辅导 BRMII: APPLICATIONS AND ANALYSIS辅导 数据结构语言

BRMII: APPLICATIONS AND ANALYSIS

Individual Reflection Coursework

Introduction & Aims:

This individual coursework builds on your Group Research Portfolio and continues your ‘hands on’  business  research experience where you  learn  about, and work through, the  research process.

In this individual task, you are asked to 1) analyse the data you collected as a group and discuss your findings, and 2) propose how future quantitative research on the topic could be undertaken.

Learning Outcomes:

This assignment assesses all Course Learning Outcomes. Specifically, the learning outcomes of this individual coursework are:

    Analysing qualitative data

    Reporting on, and presenting, the research process followed

    Reporting on and discussing the findings

    Discussing the contributions and limitations of the study

    Designing a quantitative study and creating a plan for implementation of a questionnaire instrument

Key Information:

•    Due date: 25 April, 2pm

•    The individual report accounts for 60% of your final grade for the course.

•    The report has a strict word limit of 2,100 words (There is NO +10% allowance – the new word count policy will be strictly followed and penalties for going over the word count will be applied). Students MUST indicate the accurate word count of the report on the cover sheet and note their word count against each section.

•    Please note that the Research Questions, Cover Sheet, Section 8 (Reference List), and Appendices 1 (Transcript) and 2 (Questionnaire) are excluded from the word count. No additional appendices are permitted. All tables/figures used count towards the word count.

Assignment Structure:

Your final assignment must be submitted as an individual report made up of 8 essential sections and 2 essential appendices (See below).

Section 1: Research Question – The Qualitative Research Question that guided your focus group(s) should be stated simply and clearly without additional introductions or commentary.

Section 2: Analytical Process – Discuss how you analysed the data: the coding process and steps you undertook, referring to relevant literature on qualitative analysis. Briefly outline the data obtained for analysis. (approx. 150 words)

Section  3:  Qualitative  Analysis  &   Discussion  -  Analyse  and  interpret  your  findings, organised by themes. Focusing on 2-3 key themes is recommended to allow you to discuss these in depth. Illustrate your point with quotes from your data, appropriately attributing the quote to the participants (using pseudonyms or participant numbers). Discuss your findings, offering a critical analysis and connecting to existing academic literature. You should include a mind map / table / coding tree (included in the word count) showcasing how you organised your codes / categories / themes in your analysis. (approx. 750 words)

Section 4: Contributions / Practical Implications: Clearly answer the qualitative research question given the results of the analysis. Reflect on the findings given extant literature and outline how the study adds new knowledge to scholarship and informs practice. (approx. 300 words)

Section 5: Limitations and Future Research: Discuss limitations related to the sampling, data collection, analysis, interpretation of findings, and so forth. Consider different ways to advance the research - provide some avenues for future research. (approx. 150 words)

Section 6: Proposed Follow-Up Quantitative Study should include the following 5 criteria. Ensure that you justify the choices you make.

-    Quantitative research question: Propose ONE quantitative research question based on the analysis of qualitative data.

-     Rationale for quantitative study: Discuss a rationale and aims for a quantitative study.

(approx. 150 words)

-     Proposed research design: Outline how you plan to conduct the quantitative research (i.e., experimental research or survey research), including the data collection methods. (approx.150 words)

-    Sampling  &  target  population  should reflect on the  population versus the proposed sample.   Evaluate the potential generalisability of the findings considering the sampling method proposed and the sample that will be obtained. (approx. 150 words)

-     Proposed statistical analyses: Indicate the appropriate statistical test(s) that could be used to analyse the data if the data were collected using the questionnaire proposed in Appendix 2. Please provide your rationale for the chosen statistical test(s). (approx. 200 words)

Section 7: Short Reflection should provide a critical reflection on the research process and individual learning. Discuss personal growth, challenges, and takeaways from the coursework. (approx. 100 words)

Section 8: Reference List provides references in Harvard style.

Appendix 1: Transcript(s) from focus group(s) should be anonymised and included in this appendix.

Appendix 2: Questionnaire should include items that will be used to answer the quantitative research question proposed in Section 6. It should be professionally presented, adhering to the best practices outlined in the course. This includes 1) proper organisation, 2) using relevant and appropriate measurement for variables, 3) clearly citing the source of each measure as an in-text citation, and 4) ensuring the research question can be effectively answered. (strictly 2 pages)

Submission information

The submission will be made via Turnitin. Please use your exam number as the file name.

Referencing

Your assignment must be based on your group’s own work and conducted in accordance with University regulations on plagiarism; please remember that these apply to online as well as traditional sources of material. Remember too that you may not submit the same work for different  assessments.  For  example,  the  assignment  submitted  for  this  course  must  not resemble work submitted for dissertations or projects in other courses.

Inadequate  acknowledgement  of  sources  in-text  as  well  as  in  your  reference  list  will  be penalised; not only might this constitute plagiarism, but it also indicates an inability to draw on evidence to support your arguments, which is a basic requirement of academic work.

You should provide full references for all sources consulted, including the references for the core articles and all other sources  (e.g. wider reading for the  literature review or articles supporting your methodological arguments), using the recognised Harvard referencing system in your work. The Harvard system lists all sources in alphabetical order, with the information for each item organised as detailed in the following guide:https://www.citethisforme.com/harvard- referencing. Please do not use endnotes or footnotes for referencing, and do not bullet point your reference list.

There  is  currently  a  lot  of  interest  in  generative  AI systems.  Please  remember  that  your assignment must be your original work - Be aware that if you use AI tools (such as ChatGPT or others) to generate an assignment (or part of an assignment) and submit this as if it were your own work, this will be regarded as academic misconduct and treated as such. Generative AI tools are language machines and do not produce credible content. More details can be found in the University policy available via:Guidance for working with Generative AI (“GenAI”) in your studies

Note that in-text citations count for your word count. Only the reference list is excluded.

Assignment Feedback Form

Individual Assignment - Indicative Marking Guide

This guide provides a mark breakdown with qualitative descriptions of what is expected at different bands of the Common Marking Scheme.

Below 30

Fail. Little to no evidence of learning or understanding of the task. Material is irrelevant, brief, and of little value. In addition, there may be some sections missing.

30s

Marginal Fail. Individual reflection coursework in the 30s will exhibit significant deficiencies in some way, falling short of a pass. Such assignments may lack some of the required sections outlined in the brief or demonstrate serious misinterpretations of the task. They may also include substantial irrelevant material, indicating limited awareness and understanding of the analytical processes associated with qualitative data,  as  well  as  inappropriate  approaches  to  analysing,  interpreting,  and  presenting  findings.  The discussion of implications and/or limitations of the research as well as the avenues for future research are very limited. Reports that show a fundamental misunderstanding of the purpose of a quantitative study, leading to unfocused or irrelevant follow-up proposal and questionnaire, will also fall into this category.

40s

Satisfactory  work.   Individual  reflection  coursework   in  the  40s  will   demonstrate  a  weak   or  poor understanding and justification across the  required sections. While there  may  be some evidence of learning, these reports are likely to include misunderstandings, irrelevant material, or significant omissions. The discussion of the analytical process adopted, the interpretation of the data, and/or the discussion of the findings may lack coherence or consistency in quality. The discussion of implications and/or limitations of the  research  as well  as the  avenues for future  research  is  not  clear.  Additionally,  the  follow-up quantitative study  may  not  build well  on the findings  of the qualitative  research,  reflecting a  limited understanding of the research process. The research questions and questionnaire may also be poorly suited to a quantitative study. Furthermore, there may be limited evidence of reading and research, which contributes to its overall weakness.

50s

Good work. Individual reflection coursework in the 50s will demonstrate an adequate understanding of what constitutes good qualitative research. The discussion of the analytical process may include some articulation and detail, though it might not be fully developed. The qualitative analysis demonstrates some insight but may remain descriptive or superficial rather than offering deep analysis. The discussion of the qualitative findings references relevant literature though is likely to be brief. The work will give some consideration to its relevance to existing academic literature, along with how the findings can inform practitioners.  The  proposed  quantitative  study  will  generally  be  appropriate,  showing  a  reasonable understanding of the research process. However, it may lack robust justification. The research questions and proposed questionnaire will mostly align with the requirements of a quantitative study, though there may be issues with fully adhering to best practices. Overall, the report may feel somewhat disorganised or slightly incoherent, detracting from its overall quality.

60s

Very good work. Individual reflection coursework in the 60s will demonstrate a competent discussion of the analytical process adopted, with an in-depth articulation and systematic discussion of the findings from qualitative research. The qualitative findings will be detailed, and well-substantiated with relevant insights from academic literature, showing clear evidence of close engagement with the data collected and wider reading and research. The academic and  practical  implications of the findings will  reflect very good understanding and engagement with academic literature, alongside deep and thoughtful consideration of how the findings can inform practitioners. Furthermore, the discussion of limitations and future research will show a strong grasp of the research process and an understanding of existing literature in the field. A solid  proposal  for  a  quantitative  study  will  be  presented,  underpinned  by  strong  justification  and accompanied by detailed discussions of the research design, sampling plan, and proposed statistical analyses. The questionnaire will follow best practices and is clearly structured and presented. However, it may be the case that some aspects of the discussions or justifications could have been more detailed, precise, or astute.

70s

Excellent work. Individual reflection coursework in the 70s will exhibit a highly competent, comprehensive, and  insightful discussion of the analytical  process  adopted. The qualitative findings will  be  rich and demonstrate critical analysis through thorough and nuanced interpretation of qualitative data, followed by a  clear  and  critical  discussion  of  the  findings  in  relation  to  literature.  The  academic  and  practical implications of the findings will reflect deep and critical engagement with academic literature, coupled with original  and  well-articulated  insights  on  how  the  findings  can  meaningfully  inform  practitioners.  An excellent understanding of the research process and strong engagement with academic literature will also be evident in the discussion of limitations and avenues for future research. The proposal for a quantitative study  will  be  highly  appropriate  and  strongly  justified,  incorporating  a  detailed  and  well-reasoned discussion of the research design, sampling plan, and proposed statistical analyses, with no errors in their identification. The questions included in the questionnaire are appropriate, follow best practices, and are professionally presented. Clear evidence of independent reading and research will underpin the work.  It may be the case that some of the discussions or justifications could have been slightly stronger or more compelling.

80s and above

Highly excellent work. Individual reflection coursework in the 80s will demonstrate exceptional depth, sophistication, and incisive critical analysis of qualitative data, accompanied by a highly sophisticated and well-justified proposal for the chosen quantitative study and research plan. The work will show abundant evidence of independent reading and research, with compelling and nuanced discussions of the qualitative data analytical process, the qualitative findings, and the follow-up quantitative study. These discussions will  be exceptionally  rich  in theoretical and  practical  insights, as well as  critical appraisal. An authoritative and excellent understanding of the research process and relevant academic literature, applied to discuss the qualitative research process and findings and to justify the proposed study, will be evident throughout. At the upper end of this range, the work will also demonstrate creativity and originality.