Handbook Format 12/19
MODULE
HANDBOOK
Research Methods and Design
BUS9056M
Term B
2021-22
2
Contents
Module Details………………………………………………………………………………………………….. 3
Contact Details …………………………………………………………………………………………………. 3
Introduction ……………………………………………………………………………………………………… 4
Learning Outcomes …………………………………………………………………………………………… 4
Transferable Skills…………………………………………………………………………………………….. 5
Principles of Responsible Management Education …………………………………………………. 5
Module Delivery………………………………………………………………………………………………… 6
Contact Time ………………………………………………………………………………………………… 6
Directed Study ………………………………………………………………………………………………. 6
Independent Study…………………………………………………………………………………………. 7
Feedback Strategy ……………………………………………………………………………………………. 7
Assessment Summary……………………………………………………………………………………….. 9
Weighted Assessments…………………………………………………………………………………… 9
Assessment Criteria……………………………………………………………………………………….. 9
Reading ……………………………………………………………………………………………………… 11
Subject librarians …………………………………………………………………………………………. 11
Appendix 1: Assessment (Research Method Report) …………………………………………. .133
Appendix 2: Assessment Criteria/Grading for Learning Outcomes ………………..….. 20
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Module Details
Module Code: BUS9056M
Credit Rating: 15
Level: M
Subject: Research Methods and Design
Pre-requisites: none
Co-requisites: none
Barred Combinations: none
Department: Management
External Examiner: Leslie Milliken, FCIS
Contact Details
Module Co-ordinator: Dr Rebecca Herron
[email protected]
Other Lecturing Staff: Abiola Akinsola-Obatolu [email protected]
Charlotte Cartledge [email protected]
Chigozie Chukwu [email protected]
Dr Mahdieh Zeinali [email protected]
Admin Support: [email protected]
(Becca Hill and Becca Rooney)
or
LIBS Reception (David Chiddick Building)
01522 83 5509
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Introduction
This module prepares you for undertaking the research for your Masters’ dissertation or
project, as well as other assignments. It introduces you to the core principles of research
design, the research methods you are likely to encounter in your research, and the
organisation of independent study. The module seeks to develop competency in
research methodology to Masters Level. You will be encouraged to develop not only as a
reflexive postgraduate researcher but also as a critical practitioner; (one who can
critically evaluate and (re) interpret evidence presented in published sources).
While it is assumed that most students will have some knowledge and understanding of
the basic qualitative and quantitative data collection methods in social research, these
will be revisited, reappraised and extended. Contemporary research, and debates and
controversies within the journals will also be used to facilitate a critical discussion of the
epistemological and ontological assumptions of published research. Such debates will
also be used to facilitate a critical understanding of issues like reflexivity, triangulation,
ethics, validity and reliability.
The module seeks to introduce you to a balance of qualitative and quantitative methods
of data collection and analysis. In the context of qualitative data, you will learn how to
conduct, transcribe and analyse semi-structured interviews. The principles and
procedures of survey design and statistical modelling will also be introduced; and you will
be shown how to use specialist statistical software where appropriate to analyse data.
You will also develop and present your own dissertation ideas as a research proposal.
Learning Outcomes
On completion of the module you should be able to:
LO1 Design a programme of research and investigation: formulate and implement
qualitative and/or quantitative research designs appropriate for post-graduate
research in business and management
LO2 Demonstrate the knowledge and skills required to gather and analyse data in
accordance with sound principles of research and investigation (having the knowhow to analyse, present and interpret complex qualitative data using appropriate
tools of analysis and to analyse, present and interpret large quantitative data sets
using a range of statistical techniques)
| LO3 | Critically evaluate source material using the concepts of research design and evaluate the contribution of your research to existing theoretical frameworks |
AssignmentTutorOnline
| LO4 | Evaluate critically different research paradigms; reflecting on your own research practice and design preferences and the implications for your dissertation |
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Transferable Skills
The module enhances your employability by developing transferable Work Ready skills.
Click on this SU link to see more details of ways you can log your own development of
these transferable skills: Transferable Skills
These skills include:
Organisation – You will need this to organise group and independent research activities
Communication – Primary research requires either verbal or written communication
Teamwork – Your team (seminar groups) will work together to design data collection
Learning & Adaptability – You need to adapt to the ideas of others and subject reading
Leadership – There will be times you will need to take the initiative and lead/follow others
Perseverance & Initiative – research takes time and patience and requires initiative.
Commercial Awareness – you need to think how research impacts business or planning
Researching and Analysing – this is one of the core activities of this module
Problem Solving – practical and conceptual problem solving is essential for success
Students can acquire some of these by studying this module, and students are encouraged
to reflect each week on which skills they have been developing and to formally log these
(for your own future reference and use when applying for work/volunteering or other
activities). In addition to the specific learning outcomes and transferable skills detailed
above, the module also facilitates the development of a number of other transferable skills;
these are skills which will contribute to your own personal development as a ‘scholar’, but
also in the world of work. These can be identified as:
Developing reasoned argument to support or refute a case.
Applying academic approaches to issues and decision making.
Applying appropriate IT and research skills.
Demonstrating teamwork, group skills, self appraisal and reflectivity.
demonstrating skills in interpersonal and public presentation.
Principles of Responsible Management Education
The Lincoln International Business School is committed to the Principles of Responsible
Management Education (PRME) to develop future leaders that are socially responsible
who will create sustainable environmental and economic value. This module contributes
to the PRME agenda directly [Principle 3 (Method) and Principle 4 (Research)] by
developing student-led research and encouraging linkages to the UN Sustainable
Development Goals – especially SDG8 (Good jobs and Economic Growth), SDG9
(Innovation and Infrastructure), SDG11 (Sustainable Communities) and SDG12
(Responsible Consumption). see: https://www.unprme.org
https://www.unprme.org/resources/display-resources.php?cid=6
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Module Delivery
The module will be delivered through a series of lectures and seminars. Students will be
provided with access to online (Blackboard) materials produced by the staff team as well
as key background and directed readings. Regular lectures and seminars (face-to-face or
online as appropriate) are accompanied by directed learning activities – including recorded
lectures – enabling students to work in their own time outside scheduled online lectures,
seminars and drop-in sessions. Due to the current Coronavirus pandemic these sessions
will be delivered face to face (where possible and academically desirable) or as a mixture
of online and face-to-face where this is possible.
This module will be delivered over 12 weeks in Semester B. It will be delivered through a
combination of lectures and seminars each week as well as prepared materials to view out
of class. The prepared materials include pre-recorded lectures and specific exercises (e.g.
worksheets). Each week the lecture will introduce students to a variety of ideas through a
series of lecture/seminars on a range of themes related to designing research and
developing skills in methods of research production.
In addition to this, you are also encouraged to speak to your seminar tutor; given that
reflexivity is a central concern in research, workshops and seminars will be consciously
participatory and collaborative. Students will engage in a series of practical ‘exercises’ so
as to develop their research skills (practice) in the context of a growing knowledge of
research methodology. Some of these exercises will be collaborative, others being more
independent. The schedule of planned activity will be made available on blackboard.
Contact Time
The format of sessions will vary according to the topic under discussion and will
generally involve 2 hours of lectures per week and 1 hour of workshop/seminars per
week along with some additional support sessions and independent learning activities.
SPSS will be introduced to students and they will be able to download a (free) copy of
the computer software onto their own devices for use during their studies. Students will
also be able to work on predetermined data sets. Other workshops / seminars will involve
a discussion of published research, specific research exercises and discussion of
students own ideas.
Directed Study
You will be directed to learn specific skills in research analysis including the surveying,
interviewing, transcription and data analysis skills necessary for the assignment. You will
also be given guided tuition where you will learn how to code interview transcripts and to
apply some basic statistical analysis techniques using SPSS software. These sessions
will guide the class through specific analysis that can be used in the assessment or
students’ later dissertations.
All students will be encouraged to connect ideas from this course to the parallel exercise
of creating a proposal for their dissertation project (research project, consultancy or startup). Your topic is expected to be inspired by program content and students are expected
to discuss their emerging ideas in their seminar groups and comment upon each other’s
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work in a constructive and developmental manner as part of the module delivery.
Directed class-work will help students construct collective ideas.
Independent Study
Independent study is a necessary and essential part of this module. You will be
expected to work through a number of SPSS worksheets in class and explore the topics
these raise in your own time. You will be able to download the SPSS software to do this.
You are expected to read widely about a number of research methods and to develop the
core ideas presented in lectures through your own study of the recommended texts and
similar sources. You will be expected to extend and develop skills in qualitative analysis
through practice and independent study. You are expected to read a variety of sources
about research design and research ethics and to be able to apply these to your work.
Work at Merit level and above in the module’s assessments will be expected to
demonstrate evidence of considerable wider study. Some self-organised work with other
students (e.g. testing your pilot surveys) will also be required outside the timetabled
sessions.
| Module Delivery | Total Hours |
| Lectures | 24 Hours |
| Seminars | 8 Hours |
| IT Workshops (SPSS) | 4 Hours |
| Directed work/exercises | 24 Hours |
| Drop-in/support sessions | 2 Hours |
| Independent study | 88 Hours |
| Nominal Total (15 CATS) | 150 |
Feedback Strategy
Receiving formative feedback during your learning is essential to ensure you are prepared
for your final assessments. To support your learning throughout the module the following
formative feedback strategies are used:
• Assessment Workshops – Seminar tutors will guide you through specific
exercises related to developing ideas for the assessment. These include some
group working and some individual preparation. You will be required to discuss
ideas in class and both your tutors and your class peers will be encouraged to give
you informal, developmental feedback
• Dedicated assessment support lectures – the Module Leader and seminar tutors
will provide specific sessions that go through the expectations of the assessments
and provide support on this. Some additional sessions may be timetabled at the
end of the module as required to provide flexible support.
• Feedback on draft work – students will be given rubrics (specific sections to
complete) in each assessment. Students can discuss with their seminar tutors
sections they do not understand or are having difficulties completing. No formal
marks will be provided on draft work but students should use the opportunity to
develop an understanding of the marking expectations with their seminar tutors.
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• Meetings with tutors – students are encouraged to raise general issues in online
classes first (as they are likely to be issues others are also facing so these are often
best discussed together). Specific issues can then also be discussed with seminar
tutors. Some online drop-in sessions will be timetabled at the end of the module if
required (probably in small groups).
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Assessment Summary
The module is assessed by the production of a single element:
Report on a Research Exercise (100% of module mark)
You will be asked to write a report on a specific exercises you are required to undertake.
There are 3 parts to this report. Part 1 assesses skills in qualitative research, Part 2
assesses skills in quantitative research and Part 3 is a short personal reflection on your
own research preferences and the skills developed.
The details of the required exercises are pre-specified and outlined in Appendix 2. The
word count for your report for this assessment will be up to 5,000 words.
These reports should all reflect the newly enhanced knowledge-base on research design
and methods built up during this module and students’ own independent study – and you
are expected to demonstrate this with your use of appropriate supporting references.
The requirements for this activity are very specific and should be read and followed
carefully. Full assessment details are available in Appendix 1.
Weighted Assessments
To summarise:
Research Methods Report (100%); submitted via Blackboard
Detailed instructions for this assignment are also contained on the module’s Blackboard
site.
Assessment Criteria
Assessment Criteria Grids will be used to indicate how marks will be allocated, they are
included in Appendix 2.
| Assessment Method | Weighting (%) | Date Due | LO’s Assessed | |||
| 1 | 2 | 3 | 4 | |||
| Coursework (report) | 100% | 1st June 2022 | X | X | X | X |
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Dishonesty and Plagiarism
The University Regulations define plagiarism as ‘the passing off of another person’s
thoughts, ideas, writings or images as one’s own. It is important to understand what this
means in relation to undertaking or designing research.
Examples of plagiarism include the unacknowledged use of another person’s material
whether in original or summary form. This includes copying and pasting text (i.e.
inserting text without using quote-marks and references) or taking an original text and
making small edits to ‘pass it off’ as your own. Plagiarism also includes the copying of
another student’s work or the copying of other researchers work in any form (without giving
due references to these original studies).
Whilst the preparation for this assessments may involve group discussions with fellow
students the final reports MUST be completed independently by each student and be
entirely their own work. Students will be asked to declare this and should be aware that
they must acknowledge the work of any others they include in their report (i.e. by using
quote-marks, references to original source texts and naming/acknowledging other
contributors).
Dishonesty includes making up research results and other forms of untruth (see the
university regulations for more details) and so students must create an honest account of
their activities and the data they collected in their reports. These are important issues of
Research Ethics and will be discussed further in class.
Plagiarism is a serious offence and is treated by the University as a form of dishonest
means in assessment. Students are directed to the University Regulations for details of
the procedures and penalties involved. Plagiarism is, however, easily avoided by the full
and correct use of referencing.
When available, always check your ‘similarity’ rating index on Turnitin submissions to
ensure you percentage rating is in the ‘green’. Please note however, that such a rating is
indicative only of what is currently in the system at the time of your submission and tutors
will consider other evidence in assessing the academic integrity of your work.
Where there are doubts about your work you may be called in for an interview and
formal university processes will be followed (see above).
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Learning Resources
Reading
Ebooks:
Bryman, A (2015) Social Research Methods. 5th edition. Oxford University Press.
Saunders, M and Lewis, P (2015) Research Methods for Business Students. Peason
Education Limited.
Other text(s) for this module [by same authors]:
Bryman, A. and Bell, E. (2015) Business research methods. 4th edition. Oxford: Oxford
University Press.
Saunders, M., Lewis, P. and Thornhill, A. (2016) Research methods for business
students. 7th edition. Harlow: Pearson Education Limited.
recommended:
Bell, J. and Waters, S. (2014) Doing your research project: a guide for first-time
researchers. 6th edition. Maidenhead: Open University Press.
Blaxter, L., Hughes, C. and Tight, M. (2010) How to research. 4th edition. Maidenhead:
McGraw-Hill/Open University Press.
Eriksson, P. and Kovalainen, A. (2015) Qualitative methods in business research. 2nd
edition. Los Angeles: SAGE. Evert
Field, A.P. (2017) Discovering statistics using IBM SPSS. 5th edition. London: SAGE.
Gummesson, E (2000) Qualitative methods in management research. Thousand Oaks,
Calif: Sage.
De Vaus, D.A. (2014) Surveys in social research. 6th edition. London: Routledge.
You are also expected to read independently for this module. This module requires that
you follow the Harvard System of referencing.
Subject librarians
Our Subject Librarians are Martin Osborne and Daren Mansfield. (If you cannot find
Martin Osborne or Daren Mansfield, any of the subject librarians will help you). They can
assist you to use the catalogue, do subject searches and so on. Contact details are:
Martin Osborne’s contact details:
Work telephone: (01522) 886316
Email: [email protected]
Room: University Library
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Daren Mansfield’s contact details:
Work telephone: (01522) 886094
Email: [email protected]
Room: University Library
The Library also offers a popular and valuable Maths and Stats Help Service (MASH) –
details on the library website https://guides.library.lincoln.ac.uk/mash and on the ground
floor of the library building.
Digital Learning Resources
In addition to the above it is recommended you make use of the digital learning
resources to support your learning on this module. Support materials will be provided to
you during the course (including a series of ‘IT Worksheets’ to help you develop your use
of SPSS).
We also recommend you have a look at a range of available digital resources. We will
be signposting you to opportunities for blended learning (directed learning outside
timetabled sessions). This is a deliberate strategy of this course and the timetable
reflects this. Blended learning includes being directed to websites, blogs and social
media posts. These include YouTube videos produced by research methods specialists
around the world and links to digital resources.
This website (designed for school curriculums) may be very useful when learning
statistics: https://www.mathsisfun.com/data/chi-square-test.html
More advanced sources of electronic learning resources are also given in your reading
list. Statsofts (2013) electronic Statistics Textbook is on our recommended reading list
and is good for more advanced work. It is also available at the following link:
https://vpn2.lincoln.ac.uk/+CSCO+0h756767633A2F2F6A6A6A2E66676E67666273672
E70627A++/Textbook
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Appendix 1: Assessment (Research Method Report)
| Module Code & Title: BUS9054M Research Methods and Design |
| Contribution to Final Module Mark: 100% Submission Date: 1 June 2022 (12:00 NOON) Wordcount: Max. 5,000 words (3,000 – 5,000 expected) |
| Assessment (Research Method Report) Description of Assessment Task and Purpose: Your task is to write a report on a specific exercises you are required to undertake. There are 3 parts to this report. Part 1 assesses skills in qualitative research, Part 2 assesses skills in quantitative research and Part 3 is a short personal reflection on your own research preferences and the skills developed. Marks are given separately for each section and all should be completed. BUS9056M ASSIGNMENT- 2021-2022 (Semester B Cohort): This assignment assesses your skills in research design and methods using data publicly available on the internet to demonstrate your research analysis and design skills. Please note the Learning Outcomes being assessed are given in the text as [LO1, LO2, LO3 and LO4] and the % values given relate to the proportion of the final mark given to each section. PART 1] Qualitative Methods and Design – Undertake an analysis of a 2021 Greta Thunberg interview with Andrew Marr (35%) – approx. 2,000 words Greta Thunberg was interviewed on the BBC in 2021 by Andrew Marr as part of the COP26 discussions. This interview and a draft transcript of it is available online on the BBC ‘Andrew Marr’ website (BBC, 2021) and through other sources – full details of which are given in the references below. Exploring the transcript provided reconstruct a plausible question guide that might have been used by the interviewer, Andrew Marr (i.e. identify the structure of the questioning Andrew Marr used by reviewing the interview transcript). Present this reconstructed interview guide as an appendix and discuss it briefly in your main report, showing the main themes. [LO1 and LO2] |
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| The transcript is given by the authors, the BBC, as ‘uncorrected’. Listen to the actual interview as you read the transcript – can you find any mistakes or places where the exact wording might be questionable? Discuss this process and its implications for your own understanding of research practice. [LO2] Using appropriate research methods textbooks to guide you, take any section (of at least 500 words) of the transcript as presented online (BBC, 2021), code it and present an extract of this coding in an appendix. You should also add another appendix that presents a codebook &/or a diagram that shows how you analysed/grouped themes found within the whole interview. Briefly discuss the findings of your analysis of the interview in your main report (we suggest you use separate headings for any key themes you have identified). [LO1 and LO2] . Critically reflect and comment on the methods used by the BBC to conduct the interview and to create the original transcript (again with reference to research methods texts). Discuss any difference in expectations between a research interview and a journalistic/media interview you may perceive. Comment on anything else that you feel might have been useful to ask. [LO1, LO3 and LO4]. Appendices are not included in the wordcount but should not exceed 5 pages. PART 2] Quantitative Methods and Design – Analyse numerical data provided on 2016 Carbon Dioxide (CO2) emissions (35%) – approx. 2,000 words The discussion on CO2 emissions has been a key part of discussions at both International and National levels. The Worldometer website (Worldometer, 2022) gives figures for 2016 CO2 emissions by country. Examine this data and look carefully at the source(s) of the information presented. Using research methods textbooks to guide your work, perform an analysis of this data and present and discuss your findings. Using SPSS (or similar) present an analysis of the following (you should present this as a report and use graphs and tables as appropriate to communicate your findings): Using descriptive statistics summarise and describe this data set. In doing so you should discuss the distribution of data (including any outliers), the mean and standard deviation of the data and any other descriptive statistics that you think are informative. Your presentation should make it clear you understand the meaning and use of these measures. [LO2, LO3] |
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| Using this data source undertake the following analysis … – Identify which 10 countries are reported as producing the most CO2 (total) in 2016 and rank these [LO2, LO3] – Identify which 10 countries are reported as producing the most CO2 per capita in 2016 and rank these [LO2, LO3] – Present a graph comparing the 2 metrics for all countries in the dataset (i.e. comparing CO2 total and CO2 per capita). Discuss any interesting features of this graph. Discuss why it is important to consider these 2 metrics [LO3 and LO2] – What is the correlation (if any) between the size of population and the total CO2 produced in 2016? [LO2] – By finding an external source of information, identify the “G7” countries (or any other grouping of interest to you). Using statistical tests of difference can you test for a statistically significant difference between these 2 groups? (e.g. a difference between G7 and non-G7 countries)? (NB there may not be any difference, this is for you to investigate). We suggest you define a clear hypothesis to test here rather than looking for differences without a focus [LO2]. Explain the meaning of ‘statistical significance’ here. – Comment on any other aspects of this data you find interesting. (Present any analysis you produce here to support this discussion) – Look carefully at the original sources stated for this data – discuss if you can establish what methods were used to collect this data. How reliable do you think this data is likely to be and why do you think this? [LO1 and LO2] – What ethical issues exist in drawing conclusions from this analysis alone? How could you improve (the reliability or validity) of your analysis if doing a larger study on this topic? [LO3 and LO1] – Are there any additional measurements you would like to add to this analysis? If so, say why you would like to know this information? [LO3] – What initial suggestions do you have for where to look for this data? [LO3 and LO1] N.B. Graphs, tables and appendices are not included in the maximum wordcount but should be selected carefully to communicate meaning and develop your argument. There should be no more than 2 pages of Appendices. |
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| Part 3] General Skills evidenced: Personal Reflection on your own learning and development of skills in research c.500 words (10%). Briefly reflect upon your own preferences in undertaking research. Discuss the development of skills in both areas and which you feel you may use in future dissertation work / for other studies [LO1, LO3 and LO4]. General Communication skills and research writing (10%). Additional marks will be given here for overall written and graphical communication, including the presentation of thematic analysis and statistical analysis, the quality of the overall report and the originality and maturity of arguments throughout [LO2]. Use of referencing to Research Methods and Design texts and academic articles to underpin the assignment (10%). Additional marks will be given for general evidence of wider reading, independent study and reflection related to research methods and design along with skills in referencing [LO1 and LO3]. References (data sources) The Andrew Marr Show: Interview with Greta Thunberg (2021). [television]. BBC One. 31st October. 09:45. Available from: https://www.bbc.co.uk/iplayer/episode/m00116q5/the-andrew-marr show-31102021 [accessed 22nd March 2022] Worldometer (2022) CO2 Emissions by Country. USA: Worldometer. Available from https://www.worldometers.info/co2-emissions/co2-emissions-by-country/ [accessed 05 Jan 2022]. Wordcount – 3,000 to 5,000 words max. (the coded transcript, interview guide, graphs and tables and reference list are NOT included in this word count). Please calculate your final wordcount accordingly and clearly state it on the front of your report. |
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Transcript available from BBC One – The Andrew Marr Show – Transcripts |
|
| Learning Outcomes Assessed: This assessment assesses all four learning outcomes for this module: LO1 Design a programme of research and investigation: formulate and implement qualitative and/or quantitative research designs appropriate for post-graduate research in business and management LO2 Demonstrate the knowledge and skills required to gather and analyse data in accordance with sound principles of research and investigation (having the know-how to analyse, present and interpret complex qualitative data using appropriate tools of analysis and to analyse, present and interpret large quantitative data sets using a range of statistical techniques) LO3 Critically evaluate source material using the concepts of research design and evaluate the contribution of your research to existing theoretical frameworks LO4 Evaluate critically different research paradigms; reflecting on your own research practice and design preferences and the implications for your dissertation |
|
| Knowledge & Skills Assessed: This assessment tests your knowledge of some research methods and your understanding of the basic principles of the design of a piece of research, It also tests your skill in analysing data in practice (using statistical software and methods of textual analysis to generate meaning from data in a systematic and transparent manner). Your skills in presenting this work and critiquing it will also be assessed. |
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| Assessment Submission Instructions: Submit through Blackboard at 12 Noon on the submission day. Late submissions will lose 10% points for every day late. |
| Date for Return of Feedback: 15 working days after submission (not including any days the University is closed) |
| Format for Assessment: Reports should be submitted as MS Word documents. The format should follow that given here including clear section titles as provided (i.e. Part 1, Part 2, Part 3 and References). Students are asked to add specific appendices to support their reports. These are not included in the wordcount but the page count is limited for each section. They must be included as appendices in the same Word document (i.e. as separate sections following the reference list at the end of the report). |
| Marking Criteria for Assessment: You should be aware the marking criteria has a fixed structure, and the weighting of marks is as follows. Students should therefore be very careful not to miss a section or to miss elements listed within the section descriptions (above). Marking Rubric (& weightings for grades awarded to each section): PART 1] Qualitative Methods and Design – Analysis of a 2021 Greta Thunberg interview with Andrew Marr (35%) – approx. 2,000 words PART 2] Quantitative Methods and Design – Analysis of numerical data provided on 2016 Carbon Dioxide (CO2) emissions by country (35%) – approx. 2,000 words Part 3] General Skills Evidenced: Personal Reflection on your own learning and development of skills in research approx. 500 words (10%). References and communication General Communication skills and research writing (10%). Use of referencing to Research Methods and Design texts (10%). Please note that all work is assessed according to the University of Lincoln Management of Assessment Policy and that marks awarded are provisional on Examination Board decisions (which take place at the end of the Academic Year. |
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| Feedback Format: Feedback will be provided as written comments on Blackboard and a separate mark will be given for each section (given under a rubric on Blackboard) |
| Additional Information for Completion of Assessment: Assignment briefings will be provided by your Program Leader. |
| Assessment Support Information: Assignment online drop-in sessions will be provided by the BUS9056M Module Leader or other teaching staff on this module. Additional support for statistics is available through the Libraries MASH service (Maths and Stats Help). The library also provides detailed support for referencing, Literature Searches and Academic Writing. |
| Important Information on Dishonesty & Plagiarism: University of Lincoln Regulations define plagiarism as ‘the passing off of another person’s thoughts, ideas, writings or images as one’s own…Examples of plagiarism include the unacknowledged use of another person’s material whether in original or summary form. Plagiarism also includes the copying of another student’s work’. Plagiarism is a serious offence and is treated by the University as a form of academic dishonesty. Students are directed to the University Regulations for details of the procedures and penalties involved. For further information, see www.plagiarism.org |
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| Learning Outcome/Criteria |
0-29 | 30-39 | 40-49 | 50-59 | 60-69 | 70-79 | 80+ |
| LO1: Design a programme of research and investigation: formulate and implement qualitative and/or quantitative research designs appropriate for post graduate research in business and management |
Fails to produce a meaningful research design |
Demonstrates inadequate understanding of the principles of research design |
There is only a partial understanding of the principles of research design and too many major omissions to reach the required standard |
There is clear understanding of the basic principles of the research design but there may be some mistakes and omissions and little connection to theory/literature |
The design is clearly presented and appropriate. It is supported by careful reading and interpretation of the literature on research design |
The research design is excellent. It is very thorough and comprehensive and has been evaluated in light of extensive reading of relevant research methods literature |
All of the features of the 70+ (distinction) grading PLUS thoughtful critique of the work and presentation to a very high standard (approaching publication standard) |
| LO2: Demonstrate the knowledge and skills required to gather and analyse data in accordance with sound principles of research and investigation (having the know-how to analyse, present and interpret complex qualitative data using appropriate tools of analysis and to analyse, present and interpret large quantitative data sets using a range of statistical techniques) |
Unaware of what is required with no relevant skills or knowledge being demonstrated. Student may have missed the point of the exercise completely or not undertaken the appropriate independent study to understand the subject. |
Vague awareness of an assignment’s requirements might be present but there are not sufficient skills in evidence or the knowledge required to pass. Literature might be totally absent or inappropriately used and the overall research is not sound. |
Recognition of some of the key ideas of research and investigation may be apparent in work at this (borderline fail) level but there may be too many mistakes (or omissions) to reach the required pass standard. |
Description of Methods is basic but reasonably sound. Basic ideas are presented and supported by functional referencing. There may be some minor mistakes but generally the data has been collected and analysed in a coherent manner. |
The presentation of data collection and analysis issues is convincing and well-argued and supported by appropriate choices of references from research methods literature. Common issues affecting research have been identified and discussed. |
A selection of issues are synthesised in a mature and impressive demonstration of the required knowledge and skills. Discussion goes beyond that presented in class and demonstrates considerable wider reading, nuanced understanding and application. |
Critical and reflective skills enable students working at the highest levels to not only demonstrate the skills and knowledge required but also to understand their limitations and to engage with debates within academia about the principles of research and investigation. |
Research Methods and Design [BUS9056M] – Semester B (2022)
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| Learning Outcome/Criteria |
0-29 | 30-39 | 40-49 | 50-59 | 60-69 | 70-79 | 80+ |
| LO3: Critically evaluate source material using the concepts of research design and evaluate the contribution of your research to existing theoretical frameworks |
No discussion (or very little) about source materials or research design concepts |
There is little or no evaluation attempted – source material and/or students own research are not reviewed in relation to research design ideas |
Some attempt has been made to link a review of own work or source materials to concepts of research design but this has been too limited or confused to reach the required pass level |
There is a basic awareness of how any research planned or already undertaken relates to existing frameworks. There is some discussion about this |
The student confidently evaluates the work of others and themselves and begins to understand this in relation to relevant theory |
Work at distinction level critically reflects on source materials and research contributions using theory in a confident way to support this (they can also articulate this is relation to contemporary debate within the field) |
Very high-graded work can assess the work of other researchers (and themselves) at a level beyond that normally expected of a masters’ student (e.g. evaluation discussions similar to those found in published work or PhD studies) |
| LO4 Evaluate critically different research paradigms; reflecting on your own research practice and design preferences and the implications for your dissertation |
No concept of different research paradigms evident |
Some very basic description of research approaches has been made but this is very limited and the implications for the students own work are unclear |
Some attempt has been made to describe research practices and design preferences but these are too brief or underdeveloped for Masters’ level work |
The choices made by the student have been adequately described using basic research methods vocabulary and concepts. Some awareness of implications and preferences but little discussion/evaluation |
The distinctions between different paradigms are clearly understood and the student’s own practice and design is evaluated clearly in this context (and supported by appropriate referencing) |
The implications for design choices are evaluated in a manner that demonstrates considerable in depth reading and subtle understanding about different research designs and practices. |
The highest graded work demonstrates theoretical and philosophical understanding as well as convincing and wide-ranging critical evaluation of the implications for the student’s own studies. |
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