MODULE HANDBOOK
2019-20
BUSI0011 DISSERTATION
3. Key Module Specification Details 3
4. Enquiry-Based Learning and Research-Led Teaching 4
5. Employability Skills Gained 4
7. Schedule of Teaching and Learning Activities 5
11. Additional Module Specific Information and Costs 8
| Welcome to the Module |
|
Congratulations on starting your final year of undergraduate studies here at the University of Greenwich. Undertaking research and writing a dissertation is one of the most important projects of your study, not just because it carries so much weight towards your final grade, but also because of the personal and professional development opportunity that comes with it. The relationship with your supervisor is crucial to successful dissertation research. The lectures, tutorials and the Moodle site aim to provide a general framework that can offer you general guidance, as well as a pool of resources that can support the student‐supervisor relationship. We look forward to support you in a successful completion of your dissertation. |
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This handbook provides essential information that you will need during this module. It is not intended to be exhaustive, but the aim is to help you to see key information at a glance about the module, such as the aims and learning outcomes, the proposed schedule of teaching delivery, assessment details, reading list and any additional resources available to you. Please ensure that you familiarise yourself with the contents of the handbook and ask your supervisor if you are unclear about any of its contents. The university will do all that it reasonably can do to provide educational services to support your learning. Sometimes circumstances may mean that we cannot provide such educational services or that the university has to withdraw or change aspects of this module and/or student services detailed in the information you have been provided with by the university. This might be because of, for example: industrial action by university staff or third parties; the unanticipated departure or absence of key members of university staff; acts of terrorism; the acts of any government or local authority; academic changes within subject areas; or where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it. In these circumstances, the university will take all reasonable steps to minimise the resultant disruption to those services and to affected students, for example by making reasonable modifications, but to the full extent that it is possible under the general law, the university excludes liability for any loss and/or damage suffered by any applicant or student as a result of these circumstances. The modifications we make may be to: the content and syllabus of modules, including in relation to placements; the timetable, location and number of classes; the content or method of delivery of your module; the examination process; and the timing and method of assessment Many of the changes that we make are in response to feedback from students and are intended to improve the experience of students and student outcomes. In making any changes, the university will aim to keep significant changes to the minimum necessary and will notify and where reasonably possible also consult with you in advance about any significant changes that are required. |
The changes made to the 2019-2020 BUSI0011 Dissertation module in response to feedback from the 2018-2019 students are:
- Students can rank order dissertation supervisors in July 2019 so that a suitable supervisor can be assigned in August 2019
- Extending the tutorials to both terms rather than only having tutorials in Term 1
-
Streamlining
the module by:
- Simplifying the methods students choose from by having survey as the quantitative method and interview as the qualitative method
- Students using the method that their supervisor prefers (e.g., if your supervisor is willing to supervise quantitative research you will do a survey, if he/she prefers qualitative research, you will do interviews; if your supervisor has no preference, you can choose whichever method you prefer)
- Having students select from one of two possible quantitative models (for the students conducting quantitative research): Model 1, investigating the relationship between 1 predictor variable and 3 outcome variables and Model 2, investigating the relationship between 3 predictor variables and 1 outcome variable
- Providing students with key variables that they can use in their research, depending on who their supervisor is
- Having students write their Draft Literature Review and submit their Epigeum ethics form in late November 2019, allowing more time for the data collection
- Having the Epigeum Ethics and instruments deadline before the Winter break so that students can start collecting data earlier if they so wish
| Key Contacts |
|
The
list below summarises the contact details of key individuals
relevant to this module.
Room Email address Phone number Head of Academic Mr. Adrian Yao 1st Floor Main Building [email protected] 03 – 2070 2078 Course Tutors: Ms. Emelia Ms. Fadillah Mr. Sanmugam Mr. Joachim Mr. Pradeep 1st Floor Main Building e[email protected] [email protected] [email protected] [email protected] [email protected] 03 – 2070 2078 Programme Coordinator: Kenny Yeo Boon Guan 1st Floor Main Building [email protected] 03-20702078 ext 211 |
| Key Module Specification Details |
|
Department: HROB Number of Credits: 30 Term of delivery: Double-term Site of delivery: Greenwich Maritime Pre-requisites/Co-requisites: N/A Aims: The course is designed to facilitate and support students to: develop an individual research project relevant to management practice; acquire and try out data collection skills; demonstrate their understanding of what research is, how it is designed, carried out, and reported on; demonstrate a critical approach to existing and published research; demonstrate their competence in writing a well-structured and elaborated research report. It is recognised that undergraduate students may have a variety of strengths and preferences in their approach to accessing and evaluating research evidence. For this reason this course allows students to choose from various primary and/or secondary data collection methods. A highly critical approach to the topic is essential. Learning Outcomes: On completing this course successfully you will be able to: Understand the process of planning, researching and writing an original piece of work Define and analyse a complex business problem, along with an ability to integrate academic knowledge and practical applications Critically assess theoretical concepts and formulate appropriate conceptual frameworks; synthesise and reflect upon a range of sources, learn from experience and apply theory Search for appropriate academic journals and disseminate information effectively Make judgements about the quality and authenticity of data, to be sensitive to ethical issues related to research activities Manage a large, sustained task independently and to plan and control a project over an extended period and to meet deadlines Research methodologies relating to primary and/or secondary research Use appropriate research support software tools Develop high standards in interpreting research data accurately; present and discuss data appropriately Draw cogent conclusions and, where appropriate make viable recommendations Format an academic manuscript effectively Enquiry-Based Learning and Research-Led Teaching Enquiry-Based Learning (EBL) Defined as ‘an approach based on self-directed enquiry or investigation in which the student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life scenarios (for example, from case studies, company visits, and project work) and students investigate topics of relevance that foster the skills of experimental design, data collection, critical analysis and problem-solving’. In this course you will go through the various stages of conducting a research project, starting with selecting a research problem and a topic, deciding on a research question and a research model, selecting appropriate research methods, carrying out your research and analyzing your results, and culminating with writing an academic manuscript: your dissertation. Your learning will be facilitated by a dissertation supervisor. Research-Led Teaching (RLT) An element of Enquiry Based Learning links to RLT, which involves faculty introducing students to their own research where it is relevant to the curriculum being taught as well as drawing on their own knowledge of research developments in the field, introducing them to the work of other researchers. RLT sees students as active participants in the research process, not just as an audience. This is achieved by discussing such developments in lectures and classes, and setting reading lists including recent research publications at the frontier of the field. The definition of a diverse assessment regime at the programme level (incorporating an expectation of familiarity with, and use of, such publications in assignments) and the inclusion of projects at every level of the programme is also fundamental to achieving these objectives. All supervisors would have indicated various topics that they are interested in supervising dissertations on, as well as their preferred research method(s). In July 2019 you will be asked to rank order supervisors and topics. Based on your ranking, you will be assigned a supervisor with relevant research interests to supervise you. |
| Employability Skills Gained |
|
1. Cognitive Skills Opportunity for solving problems independently. Opportunity to make sensible assumptions in real life scenarios. Reflection on skills gained and the impact of the proposed solution. 2. Generic Competencies Substantial written element emphasising clear formatting, spelling and grammar within a clear, well-reasoned narrative. 3. Technical Ability Introduce an extra niche technology or more advanced skills (practical and/or technologybased) in previous applications. Further reflection on the value of these skills for the appropriate subject/discipline. 4. Organisational Awareness Opportunities for research into current trends and understanding how sectors are linked. The value of the dissertation goes far beyond you learning how to write academically or collecting and analysing data. By completing what for most of you is their first long-term project, you will learn how to resolve complex problems that require you to think critically, obtain new skills (e.g., writing a Literature Review or working with SPSS), often under serious time constraints, requiring you to juggle multiple responsibilities (other modules, work, home, etc.), plan your time, meet pre-set goals (the various dissertation deadlines) and coordinate with others (supervisors, participants, etc.). Even if after completing this module you never have to write another literature review or dissertation again, all of the skills that you vicariously learned and practiced while writing your dissertation will help you in your future career. You can find out more about the Greenwich Employability Passport online https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students Information about the Career Centre is also available online https://www.abintegro.com/public/career-transition-and-job-search You can log on to the Career Centre with your Portal ID and Password https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php |
| Key Dates |
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|
|
2019/20
Term
Dates
Please note that dates may differ depending on when you start your programme of study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for full details, and details of University closure dates. Welcome Week 2nd September 2019 6th September 2019 Term 1 9th September 2019 13th December 2019 Examination Period 06th January 2020 10th January 2020 Term 2 13th January 2020 03rd April 2020 Examination Period 27th April 2020 15th May 2020 Resit Examination Period 20th July 2020 24th July 2020 |
| Schedule of Teaching and Learning Activities |
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|
The session plan for this module is designed to prepare you to develop your research project by gradually building necessary knowledge and skills. Attendance is expected at all sessions as the structure is progressive.
| Term 1 | ||
| Week beginning |
|
Session Title and Description |
| 23/09/2018 | Lecture | Introduction to the Dissertation |
| Tutorial | No seminar | |
| 30/09/2019 | Lecture | Research Question: How do you develop it? |
| Tutorial | Introduction to tutorials and meeting your dissertation supervisor. Discussing examples of good and bad dissertations. | |
| 07/10/2019 | Lecture | Literature Review (1). How to search for literature? |
| Tutorial | Writing your research question. Drawing your research model (quantitative only) | |
| 14/10/2019 | Lecture | Literature Review (2). How to analyse the literature? |
| Tutorial | Finding articles with WoS | |
| 21/10/2019 | Lecture | Literature Review (3). Writing your literature review |
| Tutorial | Bring and discuss your research question(s), research model and hypotheses | |
| 28/10/2019 | Lecture | Introduction to research design (qualitative / quantitative) |
| Tutorial | Present 2 articles that you plan to use in your literature review | |
| 04/11/2019 | Lecture | Sampling strategies |
| Tutorial | Present 2 articles that you plan to use in your literature review | |
| 11/11/2019 | Lecture | Conducting Qualitative Research: Interviews |
| Tutorial | Bring and discuss one paragraph outlining your sampling strategy Video: Conducting interview with mistakes Video: Conducting interview: How it should be done | |
| 18/11/2019 | Lecture | Conducting Qualitative Research: Document analysis |
| Tutorial | Good & Bad Practice: Interviews Video: Document Analysis NVivo and frequency analysis Video: Word count | |
| 25/11/2019 | Lecture | Conducting Quantitative Research: Survey Design |
| Tutorial | Good & Bad Practice: Survey | |
|
| Submit | Draft Literature Review (10%) due Nov 29th 2019 by 23:30. |
| 02/12/2019 | Lecture | Ethics in research |
| Seminar | Bring a draft of your participant information and consent forms to class | |
| 09/12/2019 | Lecture | No lecture. Complete Epigeum module at home. Fill in Epigeum Ethics form. |
| Seminar |
Finalise
ethics forms and obtain supervisor approval for survey instrument
(quantitative) or interview questions (qualitative)
| |
| Term 2 | ||
| Week beginning |
|
Session Title and Description |
| 13/01/2020 | Lecture | Analysing qualitative data (Part 1) |
| Workshop | Data collection catch-up (Part 1) | |
| 20/01/2020 | Lecture | Analysing qualitative data (Part 2) |
| Workshop | Data collection catch-up (Part 2) | |
| 27/01/2020 | Lecture | Analysing quantitative data (Part 1) |
| Workshop | SPSS Basics | |
| 03/02/2020 | Lecture | Analysing quantitative data (Part 2) |
| Workshop | Analysing your data. Writing up your Method: Sampling and participants subsection by using Descriptive statistics and frequencies Visualising your descriptive statistics and frequencies | |
| 10/02/2020 | Lecture | Writing the Method and Results sections |
| Workshop | Analysing your data. Writing up your Method: Procedure and Research Instruments subsection | |
| 17/02/2020 | Lecture | Writing the Discussion and Executive Summary sections |
| Workshop | Analysing your data. Writing up the Method: Data analysis subsection and Results (Part 1) Calculating, interpreting and visualizing correlations (quantitative) Coding, interpreting and visualizing findings (qualitative) | |
| 24/02/2020 | Lecture | Successfully finalising your dissertation and Q&A session |
| Workshop | Analysing your data. Writing up your Results (Part2) Conducting and interpreting the results of regression, ANOVA and Chi-square test. Coding, interpreting and visualizing findings (qualitative) | |
| 02/03/2019 | Lecture | No lecture |
| Workshop | The parts of a Discussion section. What makes for a strong or a weak Discussion Writing your executive summary | |
| 09/03/2019 | Lecture | No lecture |
| Workshop | Work on dissertation and bring questions to workshop | |
| 16/03/2019 | Lecture | No lecture |
| Workshop | Work on dissertation and bring questions to workshop | |
| 23/03/2019 | Submit | Dissertation due March 27th, 2020 at 23:30. |
Time & Project Management
13th December, 2019: Finalise Ethics form and research instruments Time and project management are essential to the successful completion of your dissertation. Please note the following project timeline, add important dates into your calendars and give yourself plenty of time to manage these dates along with your other study commitments. Remember: failing to prepare is preparing to fail!
29th November, 2019:
Submit Draft Literature Review
TERM 1
Weeks 2 – 11: Find your research question
Write
your literature
review
Weeks
7 – 13:
Work on your method;
Plan your research
design
(sampling, data collection), Draft
survey or interview protocol
is presented to supervisor; Complete ethics
form on Epigeum
27th
March, 2020: Submit Dissertation
TERM 2
Weeks
18-21: Finalise
data
collection
Weeks 25-28 –Polish and finalise the dissertation
Weeks
21-24: Analyse
data; Finalise
Method and Results
sections; Start
writing the Discussion section
| Assessment Tasks |
|
The overall pass mark for this module is 40%. |
|
Assessment
Schedule
Assessment
(including resits)
Length
Weight
towards Module grade
Learning
Outcomes
Due
date
Anonymous
Submission?
Anticipated
Return Date
Draft
Literature Review
3000
words
10%
1-7
12/12/2019
No
Epigeum ethics and research instruments 0% Pass/Fail 5, 7 05/12/2019 No Dissertation 10,000 words 90% 1-11 26/03/2020 No |
|
Return of marked work with feedback will normally be given up to 15 working days after the due date indicated. In exceptional circumstances where you experience a delay in receiving this you will be informed by the tutor. Assessment Details The assessment of this course falls into 3 parts: (i) draft literature review; (ii) research ethics and instruments and (iii) dissertation (1) Draft Literature Review Deadline: November 27th 2019 at 23:30PM Objective: The literature review is an essential section in every dissertation. The literature review presents a discussion of what experts and academics have written about the concepts and theories relating to your research question. It is your evaluation of how their work fits with your own study to provide the historical and theoretical context. In sum, your reader should understand how the work of other authors is influencing the approach you will take in your research. Deliverable: You need to submit a 3,000-word draft literature review, comprising of: Introduction. The introduction (to the overall dissertation) must provide the rationale for your dissertation: what is the question that you are trying to answer and why it is important to do this research. Your introduction must contain a clear statement of the research question and the aims of the research (closely related to the question). Research Question. Start by stating what your research topic and research question are, and explain why this question is theoretically and practically relevant or interesting Use the 1-2-3 punch model. Literature Review. A critical review of the literature (minimum 10 articles). Provide definitions of the variables present in your research model Explain the relationships between the variables of your research model by providing a critical review of pertinent literature If conducting quantitative research, state your specific hypotheses; if conducting qualitative research, state your research sub-questions Provide a figure with your research model (quantitative) Planned research methods: Mention, in a couple of sentences, how you plan to answer your research question. In other words, which type of evidence (quantitative or qualitative) will you collect to answer your question? What kind of a sampling method do you intend to use? (2) Research Ethics Deadline: December 13th 2019 at 23:30PM Given the importance of ethics for the conduct of research, you are required to have ethical approval before you start collecting data. You are expected to successfully complete the online Epigeum Research Ethics training module (on Moodle) and the two linked to it short quizzes. Afterwards you will fill in your participant information and consent forms, as well as design your survey (quantitative) or interview questions (qualitative), which will then have to be explicitly approved by your supervisor. Do not start collecting data without receiving an approval from your supervisor, doing so will result in an immediate fail. (3) Dissertation Deadline: March 27th 2019 at 23:30PM Objective: The dissertation is a substantial piece of research that is analytical rather than descriptive in focus. It applies existing theory to develop a research question and investigate an issue relevant to management/HR. It defines terms robustly and with reference to existing research definitions of key concepts and analyses data (usually) to reach original conclusions and explanations linked to the research question. It discusses the findings and conclusions, limitations of the study and a discussion of recommendations or implications for further research and/or practice. Deliverable: Your dissertation is a 10,000-word research paper on your chosen topic as agreed with your supervisor. Please follow the generic structure below: Executive summary – not included in word count Introduction – reworked based on the comments that you have received for the draft literature review and the draft dissertation Literature Review – reworked based on the comments that you have received for the draft literature review and the draft dissertation Method – reworked based on the comments that you have received for the draft literature review and the draft dissertation Results – reworked based on the comments that you have received for the draft literature review and the draft dissertation Discussion – Critically discuss your results and relate them to previous research on the topic, discuss theoretical and practical implications of your findings, acknowledge limitations of your research, provide suggestions for future research and conclude References (in Harvard style) – not included in word count Appendix: for survey studies: include the questionnaire (or screenshots of online survey) including introduction with information about the study; for interview studies: include the interview protocol including informed consent form; in addition, the appendix may include pictures, further analysis, etc.) – not included in word count |
Draft Literature Review Marking Criteria (10%)
|
| Meets all requirements at a very high level of rigour and quality and with very few, if any, weaknesses of any kind | Meets all requirements satisfactorily but with a few weaknesses, although none critical | Does meet most requirements and has some significant, but rectifiable, weaknesses | Does not meet all requirements and/or Includes some critical weaknesses | Does not meet all requirements and Contains hard-to-rectify, critical weaknesses |
| INTRODUCTION (25%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Follows
the 1-2-3 Punch model covered
in the lectures
Clearly
states the research problem
(e.g., focused on investigating some management practice or
challenge or seeking to contribute to the knowledge within a
particular management practice or area)
Provides
sufficient contextual background information so that the reader
can understand the context
of the proposed research
Explains
the proposed theoretical and practical significance/importance
of the research and substantiates this with evidence as opposed
to merely claiming any significance or importance
Provides
a brief
review of existing literature
and identifies
gaps in previous research that
the current study aims to address
Explains
how the current study will address
the gaps
in previous research previously identified.
Clearly
states
the research question at
the end or at a logical spot within the text
Main
and sub-questions
(if any) are related and consistent in use of terms and concepts
|
| ||||
| LITERATURE REVIEW (50%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Definitions
of all relevant research constructs
are included
The
literature is appropriately
selected, sufficiently covered and sufficiently recent in
relation to the research questions
Relationships
between variables are clearly stated and
supported with logical, theoretical, and empirical (in case of
prior research) explanations of why the relationship is expected
to exist
There
is
alignment
among the research title, research questions and the research
hypotheses (quantitative) and sub-research questions
(qualitative) are clear and well-grounded in the literature
Inconsistencies,
biases, omissions, inadequate testing, inconclusive or
contradictory evidence or conclusions
in previous research/literature are mentioned (if applicable)
Clear
and logically sound hypotheses
are provided (quantitative)
Clear
and logically sound sub-research questions
are provided (qualitative)
A
picture of the research
model
is included (quantitative)
|
| ||||
| RESEARCH METHODOLOGY (15%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Research
Approach & Strategy
Clearly
describes the research approach
(deductive versus inductive) and research strategy
(quantitative or qualitative) that was used
Uses
suitable
references
to show why the approach and strategy is appropriate to the
proposed research
Mentions
the proposed
data collection method
(survey if quantitative and interviews if qualitative) and
approach to collecting the data (how many participants, how will
they be approached)
|
| ||||
| HARVARD REFERENCING, GRAMMAR AND ORGANISATION (10%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
| Harvard referencing is correct and the references used are appropriate (academic) There is no evidence of plagiarism The texts is free of grammatical and spelling errors The text is clear, concise, logically structured and easy to read |
|
Dissertation Marking Criteria (90%)
|
| Meets all requirements at a very high level of rigour and quality and with very few, if any, weaknesses of any kind | Meets all requirements satisfactorily but with a few weaknesses, although none critical | Does meet most requirements and has some significant, but rectifiable, weaknesses | Does not meet all requirements and/or Includes some critical weaknesses | Does not meet all requirements and Contains hard-to-rectify, critical weaknesses |
| THESIS TITLE AND EXECUTIVE SUMMARY (5%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
The
title should be concisely stated
(no more than 19 words)
The
title and executive summary accurately reflect
the research problem, purpose, main research question(s) and
research scope
Length
of executive summary – 200 to 400 words, structure should
follow the same order of the thesis
|
| ||||
| INTRODUCTION (10%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Follows
the 1-2-3 Punch model covered
in the lectures
Clearly
states the research problem
(e.g., focused on investigating some management practice or
challenge or seeking to contribute to the knowledge within a
particular management practice or area)
Provides
sufficient contextual background information so that the reader
can understand the context
of the proposed research
Explains
the proposed theoretical and practical significance/importance
of the research and substantiates this with evidence as opposed
to merely claiming any significance or importance
Provides
a brief
review of existing literature
and identifies
gaps in previous research that
the current study aims to address
Explains
how the current study will address
the gaps
in previous research previously identified.
Clearly
states
the research question at
the end or at a logical spot within the text
Main
and sub-research questions
(if any) are related and consistent in use of terms and concepts
|
| ||||
| LITERATURE REVIEW (25%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Definitions
of all relevant research constructs
are included
The
literature is appropriately
selected, sufficiently covered and sufficiently recent in
relation to the research questions
Relationships
between variables are clearly stated and
supported with logical, theoretical, and empirical (in case of
prior research) explanations of why the relationship is expected
to exist
There
is
alignment
among the research title, research questions and the research
hypotheses (quantitative) and sub-research questions
(qualitative) are clear and well-grounded in the literature
Inconsistencies,
biases, omissions, inadequate testing, inconclusive or
contradictory evidence or conclusions
in previous research/literature are mentioned (if applicable)
Clear
and logically sound hypotheses
are provided (quantitative)
Clear
and logically sound sub-research questions
are provided (qualitative)
A
picture of the research
model
is included (quantitative)
|
| ||||
| RESEARCH METHODOLOGY (15%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
Research
Approach & Strategy
Clearly
describes the research approach
(deductive versus inductive) and research strategy
(quantitative or qualitative) that was used
Uses
suitable
references
to show why the approach and strategy is appropriate to the
proposed research
|
| ||||
|
Sampling
and Participants
Clearly
and adequately
describes the population
(e.g., age, gender, education, tenure, etc.) for the research and
the sampling method using descriptive statistics
Clearly
and adequately describes
the response rate/cases achieved
and how the sample/cases were identified and selected and the
adequacy of the foregoing in obtaining the sought response rate
or required number of cases
Clearly
and sufficiently details any ethical
concerns
and whether and how they were successfully addressed
|
| ||||
|
Procedure
and Research Instruments
Fully
describes the data collection procedure
employed
Fully
describes any scales and instruments
used (quantitative): reference to source, sample items, type of
scale, changes to original scale, if any (e.g., recoding items,
changing words), Cronbach’s alpha
Fully
describes the interview questions (qualitative)
|
| ||||
|
Data
Analysis
Briefly
(no more than 300 words) and adequately describes
the data analysis method
used
|
| ||||
| RESULTS (15%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
|
The
findings are completely,
accurately and appropriately reported (both
in text and in tables/graphs)
The
analysis is methodologically sound and appropriate, complete and
accurate
(both in text and in tables/graphs)
|
| ||||
| DISCUSSION (25%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
| The discussion is relevant to the research question and supported by the findings and analysis The research questions are clearly and appropriately answered The conclusions are fully justified given the research undertaken The theoretical implications of the findings are clearly and appropriately stated The practical implications of the findings are clearly and appropriately stated The limitations of the research are clearly and appropriately stated Clear and actionable directions for future research are included; these are realistic considering the state of research area and the new research done by the student A brief conclusion is provided (optional; maximum 200 words) |
| ||||
| HARVARD REFERENCING, GRAMMAR AND ORGANISATION (10%) | (>70%) | (60%-69%) | (50%-59%) | (40%-49%) | (<40%) |
| Harvard referencing is correct and the references used are appropriate (academic) There is no evidence of plagiarism The texts is free of grammatical and spelling errors The text is clear, concise, logically structured and easy to read |
|
| Re-Sit Assessments | |||
|
The
Progression and Award Board (PAB) will determine whether students
who have failed items of coursework or exams will be permitted to
complete re-sits. These normally take place in July/August. If
your results letter advises you that you have been given a re-sit
opportunity you will need to check the portal for details of the
assessment element(s) that you will need to complete and for the
timings of re-sit examinations.
For non-exam re-sits (e.g. coursework, essay, presentation, group work assessments), please consult the relevant Module’s moodle page for instructions on what is required of your re-sit assessment. The due date will be Wednesday 10th July 2020. You should be aware that there is no automatic right to take re-sits; this is at the discretion of the PAB and dependent on the scale of failure and your overall profile. If you are offered a re-sit opportunity which you do not take up, you will be recorded as having a non-submission; you will not keep the original grade for that item if you are told by a PAB that they want you to re-sit. | |||
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| 10. Reading Lists | |||
|
| |||
| Author | Title | Publisher | ISBN |
| 2-27 | Saunders, M., Lewis, P., & Thornhill, A. (2015). Research methods for business students (7th edition). Pearson Education Limited: Prentice Hall, UK. | An excellent book to help you with writing your dissertation. Available in Greenwich library: 650.072 SAU | 2-27 |
| 2-27 | Webb, J. (2014). Doing your research project (6th edition). Berkshire: Open University Press | Great book to help you think about your whole research project, with advice on planning your research, literature reviewing, methods and basic data collection and analysis. Available in Greenwich library: 370.78/BEL | 2-27 |
| Additional Module Specific Information and Costs |
|
Students
using quantitative method and collecting their data with a survey
will have to install IBM SPSS software on their computers to
analyse their data. Instructions on how to do that can be found on
Moodle.
Students conducting surveys are required to use Greenwich Online Surveys. More information on how to obtain access will be sent by the Module Leader. Students conducting interviews can use Nvivo. Instructions on how to install Nvivo will be made available by the Module Leader. |
| Glossary of Terms |
| Pre-requisites/Co-requisites | This describes the learning you are expected to have completed before starting the module or the learning (or other modules) that you should be undertaking alongside it. |
| AIms | These define the overall educational purpose of the module |
| Learning Outcomes | These are subject specific statements that define the learning that will be assessed during this module |
| Assessment Weight | This refers to the proportion of the overall result for the module that is based on your performance in each of the assessment tasks |
| Other Details |
|
The majority of information
relevant to you while you study at the University has been brought
together into your programme handbook. Please refer to your
programme handbook for any further information you might require
including:
Deadlines and extenuating circumstances, Plagiarism and referencing, Who to go to for advice or if you are concerned, How to provide us with feedback, Key administrative procedures. |