outstanding

Exceeds Standard 2 90-100 Exemplary

Exceeds Standard 3

Task Part 3

Learning Log (20 Marks)

Completely Insufficient or

Incomplete weekly sheets, with Completely Insufficient

Reflection and / or Application

Insufficient or Incomplete weekly

sheets, with Insufficient

reflection and / or Application

Adequate / basic weekly sheets, with

Adequate reflection and Application

Good weekly sheets, with Good

Reflection and Application

Very Good weekly sheets, with

Very Good reflection and

Application

Excellent weekly sheets, with

Excellent reflection and Application

Outstanding weekly sheets, with Outstanding

Reflection and Application

Exemplary weekly sheets, with

Exemplary reflection and

Application

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

RESEARCH INFORMED LEARNING AND PRACTICE

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Research Informed Learning and Practice?

In pairs or on your own, think of some keywords AND an explanation of research informed learning and practice.

Think about: • What kinds of exercise and activities might

you expect? • What would this require from you as a

learner? • What is independent learning and how

does this relate to Research Informed Learning and Practice?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

TEACHING AND LEARNING PLAN (SOW)

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Structure of the module

• This module is unique as there are two broad components to it:

• The application of research and management topics

• Learning styles and preference

• As such, the module has been designed in such a way to ensure that it engages with these two broad areas.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Teaching and Learning Plan Week Topic

Week 1 (Today) Introduction to the module, the purpose of research and learning styles. Seminar / workshop: exploring learning styles – Part 1 (MLO4) in workshop and seminar

Week 2 Research: its value and benefits. Seminar/ Workshop: distinguishing between primary and secondary sources

Week 3 Getting the most out of university resources/ Checking of Assessment Progress

Week 4 Generating a research question, research driven aims and objectives

Week 5 Learning Styles and preferences

Week 6 Developing reflective practice / Discussion about Learning Log

Week 7 Academic writing and making sense of academic literature

Week 8 Writing a literature review for academic work

Week 9 Fostering critical thinking

Week 10 Thinking critically: the critical literature review

Week 11 Ethics and research

Week 12 Assignment surgery

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Session One

Over to you….. In pairs discuss the following (and feedback to the class)

Research :- • What is research? Keywords, definition? • Why do we do it ? • How do we use it ? • Is there more than one way of doing it ?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

WHAT IS RESEARCH?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Definition:

‘The aim, as far as I can see, is the same in all sciences. Put simply and cursorily, the aim is to make known something previously unknown to human beings. It is to advance human knowledge, to make it more certain or better fitting … The aim is … discovery.’

– Norbert Elias (1986: 20)

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Additional Definition: • The systematic and objective process of collecting,

recording, analysing and interpreting data for aid in solving managerial problems. (Wilson, 2014)

• Implications of definition: – Systematic? – Objective? Is this always the case? – Research solves problems – can you think of an e.g.? – Involves the collection of data – examples? – Interpretation of data? – what does this mean? – What kind of problems could research solve in a business

context?

• Wilson, J (2014) The Essentials of Business Research, London: Sage

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Additional Definition:

• Research as a social and intellectual activity that involves systematic inquiry aimed at accurately describing and explaining the world.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

The Meaning of Research

• Research is a process of enquiry and investigation.

• It is systematic and methodical.

• Research increases knowledge.

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Examples of Business Research

Can you think of any others? For instance, sectors where research will be used and the research issues focused upon?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

WHAT ARE THE BENEFITS ON BEING COMPETENT IN RESEARCH AS A STUDENT?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Benefits of Becoming a Competent Researcher

• Can help you to become a better student. • Gives the student more choice in how they

go about their assignments • An important requirement if you intend

continuing with your education • Can develop transferable skills that can be

used in a variety of different sectors • The feeling of expertise that it brings

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Benefits of Becoming a Competent Researcher

• Ability to obtain and process information from a variety of sources

• Ability to analyze quantitative data – major skill and important for employability

• Ability to create and/or edit written reports – transferable skills

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

From Cooper, Business Research: A Guide to Planning, Conducting, and

Reporting Your Study 1e. SAGE Publishing, 2019.

What Recruiters Say about Research Skills

What are the implications of this table?

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Research in a work context

• Managers need accurate data and information to make competent decisions

• You may be asked either as an entrepreneur or employee to present research-related information (e.g. business plan, pitch, presentation)

• At some point in your career, you may need to buy research services through outsourcing.

• You may seek a position or a career as a research specialist

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

SEMINAR AND WORKSHOP

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Last task

• 1. Using laptops / tablets - do more research online into your learning preferences from VARK and Honey and Mumford – TAKE NOTES

• Consider: • A. the implication these results have for your

learning on the programme • B. How these results can help you in your studies • C. Whether you think the results are a accurate

reflection of your learning style • 2. Complete a learning log entry