MODULE BOOKLET

Module Title
Management Learning and Research

Module Code
MN7232ES

Session
2022-23

Teaching Period
SEM 01

Module Leader
Dr. Dillina Herath
Module Booklet Contents

Welcome to module 2
Details of staff teaching team 2
Module specification 3
Weekly Programme 7
Outline content and suggested reading 8
Module assessment details 17
Assessment completion dates/deadlines 22
Library services for GFBL students 22
Centre for the Enhancement of Teaching and Learning Support 23
Module attendance policy 24
Student complaints procedure 26

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Welcome to Module

Welcome to MN7232ES Management Learning and Research. The module is core for students taking the
MBA and MBA pathways. This booklet has been designed to provide you with an overview of the module.
The teaching team will of course help you with any queries you may have, but we hope this document will
provide the means to enable you to participate fully in the learning process and give you the basic
information you need to make the most of your studies. This booklet is available on Weblearn for students
registered on module

Details of the Staff teaching team (staff can be contacted most easily via email)
Branch Module Tutor E-mail
Colombo Dr. Dillina Herath (Module Leader) [email protected] 710900777
Kandy Dr. Ramziya Begam [email protected] 776131553
Kurunegala Dr. Manjula Madhuwanthi [email protected] 741542410
Gampaha Prof Bandara Wanninayake [email protected] 717898319
Matara Dr. Sanjaya Jayasooriya [email protected] 773673288
Jaffna Prof.Navaneethakrishan Kengatharan [email protected] 076 874 5555

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 Module Specification

Module Specification
The University’s module specification template has been developed to fulfil two main functions. It shall
act:

● as a source of information for students and prospective students seeking an understanding of the
module;
● to ensure that there is clarity concerning the aims and intended learning outcomes of the module
for the University during the approval and periodic review processes.

Part One: ABOUT THE MODULE

1 Module title Management Learning and Research
a
1 Subject Standards Board GSBL/collaborations
b
1 Location(s) module is offered ESoft, Sri Lanka
c
1 Courses the module is MBA
d available on MBA (Finance)
MBA (Human Resource management)
MBA (Marketing)
MBA (Hospitality Management)
MBA (Travel and Tourism Management)
MBA (FinTech)
1 Additional information Language of instruction: English
e (Collaborative provision only) Type of arrangement (e.g. Validated
franchise or validated):
2 Module code MN7232ES
3 Module level and credit rating level 07 20
4 School Guildhall School of Business and Law
5 Teaching period Autumn, Spring or Summer Period (15 weeks)
6 Mode of attendance Day/evening
7 Module pre-requisites and
co-requisites
8 Module description
This module is core for all MBA students. An MBA programme has a significant role to play
in developing its students as responsible and evidence informed management practitioners.
This module challenges the criticism often levied at business research and the teaching of
research methods by adopting a learning-centred, reflective and integrated approach. This
will support all MBA students’ understanding of research-informed practice and research
methods. It will prepare them to undertake and to communicate a business research project
which links context with management theory, evidence and practice. It will provide a firm
foundation in the philosophical and practical factors that characterise business research, the
opportunity to critically analyse and evaluate recent research studies and support the
development of a research proposal. In this way it will support the development of the

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 research-related management knowledge and skills necessary for professional development
and the decision making processes appropriate to management practitioners

9 Module learning outcomes

On successful completion of this module students will be able to:

1. Identify current trends and key influencing factors in their chosen context for research

2. Identify, distinguish and evaluate different research paradigms, philosophies and

epistemologies.

3. Understand the role and significance of doing research within diverse business contexts
including the different forms and functions of research including: e.g. academic, policy,
market, consultancy, evaluative.
I. Reflect on the personal, professional and ethical issues involved in undertaking
research in diverse business contexts
II. Critically analyse, discuss and evaluate existing academic and practitioner research,
demonstrating an awareness of research good practice, data collection, data
analysis and the relative merits of different research methods in contributing to
knowledge and informed decision-making within a range of contexts.
III. Conduct an information search of appropriate literature and data sources and
reference the work of others following appropriate academic conventions.
IV. Utilise IT software for data collection, analysis and presentation of data.
V. Contribute effectively to the planning, design and implementation of research and the
presentation of results/outcomes in a chosen area of business practice including
being able to negotiate, make sound and justifiable decisions and solve problems
more effectively
VI. Utilize the knowledge and skills necessary to undertake successful business
research within a chosen area located nationally or internationally

4. Devise a carefully considered research proposal

5. Communicate complex ideas and analyses in their area of research orally and in writing

1 Indicative syllabus – for full details see section C in module booklet

0 The following summarises the main elements of the syllabus:
● The nature and purpose of responsible contemporary business research; bridging the
theory-practice gap; the role of the researcher; research-informed practice; decision
making based on research evidence
● Identifying the nature of the research context; key influencing factors; identifying
opportunities for development
● Philosophical Underpinnings of social and management research: ontological,
axiological and epistemological assumptions; partial and multiple truths; positivism
versus naturalism; hypothetico-deductive paradigms versus interpretative-inductive
paradigms (e.g., the ‘grounded method’); action and case study research
approaches; comparative investigation; feminist methodologies; postmodern and
post-structural paradigms.
● Personal, professional, stakeholder and ethical issues involved in utilising and
undertaking research in diverse business contexts
● Secondary Research: literature searching: framing a literature search; published
sources, secondary data and historical research; advanced referencing, database
research and bibliographical citations.
● Primary Research: quantitative approaches to organization, employment and human
resources research (e.g., questionnaires, structured interviews and survey methods);
qualitative approaches to organization, employment and human resources (e.g.,
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 ethnographies; in-depth case studies; qualitative individual and focus group
interviewing); and understanding the contribution and limitations of both
approaches/methods (including complementary uses).
● Research Design: formulating research proposals; constructing methodological
techniques for assembling data (e.g., questionnaire design; case study design);
process of preparing research-based dissertations.
● Research Analysis: sampling and survey analysis; selecting, interpreting and
presenting statistical data; concept of probability; graphical representation of data;
inferential statistics eg. chi-square, t-test and correlation and regression; reflexive
versus objective analysis; crystallisation versus triangulation; thematic and textual
analysis; content and discourse analysis; IT software in research including SPSS and
Nvivo
● Writing and Presentation of Research Results and Analysis: writing research briefs,
writing proposals, structuring research reports, communicating to diverse audiences,
giving research presentations, academic referencing.

1 Indicative bibliography and key on-line resources

1 Key Texts:

Brett Davies, M. (2007). Doing a Successful Research Project Using Qualitative or

Quantitative Methods. Basingstoke: Palgrave-Macmillan.
Bryman, A. and Bell, E. (2018). Business Research Methods. 5th edition. Oxford: Oxford
University Press.
Buckingham, A. and Saunders. P. (2014). The Survey Methods Workbook. Cambridge:
Polity Press.
Clark, T et al (2021). Bryman’s Social Research Methods. Oxford: Oxford University Press.
Collis, J. and Hussey, R. (2021). Business Research: a practical guide for undergraduate
and postgraduate students. 5th edition. Basingstoke: Palgrave MacMillan.
Costley, C., Elliott, G. and Gibbs, P. (2010). Doing Work-Based Research: Approaches to
Enquiry for Insider-Researchers, London: Sage.
Cottrell, S. (2014). Dissertations and Project Reports: a step by step guide. Basingstoke:
Palgrave MacMillan.
Cottrell, S. (2017). Critical Thinking Skills. Basingstoke: Palgrave MacMillan.
Davies, M and Hughes, N. (2014). Doing a Successful Research Project. 2nd edition.
Basingstoke: Palgrave MacMillan
Gill, J. and Johnson, P. (2010). Research methods for managers. London; Sage
Kuiper. S (2009). Contemporary Business Report Writing. Mason, Ohio:
Markham. C (2013). Practical Management Consultancy. Surrey: CCH
Newton R (2019). The Management Consultant; Mastering the Art of Consultancy. Harlow
England; Financial Times/Prentice Hall
Quinlan, C. Babin, B. Carr, J. Griffin, M. and Zikmund, W.G. (2019). Business Research
Methods. Andover: Cengage Learning. (available as an e-resource through the library
http://catalogue.londonmet.ac.uk/search~S1?/tbusiness+research+methods/tbusiness+rese
arch+methods/1%2C21%2C21%2CB/frameset&FF=tbusiness+research+methods&1%2C1
%2C/indexsort=r
Salkind, N. (2011) Statistics for People Who (Think They) Hate Statistics. London: Sage.
Symon. G. and Cassell, C. (2013) Qualitative Organizational Research. London: Sage/
South Western
Van Der Velde M et al (2009). Guide to Management Research Methods. Oxford: Blackwell
.
Wilkinson, E. and Weitkamp, (2016). Creative Research Communication: theory and
practice. Manchester: Manchester University Press.

6
 Wisker, G. (2008). The Postgraduate Research Handbook. 2nd edition. Basingstoke:
Palgrave MacMillan

Important Texts:
Bazeley, P. (2007) Qualitative Data Analysis with NVIVO. London: Sage.
Brace, N. Kemp, R. and Smelgar, R. (2012) SPSS for Psychologists. Basingstoke: Palgrave
ALSO website with psychology related examples www.palgrave.com/psychology/brace.
Blumburg, B. (2011, 3rd edition) Business Research Methods. London: McGraw-Hill
Coghlan, D. and Brannick, T. (2010, 3rd edition) Doing Action Research in Your Own
Organization. London: Sage.
Collis, J. and Hussey, R. (2009, 3rd edition) Business Research: A Practical Guide for
Undergraduate and Postgraduate Students. Basingstoke: Palgrave.
Cresswell, J.W. (2013, 3rd edition) Qualitative Inquiry and Research Design: Choosing
Among Five Approaches. London: Sage.
Easterby-Smith, M., Thorpe, R. and Jackson, P. R. (2012) Management Research, 4th
edition. London: Sage.
Field, A.(2009) Discovering Statistics Using SPSS. London: Sage. ALSO his website with
psychology related examples http://www.statisticshell.com/
Gill, J. and Johnson, P. (2009). Research Methods for Managers, , 4th edition. London:
Sage.
Hart, C. (2011). Doing a Literature Search: A Comprehensive Guide for the Social Sciences.
London: Sage.
Kelemen, M. and Rumens, N. (2008). An Introduction to Critical Management Research.
London: Sage.
Marschan-Piekkari, R. and Welch, R. (2005) Handbook of Qualitative Research Methods for
International Business. Cheltenham, Edward-Elgar.
McNiff, J. and Whitehead, J. (2011). All You Need to Know about Action Research, 2nd
edition. London: Sage.
Pallant, J. (2010).The SPSS Survival Manual, 3rd edition. London: McGraw Hill.
Yin, R. K. (2009). Case Study Research: Design and Methods, , 4th edition. London: Sage.

Methodology Journals include: Action Research; Ethnography; Organizational Research

Methods; Qualitative Research. Etc
In addition to the recommended texts it is expected that students will consult the appropriate
journals in their own specialist area. These provide examples of the ways different research
designs have been applied in empirical research.
.
1 What is the balance of independent study and scheduled teaching activity within the
2 module?
The learning and teaching strategy for this module enables students to gain a critical
understanding of the nature and purpose of research, research findings and gain practical
hands-on research experiences that take them through the process of problem identification,
design, data collection and analysis. This will enable them to make informed, context-driven
decisions when faced with complex management problems in their workplaces

Collaborative, active learning will be encouraged, with high levels of student involvement
aiming to foster research, social, learning and reflective skills. Critical evaluation of a wide
range of research methods is given in the lectures, seminar discussion, and suggested
readings. In addition, students participate in group work activity both prior to and in
seminars, specialist workshops and visits to introduce them to study resources and
information technology that may support data organization and manipulation. Students will
also be encouraged to actively participate in opportunities to attend lectures, events and
visits both within the university and in the wider business and research community.

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 These elements combine to underpin further reading and discussion so encouraging
students to develop their knowledge and conduct their own analysis and synthesis of
research material, and to write a research proposal in their specialist field.

Active student involvement in the learning process is an integral part of the delivery of this
module. Attendance at all sessions is required as the module is cumulative and
progressive. Outside of class contact, students learn through assignment work, reading and
private study.

Digital literacy development

The learning, teaching and assessment strategy for this module will enable students to
develop their capabilities in digital literacy and information handling appropriate to
professional/master’s level study as outlined in the Open University Digital and Information
Literacy Framework (DILF: available to view at
http://www.open.ac.uk/libraryservices/pages/dilframework )

.
NOTE: 1 credit = 10 hours’ learning (i.e. 30 credits should total 300 hours)
Method Description Learning
hours
Scheduled Learning & Teaching 45
Guided independent study 155
Assessment preparation/delivery
Placement/study abroad
TOTAL LEARNING HOURS FOR THE MODULE 200
1 Description of assessment items.
3 This module will be assessed through three complementary assessment components. These
a consist of
1. Comparative methodological critique of two research studies (1 x qualitative + 1 x
quantitative): c. 2,000 words
2. A presentation of a research proposal max 10 minutes(equivalent to 1,000 words)
3. A research proposal c. 2,000 words

These are intended, firstly, to support the learning and teaching activity throughout the
module, enabling students to demonstrate in-depth reading and critical reflection on the
major approaches to research appropriate to business, informed by knowledge from the
social sciences and applied within the business field.

Secondly, courseworks two and three enable students to capitalise on what they have
learned through the module and received assessment feedback on coursework one, by
identifying and developing their own research proposal.

1 Description of Assessment Qualifying Qualifying Week Learning

3 assessment weighting marks and sets due outcome/s
b component conditions
Choose an Comparativ 50% 07 LO1,LO2,LO
assessme e 3,LO4,LO5
nt method. methodolo
gical
critique of

8
 two
research
studies (1 x
qualitative
+1x
quantitativ
e): c. 2,000
words
Choose an .Presentatio . 14 LO1,LO2,LO
assessme n of 10% 3,LO4,LO5
nt method. research
proposal
Choose an Research 40% 15 LO1,LO2,LO
assessme proposal 3,LO4,LO5
nt method.

Part Two: SCHOOL USE

14 Nominated External Examiner at time of
approval
15 Nominated Module Leader at time of approval Mr.Ahamed Hazeer/Dr.Prasad Neelawala

Part Three: OFFICIAL USE AND CODES – responsibility for completion is as indicated
16 Original date of validation (AQD) 22 March 2022
17 Revision date (specify cohort) (AQD) Sept 2022
18 Module specification version number (AQD) Version 1.1
19 SITS Mark Scheme (Student Journey) Please input the SITS mark scheme.
20 Subject Standards Board Name (Student GSBL Collaborations.
Journey)

9
 Weekly Programme (may be subject to revision)*
Week Activity
Week 01 You will have access to the overall module assessment plan indicating when
formative and summative assessments are due.
Week 02 You will have the chance to discuss summative assignment details and
assessment criteria, and how you will self-assess before you submit
Week 03
Week 04
Week 05
Week 06 Formative feedback on Assignment 1
Week 07 Assignment 1, the comparative methodological critique, will be due
Week 08
Week 09 Formative feedback on Assignment 2
Week 10 Assignment 2, the presentation of the research proposal will happen in class
Week 11 You will receive formal feedback on the presentation of the research
proposal, and use this feedback to develop your proposal (Assignment 3)
Week 12
Week 13 Assignment 2, the research proposal to be submitted
Week 14 Formative feedback for Assessment 3
Week 15 You will receive formal feedback on Assignment 3, the research proposal. You
will use this feedback to inform how you approach MN7P95, the Business
Research Project

*Exact dates of delivery will be given by the respective branch coordinator

Part 1

Introduction to the module. The purpose of research for management Research traditions,
processes and language

Indicative Content
• Introduction to module learning aims, objectives, teaching & learning approach and assessment

• Role and uses of research and consultancy

• What is meant by the term ‘research’ – how it differs from consultancy or journalism

• Characteristics and tensions in business, management, HRM & employment research

• Research stakeholders and implications for research

• Characteristics of good and poor research projects • Research processes and language

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management, Chapter 1
Bryman, A. and Bell, E. (2011) Business Research Methods, Part. 1
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 1, 2 Costley, C.,
Elliott, G. and Gibbs, P. (2010) Doing Work-Based Research: Approaches to Enquiry for Insider-
Researchers, London: Sage.
Easterby-Smith, M., Thorpe, R. and Jackson, P. (2012) Management Research, chs. 1, 2
Saunders. M. Lewis, P and Thornhill, A.(2012) Research Methods for Business Students, Ch 1 & 2

Assessment for this module and research papers

Indicative content

• Detailed evaluation of the requirements of the assessments

• Introduction to the pairs of research papers

Reading in preparation for Philosophical and Ethical Considerations in Management Research

Read Saunders. M. Lewis, P and Thornhill, A.(2012) Research Methods for Business Students, Ch 4. In
week 2 seminars, students will discuss and diagnose research philosophies. Reading in Ebook
available at:
http://catalogue.londonmet.ac.uk/search~S1?/XSaunders+Lewis+and+Thornhill&SORT=D/XSaunders
+Lewi
s
+and+Thornhill&SORT=D&SUBKEY=Saunders+Lewis+and+Thornhill/1%2C8%2C8%2CB/frameset&FF=
XSau n ders+Lewis+and+Thornhill&SORT=D&1%2C1%2C

• Philosophical and Ethical Considerations in Management Research

Indicative Content
• Research philosophy
• Epistemology – positivism, phenomenology, pragmatism

• Ontology – objectivist, constructionist

• Research approach - deduction/induction

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• Research paradigms – positivist, interpretevist
• Awareness of debates in developing research -

• Research ethics – in research, codes of practice, university policy

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management, Chapter 2 and 4 Bryman A.
and Bell E. (2011) Business Research Methods, Ch 1, 2, 5.
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 3,
4 Easterby-Smith et al (2012 ) Management Research, chs. 2, 3 & 4. Legge, K. (2005) HRM: Rhetorics
and Reality, Macmillan, Ch 8- 10.
Maynard & Purvis (1994) Researching Women’s Lives from a Feminist Perspective, Ch 1
Saunders. M. Lewis, P and Thornhill, A. (2012) Research Methods for Business Students, Ch 4, 5, 6.

• The Nature of Positivist/Quantitative Research

10
Indicative Content
• The nature of quantitative research
• Features of survey research
• Types of survey research
• Methods of data collection
• Sampling
• Questionnaire design
• Types of questions

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management, Ch 9 Bryman A. and Bell E.
(2007) Business Research Methods, ch. 6-10
Buckingham, A. & Saunders, P. (2004) The Survey Methods Workbook, ch. 2-5.
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 15 Easterby-
Smith et al (2012 ) Management Research, ch. 8.
Saunders, Lewis &Thornhill (2012) Research Methods for Business Students, chs. 11
 The nature of interpretivist/qualitative research

Indicative Content
• Research philosophy and interpretivist/qualitative research
• Characteristics of quantitative research
• Choosing a quantitative research strategy
• Consideration of range of qualitative research methods – interviews, focus groups, ethnography and
participant observation
• Strengths and weaknesses of these methods of data collection and ethical issues to be considered
when utilising them as ‘insiders’ or ‘outsiders’ to organisation.
• The role of the researcher

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management, Ch 5, 7. Bryman A. and Bell
E. (2011) Business Research Methods, chs. 16-19
Cameron, S. and Price, D (2009) Business Research Methods, Ch 16,17
Costley, C., Elliott, G. and Gibbs, P. (2010) Doing Work-Based Research: Approaches to Enquiry for
Insider- Researchers, London: Sage. Ch 3,4, 5.
Easterby-Smith et al (2012) Management Research, ch. 6 & 7
Gill & Johnson, (2002) Research Methods for Managers, chs. 5, 7 & 8
Partington Essential Skills for Management Research, ch. 7
Saunders. M. Lewis, P and Thornhill, A. (2012) Research Methods for Business Students, Ch 9, 10.
Symon. G. and Cassell, C. (2012) Qualitative Organizational Research, Ch 2, Ch 5, and C 14-19.

• Gathering and Analysing Qualitative Data

Indicative Content
• Consideration of qualitative research and research design.
• Strengths and weaknesses of these methods of data collection and ethical issues to be considered.
• Qualitative research strengths and weaknesses, critique of qualitative research,
• Adapting ‘reliability’ and ‘validity’ for qualitative research; triangulation.
• Analysing qualitative data

13
 Follow Up Reading
Bryman A. and Bell E. (2011) Business Research Methods, Ch2 and Part 3 EasterbySmith et al (2012)
Management Research, ch. 6.
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 13 &14
Cassell and Symon (2004) Essential Guide to Qualitative Methods in Organizational Research,ch. 2,
25, 26.
Saunders. M. Lewis, P and Thornhill, A.(2012) Research Methods for Business Students, Ch 9, 10.
Symon. G. and Cassell, C. (2012) Qualitative Organizational Research, Ch 4, 6, 20&21. Yin(2003) Case
Study Research: Design and Methods

• Quantitative research, surveys and questionnaire design. Analysing quantitative data

Indicative Content
• The nature of quantitative research
• Features of survey research
• Types of survey research
• Methods of data collection
• Sampling
• Questionnaire design
• Types of questions • Seminar: Questionnaire design exercise

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management, Ch 9 Bryman A. and Bell E.
(2007) Business Research Methods, ch. 6-10
Buckingham, A. & Saunders, P. (2004) The Survey Methods Workbook, ch. 2-5.
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 15 Easterby-
Smith et al (2012 ) Management Research, ch. 8.
Saunders, Lewis &Thornhill (2012) Research Methods for Business Students, chs. 11
 Part 2

• Preparing for and undertaking a business research project/Formulating a research proposal

Indicative Content
 What makes a good research project
 Research design and research strategies
 Developing a proposal – requirements
 Research aim and objectives
 Literature review
 Secondary data sources, secondary analysis & official statistics
 Methodology
 Timescale

 Correct referencing; defination of and clarification of plagiarism

 The research process – doing an MBA reseach project • Working with your supervisor

Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management Ch 3 , 6
Bryman& Bell (2011) Business Research Methods, ch. 4,
13. Burton Research Training for Social Scientists, ch. 24
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 6, 12
EasterbySmith et al (2012) Management Research, chs. 3.
Saunders, Lewis &Thornhill (2012) Research Methods for Business Students, ch. 3, 8. Symon. G. and
Cassell, C. (2012) Qualitative Organizational Research, Ch 22. .
Whitefield, K. & Strauss, G. G. (1998) Researching the World of Work, ch.9, 11, 12,
13 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/68684/13-535-
the2011- workplace-employment-relations-study-first-findings.pdf

Proposed sessions

• The Literature Review/ Secondary Research/ Identifying research hypotheses/research questions

• Methodological and ethical considerations/Revisiting quantitative research

• Methodological and ethical considerations/Revisiting qualitative research

• Mixed methods research

• Quantitative Research: Standardised Data Types, Summary, Graphs and Statistics

Indicative Content
• Features of quantitative data analysis
• Application of a positivist, deductive approach
• Analysing variables & relations between them
• Types of variables and data – nominal, ordinal, cardinal, dichotomous
• Introduction to SPSS - package, data file
• Summarising by graphs/figures – SPSS to produce pie charts, bar charts, histograms • Descriptive
statistics – SPSS to produce frequency tables, mean, median, mode, standard deviation and
confidence intervals.

Follow Up Reading
Anderson, V. (2009) Research Methods in Human Resource Management Ch 10 Bryman A. and Bell
E. (2007) Business Research Methods, ch. 14-15
Burns R. B and Burns R. A. (2008) Business Research Methods and Statistics Using SPSS ,
Part 2. Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 20
Curwin & Slater Quantitative Methods: A Short Course, chs. 4-7
Buckingham, A. & Saunders, P. (2004) The Survey Methods Workbook, ch.
7-9. Easterby-Smith et al (2012)Management Research, ch.9.
Salkind (2014) Statistics for People Who (Think They) Hate Statistics, chs. 2-4 Saunders. M. Lewis, P
and Thornhill, A (2012) .Research Methods for Business Students, Ch 12.

Quantitative Data Analysis using SPSS Indicative Content • These 3 hour workshop sessions are
in an IT room with SPSS so bring a memory stick.
Part 1
• Students complete a questionnaire used to set up an SPSS data base.

• Introduction to this SPSS file and overview of how data file has been set up. • Students learn to
create an SPSS file, understand the data and create simple reports, graphs and descriptive and
inferential statistics. Part 2
• Hypothetico-deductive approach, hypothesis formulation and testing

• Non- parametric statistics eg, chi-square test of association

• Systematic data analysis, statistical models and prediction

• Pearson and Spearman rank correlation • Regression analysis

 Follow Up Reading
Anderson, V. (2013) Research Methods in Human Resource Management Ch 10 Bryman A. and Bell E.
(2011) Business Research Methods, ch. 14,15, 24, 25
Burns R. B and Burns R. A. (2008) Business Research Methods and Statistics Using SPSS , Part 3.
Curwin & Slater Quantitative Methods: A Short Course, chs. 4-7
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 21,22
Buckingham & Saunders (2004) The Survey Methods Workbook, ch. 7, 9, 10. AND useful website with
additional support materials http://www.surveymethods.co.uk/ Easterby-Smith et al (2012)
Management Research, ch.9, 10
Field, A.(2013) Discovering Statistics Using IBM SPSS Statistics, London: Sage. ALSO his website with
psychology related examples http://www.statisticshell.com/ Pallant, J (2007) The SPSS Survival
Manual.
Salkind (2014) Statistics for People Who (Think They) Hate Statistics, Parts 3& 4.
Saunders. M. Lewis, P and Thornhill, A (2012) .Research Methods for Business Students, Ch 4,12, 13.
Part 2

• Analyzing Qualitative Data

Indicative Content
• Managing qualitative data
• Content analysis
• Coding – turning data into fragments
• Grounded analysis
• Narrative analysis
• Discourse analysis
• Using computers – eg. NVivo advantages, disadvantages in analysis. • Qualitative data analysis –
ethical issues, good practice, subjectivity, objectivity
.
Follow Up Reading
Anderson , V. (2013) Research Methods in Human Resource Management,, ch. 7-8.
Bryman A. and Bell E. (2011) Business Research Methods, ch. 20-23
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, Ch 18,19
EasterbySmith et al (2012) Management Research, ch. 7.
Saunders, Lewis &Thornhill (2012) Research Methods for Business Students, ch. 13
Symon. G. and Cassell, C. (2012) Qualitative Organizational Research, Ch 12, 23, 24, 25, 26, 27. •
PROPOSAL PRESENTATION

The remaining sessions will consist of a combination of workshops and 1-1 tutorials devised to
support students in preparing their final proposals, to be submitted in Week Commencing 07th June
2020
During the first part of the module you will have been introduced to a range of taught and
published resources. There are essential books/on line resources that will provide the foundations
for devising a sound proposal

Core – these textbooks provide a mainstay of the module teaching coverage, and will be cited in the
lists of
required reading by students, in preparation for active engagement in weekly class activity.

General introductory texts:

Anderson, V. (2013) Research Methods in Human Resource Management, London: CIPD.

Bryman, A. and Bell, E. (2011, 3rd edition) Business Research Methods. Oxford: OUP.
Cameron, S. and Price, D (2009) Business Research Methods: A Practical Approach, London: CIPD.
Easterby-Smith, M., Thorpe, R. and Jackson, P. R. (2012, 4th edition) Management Research. London:
Sage.
Saunders, Lewis &Thornhill (2012, 6th edition) Research Methods for Business Students, London:
Pearson Education. (Student additional study resources to be used alongside this text are available
at: )
http://wps.pearsoned.co.uk/ema_uk_he_saunders_resmethbus_6/218/55812/14287928.cw/index.
html For qualitative research methods:

Cassell, C. and Symon, G. (eds.) (2004) Essential Guide to Qualitative Methods in Organizational
Research. London: Sage.
Symon. G. and Cassell, C. (2012) Qualitative Organizational Research, London: Sage.

For quantitative research methods:

Brace, N. Kemp, R. and Smelgar, R. (2012) SPSS for Psychologists, Basingstoke: Palgrave ALSO
website with psychology related examples www.palgrave.com/psychology/brace.

Buckingham, A. and Saunders. P. (2004) The Survey Methods Workbook. Cambridge: Polity Press.
AND useful website with additional support materials http://www.surveymethods.co.uk/

Burns R. B and Burns R. A. (2008) Business Research Methods and Statistics Using SPSS , London:
Sage.

Field, A.(2013) Discovering Statistics Using IBM SPSS Statistics , London: Sage. ALSO his website with
psychology related examples http://www.statisticshell.com/

Pallant, J. (2010, 4th edition) The SPSS Survival Manual, (3rd edition). London: McGraw Hill.

Salkind, N. (2010, 4th edition) Statistics for People Who (Think They) Hate Statistics. London: Sage.

For simple but effective guides to dissertation planning and execution, particularly in a workplace
setting.
Brett Davies, M. (2007) Doing a Successful Research Project Using Qualitative or Quantitative
Methods. Basingstoke: Palgrave-Macmillan.

Costley, C., Elliott, G. and Gibbs, P. (2010) Doing Work-Based Research: Approaches to Enquiry for
Insider- Researchers, London: Sage.
Horn, R. (2012) Researching and writing Dissertations: A Complete Guide for Business and
Management Students, London: CIPD.
Recommended/Supplementary reading

The following list includes not only alternative general research methods texts, but also more
specialised texts on aspects of research students may wish to explore in greater depth than a generic
textbook can offer. Such specialist texts may also be of particular assistance in tackling the various
components of assessment, and in approaching dissertation activities.

Bazeley, P. (2013, 2nd edition) Qualitative Data Analysis with NVIVO, London: Sage. Blumburg, B.
(2011, 3rd edition) Business Research Methods. London: McGraw-Hill Bryman, A. (2012) Social
Research Methods. Oxford: Oxford University Press.
Bulmer, M. and Solomos, J. (2004) Researching Race and Racism, London: Routledge.
Cassell, C. and Symon, G. (2004) Essential Guide to Qualitative Methods in Organizational Research,
London: Sage.
Coghlan, D. and Brannick, T. (2009, 3rd edition) Doing Action Research in Your Own Organization.
London: Sage.
Collis, J. and Hussey, R. (2009, 3rd edition) Business Research: A Practical Guide for Undergraduate
and Postgraduate Students, Basingstoke; Palgrave.
Cresswell, J.W (2012, 3rd edition) Qualitative Inquiry and Research Design: Choosing Among Five
Approaches, London: Sage.
Curran, J and Blackburn, R. (2001) Researching the Small Enterprise, Sage.
Curwin, J. and Slater, R. (2004) Quantitative Methods: A Short Course. London: Thomson Learning.
Gilbert, N. (2008, 3rd edition) Researching Social Life, Sage.
Gill, J. and Johnson, P. (2010, 4th edition) Research Methods for Managers, Sage.
Hart, C. (2011) Doing a Literature Search: A Comprehensive Guide for the Social Sciences. London:
Sage. Horn, R. (2009) The Business Skills Handbook, London: CIPD.
Jankowicz, A.D. (2005, 4th edition) Business Research Projects. London: Thomson.
Jones, M. (2013) Researching Organisations: The Practice of Organisational Fieldwork, London: Sage.
Jowell, R., Roberts,C., Fitzgerald, R. and Eva, G. (2007) Measuring Attitudes Cross-Nationally,
London: Sage.
Kelemen, M. and Rumens, N. (2008) An Introduction to Critical Management Research. London:
Sage. Layder, D. (2012) Doing Excellent Small-Scale Research, London: Sage.
Marschan-Piekkari, R. and Welch, R. (2005)Handbook of Qualitative Research Methods for
International Business, Cheltenham, Edward-Elgar.
Maylor, H. and Blackmon (2005) Researching Business and Management. Basingstoke: Palgrave
Macmillan Maynard, M. and Purvis, J. (1994) Researching Women’s Lives from a Feminist
Perspective. London: Taylor and Francis.
McNiff, J. and Whitehead, J. (2011, 2nd edition) All You Need to Know about Action Research,
London: Sage.
Hesse-Biber, Sharlene Nagy (2013)Feminist Research Practice: A Primer, Thousand Oaks: Sage.
Neuman, J. E. ,Kellner, K, and Dawson-Shepard, A. (1997) Developing Organizational Consultancy.
London: Routledge.
Punch, K. (2006) Developing Effective Research Proposals, Sage.
Quraishi, M. and Philburn, R. (2013) Researching Racism: A Guidebook for Academics and
Professional Investigators. London: Sage.
Ramazanoğlu, C. and Holland, J. (2002).Feminist Methodology: Challenges and Choice, Thousand
Oaks: Sage.
Reed, J. (2007)Appreciative Inquiry: Research for Change, London: Sage.
Ritchie, J. and Lewis, J. (2003) Qualitative Research Practice. London: Sage.
Silverman, D. (2013, 4th edition) Doing Qualitative Research, London: Sage.
Thomas, G. (2010) How to Do Your Case Study: A Guide for Students and Researchers, London: Sage.
Travers, M. (2001) Qualitative Research through Case Studies. London: Sage.
Usunier, J.C. (1998) International and Cross-cultural Management Research .London: Sage.
Van Wanrooy B., Bewley, H. Bryson, A. Forth, J. Freeth, S. Stokes, L. and Wood, S. (2013)
Employment Relations in the Shadow of Recession: Findings from the 2011 Workplace Employment
Relations Study, Palgrave Macmillan.
Watkins, D. and Burton, M. (2013) Research Methods in Law, London: Routledge.
Whitefield, & Strauss, (1998) Researching the World of Work,Ithaca: Cornell University.
Wickramasinghe, M.(2010) Feminist Research Methodology: Making Meanings of Meaning-Making,
London:
Routledge Yin, R. K. (2011, 5th edition) Case Study Research: Design and Methods. London: Sage.

Methodology Journals include: Action Research; Ethnography; Organizational Research Methods;

Qualitative Research. In addition to the recommended texts it is expected that students will consult
the
appropriate journals in their own specialist area. These provide examples of the ways different
research designs have been applied in empirical research.
WEB-BASED ACCESS TO READING MATERIALS
You can access an extensive range of journals and research databases online via the Library web
pages. Most of these resources can be accessed remotely. The only login you will need is your
network username and password.

If you know the name of the journal you are looking for, search under ‘Journals’ on the Library
catalogue. If the journal is held in print and/or electronic format, you will find information about
where it is located and which volumes may be accessed. If there is electronic access to the journal,
you can follow the link to the database where it is stored.

You cannot search for journal articles on the Library catalogue. In order to locate articles on a
particular subject, you will need to search on electronic databases. Full-text journal databases will
give you immediate access to many articles. Indexing and abstracting databases will give you
references to articles; you will then need to search on the London Met Library catalogue to see
whether the journals are held. There are a number of different ways to access these journal
databases and indexing and abstracting databases via the Library website. An easy way to access
them is to go to the ‘Help for My Subject’ section of the library website and select the Subject Guide
for ‘Human Resource Management’.

If you are uncertain how to access journals online please contact the library (see library section
below).
 MN7232ESES: Assessment 1 - Comparative Methodological Critique

The comparative methodological critique (required word length 2,000 words) should be an extended
review essay, that focuses on two research studies reported in the academic literature – one on
qualitative methods, the other applying a quantitative research design. Students are required to
research and present a comparative critique of tackling research questions from each of these
strategic perspectives: qualitative and quantitative. The critique needs to be more than just a
summary of the methods used. It should include an evaluation of the two studies, i.e. it should reveal
what you think of the work you are reviewing. This means you have to provide justification for any
opinions expressed, e.g. evidence from the studies that supports the argument you make. The review
essay should include citations or references to related works. You may consult previous reviews of
the works to be reviewed, which should be cited, but beware of plagiarism. A good way to use
previous reviews constructively is to use them to highlight points you make in your own essay.

Writing a serious review essay is a substantial piece of work. You should read both studies well ahead
of writing the review. In order to prepare for writing the review, you need to reflect on the discussions
concerning epistemology and research design covered in the Management Learning and Research
lectures/seminars and read, focusing on two key sources of information:

1. the pair of studies you have chosen to review

2. a selection of research methods texts and articles that cover the steps that would represent good
practice in doing research on a topic such as the one informing the two studies.

The object is to compare paired studies from the list below, one that has been informed by a
qualitative research design and one that has been informed by quantitative research design
concentrating on the methodological factors.
From reading the two studies it should soon be clear what kind of research question(s) is (are) being
addressed and why, and this initial understanding should then act as a guide to the readings from the
research methods literature to concentrate on identifying the good practice standards against which
the chosen texts are to be reviewed.
The assignment should consider the underlying epistemological assumptions and choices the authors
have made in developing the research design within the two studies. It is these aspects –
epistemological and methodological – that should be the main focus for the assignment. In this
exercise it is the methodological issues rather than the content of the research findings that are
important. You are not going to be assessed on how well you describe and interpret the research
findings and conclusions. You will be assessed on how well you have identified and commented
critically on the methodology underlying the two studies you are reviewing.

The assessment criteria requires you to include all of the following topics within your comparative
review:

1. A short statement saying what the research was about and why the author(s) said they undertook it
for each study. Does the author for example identify:
• the aims and objectives of each study; the particular research questions.
• the rationale for each study

2. Comment on the epistemological position (e.g. positivist, interpretivist, pragmatist etc.) the authors
appear to have adopted to guide the research design in each study.

• Identify and discuss the research philosophy & ontology underpinning the rationale for the research
design in each study
• Comment on the extent to which you believe the author(s) seem to have been influenced by these
considerations. Use relevant extracts from the two studies to illustrate the points you are making.
3. Identify the research design / strategy used in each study and using the research methods literature,
consider the pros and cons of the particular research design/ strategy being reported on in each study.
4. For each study consider data collection tools and data analysis: again using the research methods
literature, comment on the way in which the researcher(s) in the two studies have • collected and
analysed their data.
What are the positive and negative points of the qualitative and quantitative study in this regard?
• To what extent do the two studies follow ‘standard’ good practice.
• To what extent was the research design in each case ‘fit for purpose, ’does it address the author’s
(or authors’) stated aims and objectives?
If the author(s) have not been transparent about data collection and analysis techniques used then
suggest what would be appropriate techniques to use in those circumstances.
5. Based on your review of these two studies, be prepared to conclude with a discussion of the
advantages and/or disadvantages of adopting a qualitative or a quantitative research design in
developing knowledge within the specific field these two studies address.
 Select two studies from the paired titles (eg pair 1 OR pair 2 etc) for the comparative methodological review listed
below. The studies can mostly be accessed via published journals using the Library online resources

Pairs of research papers

Quantitative methodology Qualitative methodology

Pair 1 Tiziana, C., Livio, P. and Sergio, P. A. S. N. Pereraa, and A. W. J. C.

S.(2018)Blockchain for social good: a Abeygunasekera (2022) Blockchain
quantitative analysis. Conference Paper. Adoption in Accounting and Auditing:
EAI International Conference on Smart A Qualitative Inquiry in Sri Lanka.
Objects and Technologies for Social Good Colombo Business Journal. Vol. 13,
November 16-18, Aveiro, Portugal No. 01

Pair 2 Sajida, M., Zakkariya K. A., and Joya, H. Halim, L.; Suharyanti, Y.(2019)E-
(2022)Determinants of E-waste Recycling Waste: Current Research and Future
Intention in India: The Influence of Perspective on Developing Countries.
Environmental Concern, Attitude and International Journal of Industrial
Economic Incentives. Colombo Engineering and Engineering
Business Journal. Vol. 13, No. 01 Management. Vol 1, No 2
Pair 3 C.T. Gardiyawasam*, G.A.K.M. Ganegoda , O.K.A. De Silva (2022) Qualitative
T.A.R. Fernando and P. Lankeshwara Study on Perceptions of Female
(2021) Identifying the Gender Differences Graduates towards the Sector of
in Response to Graduate Unemployment: Employment. Colombo Journal of
Evidence from Sri Lanka. Vidyodaya Multi-disciplinary Research.
Journal of Humanities and Social Sciences 6(02).pp75-100
Vol. 06 (02)
Pair 4 Dharmawardene, P., Weerasinghe, A. and Kafipour, R. (2014) A Qualitative Study
Ananda, G.L. (2020) Enriching academic of Vocabulary Learning Strategies
vocabulary of the undergraduates in Applied by Iranian Undergraduate EFL
technological study stream in Sri Lanka: A Learners in Real Learning Setting.
comparative exploration of the English Language Teaching, 7(01).
effectiveness of Virtual Blended and
Face-to-Face modes. Colombo Journal of
Multi-disciplinary Research. 05(02)Pp 67-
96
Pair 5 Griffiths, O., Roberts, L. and Price, Pereraa, I. S., Ganeshana, J. and
J.(2019)Desirable leadership attributes are Belitskib,
preferentially associated with women: A B.(2021)Underrepresentation of
quantitative study of gender and Women Managers in the Boardroom:
leadership roles in the Australian Evidence from the Sri Lankan Financial
workforce. Australian Journal of Sector .Colombo Business Journal, Vol.
Management. Vol. 44(1) pp32-49 12, No. 02
 MN7232ES Assessment 2: Individual presentation of research proposal
The second assessment will be a short (maximum 10 minute) presentation of your research proposal. It is anticipated
that you will have discussed this proposal with your tutors prior to the presentation. This presentation will enable
academic colleagues from the subject disciplines represented by the MBA and the MBA pathway programmes to
provide specific feedback.

The presentation will need to include

• A working title for the project

• States the context, aims and objectives of the project succinctly, including how the project will contribute to
knowledge on the subject

• Introduces the reasons for the need to investigate the topic and identifies the research questions
and/or objectives • Introduces the relevant literature
(i) Associated with the context
(ii) Associated with the management issue being explored

• Outlines the research design and identifies the reasons why this design has been chosen based on
research methodologies, the literature reviewed, the subject under study and the context

• Outlines awareness of reliability and validity of the research and ethical issues

MN7232ES Assignment 3: Individual research project proposal

The research proposal (3,000 words) will be a fully academically referenced document which will
include all the elements indicated for the presentation, and may also include, as appendices, draft
research instruments, draft interview protocols and so on. The more work that is done for the
proposal, the better you will be able to undertake your project. Feedback from the proposal
presentation will be designed to provide you with ways of developing your final proposal submission

• give a working title for the project

• identify the ‘research gap’ their study will fill within the academic & practitioner literature,
• state one research aim and 4-5 objectives

• locate their topic in epistemological terms, informed by the study aim and objectives,

• specify how they propose to undertake empirical research to address the ‘research gap’ they have
identified in the literature and meet their aim and objectives.
• consider any ethical issues which may arise in their proposed research study

• conclude the proposal with a short work plan, outlining what will be done by what milestone dates
(working backwards from the dissertation submission deadline),
• state the resources they expect to call on to complete the research project.
• provide a reference list using the Harvard system of referencing • Include draft research
instruments as appendices
A working title for the dissertation should be included at the top of the first page of the proposal.
Project title, research aim and 4-5 objectives plus research strategy, methodological design, and
work planning are of course preliminary at the proposal stage, and subject to refinement at the time
the student is allocated a project supervisor. Each research proposal should be accompanied by a
comprehensive set of references, listing citations used to inform discussion in the body of the
proposal – both those produced by searching the topic-specific literature and sources covering
specialist research methods.

Research Ethics Policy and Procedures

Finally when considering topics students should consult the University’s Code of Good Research
Practice
London Metropolitan University is committed to ensuring the highest possible ethical standards in the
research conducted by its staff and students. When you meet your supervisor, you should consider
any ethical issues that may arise in the completion of your MBA research projects.

The University's Code of Good Research Practice and Research ethics policy and procedures can be
downloaded here: http://www.londonmet.ac.uk/research/theresearch-and-postgraduate-
office/staff/research-ethics.cfm

Writing Style
Academic writing requires a number of conventions including adopting the appropriate style for the
assessment set e.g. review essay, dissertation proposal and ensuring that your work is appropriately
referenced. The requirements of academic referencing will be explained throughout your
programme.

Use a formal style of writing which adopts the third person, for example “ It has been argued
that….”. Personal styles using the first person such as “ I believe that…” are discouraged in many
subject areas, including business, at UG and Master’s level

Unsubstantiated emotive statements are inappropriate.

If the assessment criteria deem it appropriate to refer to personal experience you must state why
this is relevant, check with your tutor.
You must reference your sources using the Harvard system as set out as set out in the dissertation
guide for your course (eg. Postgraduate MA HREM Dissertations: A Guide to Successful Completion
(2009).
Do not use Wikipedia or other unreliable internet sources

All assignments must be word-processed, double-spaced, printed in black on one side of white A4
paper in a ‘standard’ font (this booklet is in Calibri point 11), stapled together in the top left hand
corner. It helpful if you word count your essays and include a note of this at the end.

Assignments will be assessed mainly on content but structure, style and presentation are important.
There is no one best way to write a methodological review or a proposal, but you should take
account of the following in all course work. Avoid unsubstantiated assertions and rhetorical
questions. Lists are not very helpful if they are simply copied out of books. The best way to avoid
any hint of plagiarism is to make very clear the source of all material used. The Harvard system of
referencing is preferred There are no extra marks for irrelevant extended bibliographies. In general
any reference that is cited in the text of the essay should appear in the set of references. If an
author is cited from a secondary source, say a textbook, then the reference should make this clear,
e.g. '(Robson, 2002, p.59, quoted by Saunders et al, 2003, p.96)'

Plagiarism
Work presented in the assessment must your own. Plagiarism is an assessment offence (see
University Assessment Regulations) and can result in you receiving zero or even being excluded
from the University.

Plagiarism is where you copy from another source, published or unpublished (including the work of a
fellow student) and fail to acknowledge the influence of another's work or to attribute quotes to the
author. This is stealing someone else’s work and is plagiarism. You are effectively taking the credit
for their work. You are advised to ensure that work submitted is properly referenced. You are
required to sign your cover sheet

confirming that it is your own work.

PLAGIARISM
Copying sentences without quotation marks or This is stealing someone else’s work and is
referencing plagiarism. You are effectively taking the credit
for their work

Presenting someone else's work/ideas without This is stealing and is plagiarism

referencing

Copying footnotes and inserting them in your This is stealing and is plagiarism
work as your own footnotes

Copying diagrams, statistics, graphs You must cite your source or this will be
plagiarism as you are giving the impression that
you compiled the data

Rewriting a few words in This is still a form of plagiarism as you are using
sentences/paragraphs taken from another someone else’s words without full and proper
source which is referenced but not in acknowledgement
quotation marks

AVOIDING PLAGIARISM
Use good note taking techniques when planning preparing your assignment. Do not copy out huge
chunks of material without proper referencing at the time as you are likely to get confused about the
source when you are writing up your final assignment
Be confident. Do not be afraid to paraphrase other people’s ideas and acknowledge this, do not
convince yourself that their words are better than yours Ask your tutor whether it is possible to
submit a draft of your work Discuss any uncertainties you may have about referencing with your
tutor

Teaching staff can usually detect plagiarism as the style and tone of your assignment changes. It is
worth noting that staff now have sophisticated methods of detecting plagiarism. Where students are
suspected of plagiarism they may be asked to submit their disk for checking.

Assessment completion dates/deadlines –

Assessment 1: Comparative methodological critique (50%)

An individual written paper, in which students are required to research and present a comparative
appraisal of the merits of tackling research questions from each of the strategic perspectives:
qualitative and quantitative (c. 2000 words). Students are presented with examples of each form
of research design to focus their review.
Assessment 2: Research proposal presentation (10%) Maximum 10 minute presentation outlining
the research proposal.

Assessment 3: research proposal (40%)

This component requires students to draft a research project proposal (c.3000 words).
Coursework Submission Procedures Course work must be submitted through ESOFT ICMS.

Assessment Feedback and the Return of Course Work

Obtaining and responding to feedback is an important part of the learning process. You are advised
to look at the assessment criteria above before submission and ensure that you understand what is
required. Your tutors will provide further guidance in class.

Coursework Deadlines*
IMORTANT NOTE: You are required to submit your coursework via ESOFT Metro Campus Learning
Management System (ICMS) on or before following dates given (Unless otherwise stated, the
deadline would be 12.00 midnight on the given day)
Assignment 1 Comparative Assignment 2 Assignment 3
Methodological Critique Research Proposal Presentation (10%) Research Proposal
(50%) (40%)
26th Nov 2022 14th Jan 2023 21st Jan 2023
* Any slight change to above deadlines depending on the location would be communicated to by the branch coordinator

• If students feel that late or non-submission of work, non-attendance at an exam, or their poor
performance, was due to illness or other valid reasons they can ask for mitigating circumstances to
be considered. A claim for mitigation can be made for work submitted within the late coursework
 period. If this is accepted, then the mark for the component concerned will be awarded. However,
students should consult the University’s web pages on Mitigating Circumstances for more
information and details of how and when to make claims.
http://www.londonmet.ac.uk/registry/$services/$coursework-exams/mitigating-
circumstances.cfm

• If students wish to ask for an exceptional extension they must do so ‘2 weeks in advance of the
deadline concerned and no later than 24 hours after the due date of the work.’ Therefore,
assessment components will only be available for selection via evision during this period. Extensions
are for a maximum of 5 working days so please request this asap, via email to
[email protected]

• Submission deadline: 3pm on dates indicated above.

• Please note that your module tutors cannot grant extensions to this deadline. • It is possible to
request an exceptional extension via your Evision account but you must note that such requests are
not automatically accepted and you must give good reason for the request. You will find full
information on the process on the Student website:

• http://student.londonmet.ac.uk/your-studies/exams-andassessments/coursework-
information/exceptional-coursework-extension-process
Library services for FBL students

• Academic Liaison Librarian support

Your Academic Liaison Librarian can provide help and advice on finding information resources for
your module assignments, including books, e-books, journal articles, reports and financial data. Your
librarian can also show you how to use the library’s e-resources (such as databases) effectively to
help you find the information you need as quickly and easily as possible.

You can contact your Academic Liaison Librarian by email to ask a question, or to arrange a one-to-
one appointment in person. The Academic Liaison Librarians for the Faculty of Business and Law
(FBL) are:

• Carmel Carroll [email protected] (Marketing, Tourism and Creative Industries, Accounting,

Finance & Banking, Business Information Analysis and
Economics)

• Christine Smart [email protected] (Aviation, Law & Business Law, HRM & Management,
Interpreting & Translation, Purchasing & Logistics, Transport)

• Drop-in Help
You can also attend one of the FBL Librarian Drop-in sessions to see a librarian without an
appointment. FBL librarian drop-ins are held at Moorgate and Calcutta House. See the Subject Help
Drop-ins page for time and location details:
http://bit.ly/dropins or see the Events Calendar on Weblearn.
 • Library Chat
Another way of contacting us is via Library Chat.
See http://metranet.londonmet.ac.uk/services/sas/library-services/

• Library Matters: login to Weblearn, choose Quick Links and Library. Provides an overview of Library
Services and supports the development of research skills.

• Library Catalogue: http://catalogue.londonmet.ac.uk/ Find access to books and eresources listed

on module reading lists, check your library account to renew your books.

• Library Front Page: http://metranet.londonmet.ac.uk/services/sas/libraryservices/ Consult the

Subject Guides pages for an overview of the resources available for your subject area. They are a
useful starting point to find appropriate material to support your studies throughout the year.
• There are 3 libraries at London Metropolitan University, at Calcutta House, Commercial Road and
Holloway Road. Calcutta House is your main library for FBL subject areas. Both Calcutta House and
Holloway Road are open until 9pm and at weekends during term time.

• All contain quiet study and group discussion areas, open access pcs, books and printed journals. Wi-
Fi is available in most areas of the libraries.

• For information on other libraries you can use, see SCONUL Access and your Subject Guides.

Study Support Facilities : Centre for the Enhancement of Teaching and Learning Support

The university provides a range of drop in support sessions, including writing workshops (see
Learning Development Unit website) and library help sessions. See
http://www.londonmet.ac.uk/celt/celt-for- students/about-the-celt-study-hub.cfm The Centre for
the Enhancement of Learning & Teaching (CELT) is a team made up of professionals with expertise in
a number of interlinking areas, including student and staff learning development, e-learning and staff
professional development.

We have created a new resources- and features-packed STUDY HUB website as a focal point for all
students who are serious about their studies.

The STUDY HUB can be accessed at:

www.londonmet.ac.uk/studyhub

The STUDY HUB includes:

• an ever-growing bank of study advisory information, resources and activities, designed to help you
make the most of yourself and your time as a student, addressing an extensive range of topics
including: research strategies, academic essay and report writing, delivering effective presentations
and critical thinking and writing ...

• interactive resources, blogs, competitions, video diaries and streaming videos ...

• 'Study Worries': an interactive forum for all our students to discuss study-related concerns and
share effective practices, moderated by CELT staff ...

• information on upcoming CELT workshops and other events, such as:

o Preparing for Study workshops and courses (September and January), for new students about to
commence their courses, and for returning students
o our term-time programme of Masterclass workshops, on topics such as writing for assignments,
reading, critical thinking & writing dissertations ...

o additional term-time courses, workshops and one-to-one study advice, arranged in collaboration
with Faculties and Professional Service areas.
Take control of your learning ... visit and 'bookmark' (add to your 'Favourites') the

STUDYHUB today! Any queries? Contact CELT for Students, at:

[email protected]

Module Attendance Policy

As a student in the Guildhall School of Business and Law, you are expected to attend all timetabled
sessions, including lectures, seminars and workshops. Regular attendance means that you can take
full advantage of the learning and teaching opportunities available to you and gain the greatest
benefit from your course. Poor attendance not only affects you but also affects others who rely on
you in group projects and for peer learning: where group work and peer learning is central to the
subject, poor attendance can lead to failure of assessment.
If you regularly miss sessions you will be contacted by your Course Leader or Personal Academic
Tutor and offered the opportunity to discuss any difficulties that might be affecting your attendance.
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Student Charter for inclusion in module handbooks and ELMS sites (this already appears in all
Course Handbooks). Student Complaints Procedure : Please see Module ELMS site for detailed
policies and procedures including the FBL Complaints procedure.
 London Metropolitan University Student Charter

From US, you can expect... From YOU, we will expect you to...
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 Assessment documentation

MN7232ES Management Learning and Research

Guildhall School of Business and Law

Student Self-Assessment and Feedback / Feedforward Cover-Sheet

Assessment 1: Comparative methodological critique (50%)

Part 1: Student details

Student Submission Deadline: Module Assessment Contribution: 50%

Number (s):

Student name:

Module Code and Module Title: Module Leader:

MN7232ES

Management learning and research Dr. Dillina Herath

Assignment Title: Module Tutor:

1. Comparative methodological critique
The assignment addresses the following learning outcome/s of the module:
1.Identify current trends and key influencing factors in their chosen context for research
2. Identify, distinguish and evaluate different research paradigms, philosophies and epistemologies.
3. Understand the role and significance of doing research within diverse business contexts including
the different forms and functions of research including: e.g. academic, policy, market, consultancy,
evaluative.
I.Reflect on the personal, professional and ethical issues involved in undertaking research in
diverse business contexts
II.Critically analyse, discuss and evaluate existing academic and practitioner research,
demonstrating an awareness of research good practice, data collection, data analysis and the
relative merits of different research methods in contributing to knowledge and informed decision-
making within a range of contexts.
III.Conduct an information search of appropriate literature and data sources and reference the
work of others following appropriate academic conventions.
IV.Utilise IT software for data collection, analysis and presentation of data.
V.Contribute effectively to the planning, design and implementation of research and the
presentation of results/outcomes in a chosen area of business practice including being able to
negotiate, make sound and justifiable decisions and solve problems more effectively
VI.Utilize the knowledge and skills necessary to undertake successful business research within a
chosen area located nationally or internationally
4. Devise a carefully considered research proposal
5. Communicate complex ideas and analyses in their area of research orally and in writing

You will be marked, graded and assessed according to the following specific criteria for MN7232ES
Assignment 1, which incorporate the general PG criteria:

70+ 60-69 50-59 40-49 below 40

Identification Very clear Identification Studies Limited Overall, a

of the identification of of the studies, indicated, but understanding poor
research the studies, their their aims and understanding identification of submission.
studies, aims aims and objectives, lacks clarity and the studies, Lacks detail,
and objectives, research focus.. factors affecting focus,
objectives, research questions and Rationales the context and reasoning and
research questions and rationales less provided but rationales clarity.
questions and rationales. clear. require further
rationales Justification Justification development.
based on high based on good Some support
level sources level sources from
Weighting satisfactory
10% sources.

Very high Good quality Satisfactory Limited evidence Overall a

quality of of academic academic of engagement poor
academic discussion on discussion on with academic submission
Identification discussion on the the philosophies and professional with very
and discussion the philosophies philosophies underpinning literature. A limited use of
of the research underpinning underpinning the research small number of relevant
philosophy the research the research designs, using sources or an academic or
underpinning designs, using designs, using extracts form over-reliance on professional
the rationale extracts form extracts form the papers and internet / non sources
for the the papers and the papers and academic academic sources aimed to
research academic academic for theory e.g.
design in each research research research Wikipedia or underpin the
study, with methods methods methods businessballs.com studies
reference to
research Citations are Citations are Citations are
methods high quality and suitable and mainly suitable
literature. Use relevant and relevant and and relevant
of relevant integrated well integrated and integrated
extracts into the well into the well into the
discussion. discussion. discussion.
Sources used Sources used
may not be may not be the
Weighting the most up to most up to date
20% date or fully or fully relevant
relevant
The discussion
may not provide
a clear
underpinning to
the research
problems

Discussion of Very high A good Satisfactory Limited Inadequate

the research standard of standard of standard of engagement with understanding
design / critical critical engagement business research of research
strategy used engagement engagement with business demonstrated design shown
in each study with business with business research Unclear and
using the research research demonstrated. descriptive.
research demonstrated, showing a May be largely
methods showing a high good descriptive. Errors in
literature. level of understanding interpretation and
understanding of research Errors in explanation.
or research design interpretation Little justified
design and explanation. reference made.
Weighting Some errors Some reference
20% Close reference in made to the Very limited use
made to interpretation studies. made of research
research and publications and
publications and explanation. Justifications previous studies.
previous studies Close based on
reference research
made to the publications and
studies. previous studies
limited.
Justifications
based on A research plan
research included and
publications draft data
and previous collection
studies may instruments but
be limited. needing
extensive
development.
Discussion of Very high level Good high Satisfactory Insufficient Very poor
the design and of level of level of understanding of understanding
use of data understanding understanding understanding data collection demonstrated
collection tools of data of data of data tools shown
with reference collection tools collection collection tools
to research shown, with tools shown, shown, with
methods close critical with close some reference
literature reference to reference to to research
research research methods
methods methods literature and
Weighting literature and literature and papers. Largely
20% papers papers descriptive

Concluding Very high level Good level of Largely Poor concluding Very poor
discussion of of criticality in criticality in descriptive discussion concluding
the advantages the final the final comparative discussion
and/or comparative comparative discussion
disadvantages discussion discussion
of adopting a
qualitative or
a quantitative
research
design in
developing
knowledge
within the
specific field
these two
studies
address.

Weighting
20%

Presentation Excellent As 70+ but As 60+ but the As 50+ but the Writing style
appropriate to standard of there may be writing style or writing style or and
Master’s presentation. one or two presentation is presentation is presentation
standard Logical, minor weak in places. weak. There may is poor and
including use articulate and referencing There may be a be a lot of does not
of Harvard scholarly errors or some number of referencing errors follow the
referencing writing style. minor referencing recommended
Clearly spelling, errors structure.
conforms to the presentation Harvard
Weighting10% recommended or referencing is
structure. Good grammatical poor.
use of Harvard errors
referencing
throughout
 Part 2. Student self-assessment (To be completed by student)

2.1 Checking and proof reading

Proof reading:

4 3 2 1 0

please circle number of times

Spelling (inc. spell-checking) Y/N

Checking: Punctuation (inc. correct use of apostrophes) Y/N

Paragraphs (NB: one sentence is not a Y/N

Please indicate that you have checked the paragraph)
following in line with the assignment brief: Illustrations (pay attention to referencing and Y/N
titling)

Citations and References (do they correspond?) Y/N

Presentation (inc. spacing and visual appeal) Y/N

2.2 Quality of submission

Please assess the following two aspects EXCELLENT GOOD ADEQUATE POOR INADEQUATE
of your work as:
DISTINCTION MERIT PASS FAIL
BELOW 40

70+ 60+ 50+ -50

Quality of academic argument:

Introduction/Conclusion
(effectiveness)

Arguments (structuring and coherence)

Evidence (supporting argument,

referencing)

Application of Theory (relevance)

Focus (addressing task set)

Signposting (use of vocabulary)

Criticality (quality of oral presentation)

Quality of presented work:

Titles and Subtitles (check

appropriateness)

English (spelling, grammar,

punctuation)

Figures, Tables, Plates and Equations

(appropriateness and quality)

Layout (presentation)

Citations (accuracy)

References (accuracy)

Inadequate
What grade do you think the work is Distinction Merit Pass Fail
-40
worth? 70+ 60+ 50+ -50

Name/Number Signature Date

Part 3: Feedback sheet (To be completed by tutor)

MN7232ES
Management learning and research
Assignment 1: Comparative Methodological
Critique

Academic Year 2022/23

Student Name: First Marker:

Student ID: Second Marker:

Pair of research studies chosen:

 Assessment criteria Level of achievement

5.Distinction 4. 3. 2. 1.
Merit Pass Refer Fail
+ 70 Below
60- 50- 40- 40%
69% 59% 49%

 Identification of the research studies, aims and

objectives, research questions and rationales
Weighting 10%

Notes:

• Identification and discussion of the research 5 4 3 2 1

philosophy underpinning the rationale for the
research design in each study, with reference to
research methods literature. Use of relevant
extracts
Weighting 20%

Notes:

• Discussion of the research design / strategy used in 5 4 3 2 1

each study using the research methods literature.
Weighting 20%

Notes:

• Discussion of the design and use of data collection 5 4 3 2 1

tools with reference to research methods literature
Weighting 20%

Notes:

• Concluding discussion of the advantages and/or 5 4 3 2 1

disadvantages of adopting a qualitative or a
quantitative research design in developing
knowledge within the specific field these two studies
address.
Weighting 20%

Notes:

• Presentation appropriate to Master’s standard 5 4 3 2 1

including use of Harvard referencing
 Weighting10%

Notes:

Areas to concentrate on next time

Content Abstract Introduction Focus Discussion Argument

Examples Detail Work- Reflection Work-

related related
English Spelling Grammar Punctuation Paragraphs/sentences Vocabulary

Layout Contents Titles Subtitles Spacing Word

processing
Illustration Figures Tables Plates Equations Calculations

HarvRef Citations Listing Range/Depth

Final comments

2nd marker comments

Agreed Mark Date:

First Marker-

Second Marker –

MN7232ES Management Learning and Research

Guildhall School of Business and Law

Student Self-Assessment and Feedback / Feedforward Cover-Sheet

Assessment 2: Individual Presentation (10%)

Part 1: Student details

Student Number (s): Submission Deadline: Module

Assessment
Contribution:

10%
Student name:

Module Code and Module Title: Module Leader:

MN7232ES

Management learning and research Dr. Dillina Herath

Assignment Title: Module Tutor:

Individual presentation of research proposal

The assignment addresses the following learning outcome/s of the module:

1.Identify current trends and key influencing factors in their chosen context for research
2. Identify, distinguish and evaluate different research paradigms, philosophies and epistemologies.
3. Understand the role and significance of doing research within diverse business contexts including
the different forms and functions of research including: e.g. academic, policy, market, consultancy,
evaluative.
I.Reflect on the personal, professional and ethical issues involved in undertaking research in diverse
business contexts
II.Critically analyse, discuss and evaluate existing academic and practitioner research, demonstrating
an awareness of research good practice, data collection, data analysis and the relative merits of
different research methods in contributing to knowledge and informed decision-making within a range
of contexts.
III.Conduct an information search of appropriate literature and data sources and reference the work
of others following appropriate academic conventions.
IV.Utilise IT software for data collection, analysis and presentation of data.
V.Contribute effectively to the planning, design and implementation of research and the presentation
of results/outcomes in a chosen area of business practice including being able to negotiate, make sound
and justifiable decisions and solve problems more effectively
VI.Utilize the knowledge and skills necessary to undertake successful business research within a
chosen area located nationally or internationally
4. Devise a carefully considered research proposal
5. Communicate complex ideas and analyses in their area of research orally and in writing

You will be marked, graded and assessed according to the following specific criteria for MN7232ES
Assignment 2 which incorporate the general PG criteria:

70+ 60-69 50-59 40-49 below 40

 Very high Good quality Satisfactory Limited evidence Overall a
quality of critical of of appreciation of of engagement poor
Identification appreciation of appreciation of the context for with the context submission
of the the context for the context for the study and and the rationale with very
proposed the study and the study and identification for the study. A limited
study and its identification of identification of the small number of evidence of
context. Key the rationale. of the rationale, but sources or an engagement
issues Sources are high rationale, but largely over-reliance on with the
affecting the quality and descriptive in descriptive internet / non context and a
business or relevant, drawing parts academic sources limited
sector. on high level Sources used for theory e.g. rationale for
Rationale for evidence from Sources used may not be the Wikipedia or the study
the study the sector, and may not be the most up to date businessballs.com
are integrated most up to date or fully
well into the or fully relevant
discussion. relevant
The discussion
Weighting may not
25% provide a clear
underpinning
to the research
problem

Very high Good quality Satisfactory Limited evidence Overall a

quality of of academic academic of engagement poor
academic discussion on discussion on with academic submission
Critical discussion literature literature and professional with very
engagement relevant to the relevant to the relevant to the literature. A limited use of
with study. study. study. small number of relevant
published sources or an academic or
Excellent Good standard Satisfactory over-reliance on professional
literature and evidence of of critical standard of
suggested internet / non sources
critical engagement engagement academic sources aimed to
conceptual engagement with with academic with academic
framework for theory e.g. underpin the
academic and and and Wikipedia or study
professional professional professional businessballs.com
context sources, context context
Weighting used to underpin sources, used sources, used Proposal not
25% the study, to underpin the to underpin the underpinned by
identify the study, identify study, identify appropriate
research gap and the research the research theory .
suggest a gap and gap and
conceptual suggest a suggest a
framework . conceptual conceptual
Citations are framework . framework .
high quality and Citations are Citations are
relevant and good quality satisfactory,
integrated well and relevant but not be fully
into the and integrated relevant or
discussion. well into the suitable. The
discussion. discussion may
Sources used not provide a
may not be the clear
most up to date underpinning
 or fully to the research
relevant problem

Suggested Very high A good Satisfactory Limited Inadequate

methodology. standard of standard of standard of engagement with methodology
Justification critical critical engagement business research providing
for the engagement with engagement with business demonstrated, little
methodology business research with business research including confidence in
based on demonstrated, research demonstrated, philosophy, the proposal
demonstrated including demonstrated, including epistemology, as a
understanding philosophy, including philosophy, methodological justifiable
or research epistemology, philosophy, epistemology, choices and research plan
philosophies methodological epistemology, methodological methodological
and choices and methodological choices and issues including
knowledge methodological choices and methodological ethical principles.
creation. issues including methodological issues Unclear and
Close ethical issues including descriptive.
reference to principles. Very including ethical
research close reference ethical principles. Errors in
publications made to the principles. May be largely interpretation and
proposed study. descriptive. explanation.
Some errors in Little justified
Weighting Close reference interpretation Errors in reference made to
25% made to some and interpretation the proposed
research explanation. and study.
publications and Close explanation.
previous studies reference made Some Very limited use
to the proposed reference made made of research
An outline study. to the proposed publications and
research plan study. previous studies.
provided Justifications Poor or absent
based on Justifications research plan
research based on
publications research
and previous publications
studies may be and previous
limited. studies limited.

An outline Research plan

research plan provided may
provided need attention

Professional Excellent As 70+ but As 60+ but the As 50+ but the As 40+ but
presentation standard of there may be writing style or writing style or the writing
of the presentation one or two presentation is presentation is style and
research verbal and minor weak in places. weak. There may presentation
proposal written. Logical referencing There may be a be a lot of is poor and
including the and articulate errors or some number of referencing does not
ability to presentation minor spelling, referencing errors. follow the
style. Use of presentation or errors recommended
respond to
software is structure.
questions
 accurate and grammatical Harvard
Weighting enhances errors referencing is
25% understanding of poor.
the research
proposal . Good
use of Harvard
referencing
throughout.

2. Student self-assessment (to be completed by student)

2.1 Checking and proof reading

Proof reading:

4 3 2 1 0

please circle number of times

Spelling (inc. spell-checking) Y/N

Checking: Punctuation (inc. correct use of apostrophes) Y/N

Paragraphs (NB: one sentence is not a Y/N

Please indicate that you have checked the paragraph)
following in line with the assignment brief: Illustrations (pay attention to referencing and Y/N
titling)

Citations and References (do they correspond?) Y/N

Presentation (inc. spacing and visual appeal) Y/N

2.2 Quality of submission

Please assess the following two aspects EXCELLENT GOOD ADEQUATE POOR INADEQUATE
of your work as:
DISTINCTION MERIT PASS FAIL
BELOW 40

70+ 60+ 50+ -50

Quality of academic argument:

Introduction/Conclusion
(effectiveness)

Arguments (structuring and

coherence)
Evidence (supporting argument,
referencing)

Application of Theory (relevance)

Focus (addressing task set)

Signposting (use of vocabulary)

Criticality (quality of oral

presentation)

Quality of presented work:

Titles and Subtitles (check

appropriateness)

English (spelling, grammar,

punctuation)

Figures, Tables, Plates and

Equations
(appropriateness and quality)

Layout (presentation)

Citations (accuracy)

References (accuracy)

Inadequate
What grade do you think the work is Distinction Merit Pass Fail
-40
worth? 70+ 60+ 50+ -50

Name/Number Signature Date

 Part 3: Feedback sheet (to be completed by tutor)

MN7232ES

Research proposal presentation (10%)

Academic Year 2022-23

Student Name (s) : First Marker:

Student ID: Second Marker:

Title of proposal:

Assessment criteria Level of achievement

5.Distinction 4. 3. 2. Refer Inadequate

Merit Pass
+ 70 40-49%
60- 50-
69% 59% Below

-40

• Identification of the proposed study and its

context. Key issues affecting the business or
sector. Rationale for the study

Weighting 25%

Notes from marker :

• Critical engagement with published literature

and suggested conceptual framework

Weighting 25%

Notes from marker:

 Suggested methodology. Justification for the

methodology based on demonstrated
understanding or research philosophies and
knowledge creation. Close reference to research
publications

Weighting 25%

Notes from marker:

 Professional presentation of the research
proposal including the ability to respond to
questions
Weighting 25%

Notes from marker:

Areas to concentrate on next time

Content Abstract Introduction Focus Discussion Argument

Examples Detail Work- Reflection Work-related

related

English Spelling Grammar Punctuation Paragraphs/sentences Vocabulary

Layout Contents Titles Subtitles Spacing Word

processing

Illustration Figures Tables Plates Equations Calculations

Harvard Citations Listing Range/Depth Presentation skills

Ref

Marker’s final comments

2nd marker comments

Agreed Mark

Signatures Date

First Marker –

Second Marker –
 Guildhall School of Business and Law

Student Self-Assessment and Feedback / Feedforward Cover-Sheet

Assessment 3: Individual Research Proposal (40%)

Part 1.0 Student/module details

Student Number (s): Submission Deadline: Module

Assessment
Contribution:
40%

Student name:

Module Code and Module Title: Module Leader:

MN7232ES

Management learning and research Dr. Dillina Herath

Assessment Title: Individual Research proposal Module Tutor:

The assignment addresses the following learning outcome/s of the module:

1. Identify current trends and key influencing factors in their chosen context for research

2. Identify, distinguish and evaluate different research paradigms, philosophies and epistemologies.

3. Understand the role and significance of doing research within diverse business contexts including
the different forms and functions of research including: e.g. academic, policy, market, consultancy,
evaluative.

I. Reflect on the personal, professional and ethical issues involved in undertaking research in
diverse business contexts

II. Critically analyse, discuss and evaluate existing academic and practitioner research,
demonstrating an awareness of research good practice, data collection, data analysis and the relative
merits of different research methods in contributing to knowledge and informed decision-making
within a range of contexts.

III. Conduct an information search of appropriate literature and data sources and reference the
work of others following appropriate academic conventions.

IV. Utilise IT software for data collection, analysis and presentation of data.

V. Contribute effectively to the planning, design and implementation of research and the
presentation of results/outcomes in a chosen area of business practice including being able to negotiate,
make sound and justifiable decisions and solve problems more effectively

VI. Utilize the knowledge and skills necessary to undertake successful business research within a
chosen area located nationally or internationally

4. Devise a carefully considered research proposal

5. Communicate complex ideas and analyses in their area of research orally and in writing
 You will be marked, graded and assessed according to the following PG criteria:

Research 70+ 60-69 50-59 40-49 below 40

proposal

Identification of Very clear Identification Study Limited Overall, a

the proposed identification of the indicated, but identification of poor
study and its of the proposed lacks clarity study, factors submission.
context. Key proposed study less and focus. affecting the Lacks detail,
issues affecting study. clear, and Context context and focus,
the business or Extensive factors identified but rationale reasoning
sector. Rationale identification affecting the factors and clarity.
for the study of factors context well affecting it
affecting the but not lacks depth.
context and extensively Rationale
Weighting 25% critical identified. provided for
rationale for Rationale the study but
the study. good, but requires
room for development
Justification development se that one or
based on high perhaps two
level sources theories/
models are not
well
understood.

Very high Good quality Satisfactory f Limited evidence Overall a

quality of of academic academic of engagement poor
Critical academic discussion on discussion on with academic submission
engagement with discussion on literature literature and professional with very
published literature relevant to the relevant to the literature. A limited use of
literature and relevant to the study. study. small number of relevant
suggested study. sources or an academic or
conceptual Good standard Satisfactory over-reliance on professional
framework Excellent of critical standard of internet / non sources
evidence of engagement critical academic sources aimed to
critical with academic engagement for theory e.g. underpin the
engagement and with academic Wikipedia or study
with academic professional and businessballs.co
Weighting 25% and context professional m
professional sources, used context
context to underpin the sources, used Proposal not
sources, used study, identify to underpin the underpinned by
to underpin the the research study, identify appropriate
study, identify gap and the research theory .
the research suggest a gap and
gap and conceptual suggest a
suggest a framework . conceptual
conceptual Citations are framework .
framework . good quality Citations are
Citations are and relevant satisfactory,
high quality and integrated but not be
and relevant well into the fully relevant
and integrated discussion. or suitable.
well into the Sources used The discussion
discussion. may not be the may not
most up to provide a clear
 date or fully underpinning
relevant to the research
problem

Suggested Very high A good Satisfactory Limited Inadequate

methodology. standard of standard of standard of engagement with methodology
Justification for critical critical engagement business research providing
the methodology engagement engagement with business demonstrated, little
based on with business with business research including confidence in
demonstrated research research demonstrated, philosophy, the proposal
understanding or demonstrated, demonstrated, including epistemology, as a
research including including philosophy, methodological justifiable
philosophies and philosophy, philosophy, epistemology, choices and research plan
knowledge epistemology, epistemology, methodologica methodological
creation. Close methodologica methodologica l choices and issues including
reference to l choices and l choices and methodologica ethical
research methodologica methodologica l issues principles.
publications l issues l issues including Unclear and
including including ethical descriptive.
ethical ethical principles.
principles. principles. May be largely Errors in
Very close descriptive. interpretation
Weighting 25% reference Some errors in and explanation.
made to the interpretation Errors in Little justified
proposed and interpretation reference made
study. explanation. and to the proposed
Close explanation. study.
Close reference Some
reference made to the reference Very limited use
made to proposed made to the made of
research study. proposed research
publications study. publications and
and previous Justifications previous studies.
studies based on Justifications Poor or absent
research based on research plan
A detailed publications research and/or data
research plan and previous publications collection
included and studies may be and previous instruments
draft data limited. studies
collection limited.
instruments A research
plan included A research
and draft data plan included
collection and draft data
instruments collection
but needing instruments
detailed but needing
development extensive
development.
 Professional Excellent As 70+ but As 60+ but the As 50+ but the As 40+ but
presentation of standard of there may be writing style writing style or the writing
the research presentation. one or two or presentation presentation is style and
proposal as an Logical, minor is weak in weak. There may presentation
accurate and articulate and referencing places. There be a lot of is poor and
detailed research scholarly errors or some may be a referencing does not
plan writing style. minor spelling, number of errors. follow the
Clearly presentation or referencing recommende
conforms to grammatical errors d structure.
Weighting 25% the errors Harvard
recommended referencing is
structure. poor.
Good use of
Harvard
referencing
throughout.

Part 2. Student self-assessment (to be completed by student)

2.1 Checking and proof reading

Proof reading:

4 3 2 1 0
please circle number of times

Spelling (inc. spell-checking) Y/N

Checking: Punctuation (inc. correct use of apostrophes) Y/N

Paragraphs (NB: one sentence is not a Y/N

Please indicate that you have checked the paragraph)
following in line with the assignment brief: Illustrations (pay attention to referencing and Y/N
titling)

Citations and References (do they correspond?) Y/N

Presentation (inc. spacing and visual appeal) Y/N

2.2 Quality of submission

Please assess the following two aspects of EXCELLE GOOD ADEQUAT POOR INADEQUA
your work as: TE
NT E
60+ -50

70+ 50+ BELOW 40

Quality of academic argument:

Introduction/Conclusion (effectiveness)

Arguments (structuring and coherence)

Evidence (supporting argument,

referencing)

Application of Theory (relevance)

Focus (addressing task set)

Signposting (use of vocabulary)

Criticality (quality of academic writing)

Quality of presented work:

Titles and Subtitles (check

appropriateness)

English (spelling, grammar, punctuation)

Figures, Tables, Plates and Equations

(appropriateness and quality)

Paragraphing & Layout (presentation)

Citations (accuracy)

References (accuracy)

Distincti Inadequate
What grade do you think the work is Merit Pass Fail
on -40
worth? 60+ 50+ -50
70+

Name/Number Signature Date

 Part 3: Feedback sheet (to be completed by tutor)

MN7232ES Management learning and

research

Individual Research Proposal

Academic Year 2022-23

Student Name: First Marker:

Student ID: Second Marker:

Title of proposal:

Assessment criteria Level of achievement

5.Distinctio 4. 3. Pass 2. Refer Inadequat

n Merit e
50- 40-49%
+ 70 60- 59%
69%
Below

-40

Identification of the proposed study and its

context. Key issues affecting the business or
sector. Rationale for the study

Weighting 25%

Notes from marker :

Critical engagement with published literature

and suggested conceptual framework

Weighting 25%

Notes from marker:

Suggested methodology. Justification for the

methodology based on demonstrated
understanding or research philosophies and
knowledge creation. Close reference to
research publications

Weighting 25%

Notes from marker:

Professional presentation of the research

proposal as an accurate and detailed research
plan

Weighting 25%

Notes from marker:

Areas to concentrate on next time

Content Abstract Introduction Focus Discussion Argument

Examples Detail Work- Reflection Work-

related related

English Spelling Grammar Punctuation Paragraphs/sentences Vocabulary

Layout Contents Titles Subtitles Spacing Word

processing

Illustration Figures Tables Plates Equations Calculations

HarvRef Citations Listing Range/Depth

Marker’s final comments

2nd marker comments

Agreed Mark

Signatures: Date

First Marker –

Second marker –