Word Limit:
• Research Proposal: 2,500 words (Plus or minus 10%)
Learning outcomes assessed:
1. Identify a research topic appropriate to the level and field of study
2. Demonstrate a detailed understanding of the main frameworks and principles on research design.
3. Assess and contribute to the process of research
4. Evaluate how quantitative and qualitative methods can be applied in academic research
This coursework is worth 100 % of the total marks for this module.
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must:
• Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.
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Background
The central purpose of this module is to prepare for the Capstone project. In particular, Research Methods is for those who taking the Business Research as a Dissertation or quantitative approach. Students should become knowledgeable about what they want to do for their project, why they want or need to do it, what they will achieve or produce as a result of study and how they will undertake the project (methods). This latter also includes learning about what methods are appropriate to the chosen study and any ethical issues involved. The assessment is a proposal for the for the Capstone project that will demonstrate the above learning and hopefully provide a solid plan for the study.
Assignment Task
To produce a proposal (including a learning contract) for a suitable topic of investigation that includes the following (as a guide):
1. Introduction including academic rationale, research question, objectives and hypotheses (if appropriate)
2. Literature Review
3. Research Methodology
4. Reference List
Students should also submit a completed Ethics Checklist alongside their proposal and a learning contract (all placed in the appendix).
Total Marks for Assignment: 100
End of Assignment Brief
References:
Bryman, Alan; Bell, Emma (2015) Business Research Methods. Oxford: Oxford University Press.
Costley, Carol; Elliott, Geoffrey, Gibbs, Paul (2010) Doing Work Based Research: Approaches to enquiry for insider-researchers. London: Sage.
Flick, Uwe (2013) The SAGE Handbook of Qualitative Data Analysis. London: Sage.
Flick, Uwe (2014) An Introduction to Qualitative Research. London: Sage.
Helyer, Ruth (ed) (2015), The Work-Based Learning Student Handbook. 2nd edition. London: Palgrave.
McNiff, Jean (2013) Action Research. London: Routledge.
Robson, Colin, McCartan, Kieran (2016) Real World Research: A resource for users of social research methods in applied settings. Chichester: Wiley
Marking Criteria for Assessment at Level 6 (Bachelors Degree with Honours)
Marks 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 70-85 (1st)
Assessment categories
Knowledge & Understanding of Subject Major gaps in knowledge and
understanding of
material at this level. Substantial
inaccuracies. Gaps in knowledge, with only superficial
understanding.
Some significant inaccuracies. Threshold level.
Understanding of key aspects of field of study; coherent knowledge, at least in part informed by current research in the subject discipline. Systematic understanding of
field(s) of study, as
indicated by relevant QAA
subject benchmark statements for the degree programme. Good understanding of the field(s) of
study; coherent
knowledge, in line with subject
benchmark, at least in part informed by current research in
the subject discipline. Excellent knowledge and understanding of
the main concepts
and key theories/
concepts of the discipline(s). Clear
awareness of the
limitations of the knowledge base. Highly detailed knowledge and
understanding of the
main theories/concepts of the discipline(s), and
an awareness of the ambiguities and limitations of
knowledge.
Cognitive/ Intellectual Skills
(e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication
of ideas and evidence) Unsubstantiated generalizations, made without use
of any credible evidence. Lack of logic, leading to unsupportable/
missing conclusions. Lack of any attempt to analyse,
synthesise or evaluate. Poor communication of
ideas. Some evidence of analytical intellectual skills,
but for the most part descriptive. Ideas/findings sometimes illogical
and contradictory. Generalized statements made with scant evidence.
Conclusions lack relevance. Threshold level.
Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/
views, but evidence not consistently
interpreted. Some relevant conclusions Evidence of some logical, analytical thinking and
synthesis. Can analyse new and/or abstract data and situations without
guidance.
An emerging awareness of different stances and ability to use
evidence to support the argument.
Valid conclusions Sound, logical, analytical thinking; synthesis and
evaluation. Ability to devise and sustain persuasive arguments, and to
review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence
accurately and convincingly. Sound, convincing
conclusions. Thoroughly logical work, supported by judiciously selected
and evaluated evidence. High quality analysis, developed independently or
through effective collaboration..
Ability to investigate contradictory information and
identify reasons for contradictions. Strong conclusions. Exceptional work; judiciously selected and evaluated
evidence. Very high quality analysis, developed independently or
through effective collaboration.
Ability to investigate contradictory information and identify
reasons for contradictions.
Highly persuasive
conclusions.
Use of Research- informed Literature (including referencing, appropriate academic conventions and academic honesty) Little evidence of reading.
Views and
findings unsupported and non-authoritative. Academic conventions largely ignored. Evidence of little reading and/or of reliance on
inappropriate sources, and/or indiscriminate use of sources.
Academic conventions used inconsistently. Threshold level.
References to a range of relevant sources. Some omissions and minor errors. Academic conventions evident and largely consistent, with minor lapses. Knowledge, analysis and evaluation of a
range of research- informed literature, including sources retrieved, analysed
independently. Academic skills consistently applied. Knowledge, analysis and evaluation of a range of research-
informed literature, including sources retrieved, analysed independently with
accuracy and assurance. Good academic skills, consistently applied. Excellent knowledge of research informed literature embedded
in the work. Consistent analysis and evaluation of sources. High-level
academic skills consistently applied. Outstanding knowledge of research-informed literature embedded in the work. Consistent analysis and evaluation of sources. High-level academic skills consistently and professionally applied.
LEVEL 6 cont…
Graduate Skills for Life and Employment
(e.g. research- related skills; written, graphical and oral communication skills;
group working; problem-solving; practical and professional skills) Little or no evidence of the
required skills in
any of the graduate skills
identified in the programme specification at this level. Limited evidence of the graduate skills
identified in the
programme specification.
Significant weaknesses evident, which suggest that the
candidate has not gained the skills necessary for graduate-level
employment. Research skills:
Can competently undertake reasonably straightforward research tasks with minimum guidance, but with minor weaknesses.
Can communicate
in a range of formats, including orally, at a standard appropriate for graduate-level employment, and with limited weaknesses.
Can generally work
effectively within
a team, negotiating
in a professional manner and managing conflict. Is largely confident and effective in identifying and defining complex problems and
applying knowledge and methods to
their solution.
Able to recognise
own strengths and weaknesses in relation to graduate employment, with minor areas of weakness. Research skills:
Can competently undertake reasonably straightforward research tasks with minimum guidance Can communicate effectively in a range of formats, including orally, at
a standard appropriate for
graduate-level employment, and with limited weaknesses.
Can consistently work effectively within a team,
negotiating in a professional manner and managing conflict. Is confident and flexible in identifying and defining complex problems and
applying knowledge and methods to
their solution. Able to evaluate
own strengths and weaknesses
in relation to graduate employment. Research skills:
Can successfully complete a range of research-like tasks, including evaluation, with very limited external guidance. Can communicate well, confidently and consistently in a range of formats, including orally, at a standard appropriate for graduate-level employment.
Can consistently work very well within a team,
leading & negotiating in a professional manner and managing conflict.
Is confident and flexible in identifying and defining a range of complex
problems and
applying knowledge and methods to their solution.
Able to take initiative in evaluating own strengths and weaknesses in
relation to graduate- level professional and practical skills, and
act autonomously to
develop new areas of skills as necessary. Research skills:
Can very successfully complete a range of research-like tasks, including evaluation, with a significant degree of autonomy. Can communicate professionally and confidently in a range of formats, at a high standard appropriate for graduate-level employment.
Can work
professionally within a team,
showing leadership skills as appropriate, managing conflict and meeting obligations.
Is professional and flexible in autonomously identifying and
defining a range of complex problems and applying knowledge and methods to their solution.
Able to show insight and autonomy in
evaluating own
strengths and weaknesses and
developing professional and practical skills needed for graduate-level employment. Research skills:
Exceptionally successful in a wide range of research-like tasks, including evaluation, with a high degree of autonomy Can communicate with an exceptionally high level of professionalism, in a range of formats, including orally, appropriate for graduate-level employment.
Can work
exceptionally well and professionally within a team, showing leadership skills as appropriate, managing conflict, and
meeting all obligations. Is exceptionally
professional and flexible in autonomously defining and solving
a range of complex problems and applying knowledge and
methods to their
solution.
Outstanding ability to evaluate own strengths and weaknesses, showing
outstanding attributes for graduate-level employment.
Marks for Level 6 0-25 (Fail) 26-39 (Fail) 40-49 (3rd) 50-59 (2.2) 60-69 (2.1) 70-85 (1st) 86-100 (1st)