BUSINESS FACULTY

Course Study Guide

201415 September starters

Foundations of Scholarship &

Research
BUSI 1604
Level 7: 15 Credits

Contents

1.

WELCOME ........................................................................................................................................... 3

2.

INTRODUCTION TO THE COURSE................................................................................................. 4

3.

2.1

AIMS ................................................................................................................................................ 4

2.2

LEARNING OUTCOMES ........................................................................................................................... 5

2.3

LEARNING AND TEACHING ACTIVITIES .......................................................................................................... 5

2.4

EXPECTED STUDY TIME ........................................................................................................................... 6

2.5

ADDITIONAL REQUIREMENTS ................................................................................................................... 6

CONTACT DETAILS ................................................................................................................................ 7

3.1

4.

5.

EXTERNAL EXAMINING OF YOUR COURSE AND PROGRAMMES OF STUDY ............................................................... 7

COURSE CONTENT AND DESIGN ............................................................................................................ 8

4.1

PLANNED TERM DATES: ......................................................................................................................... 8

4.2

MODULAR SESSION PLAN ....................................................................................................................... 9

4.3

SESSION REQUIRED READING ................................................................................................................. 16

ASSESSMENT DETAILS ........................................................................................................................ 16

5.1

SUMMARY OF ASSESSMENT ................................................................................................................... 16

5.2

RULES FOR ANONYMOUS SUBMISSION AND MARKING: ................................................................................... 16

5.3

DETAILED DESCRIPTION OF ASSESSMENT .................................................................................................... 17

5.3.1 Topic Review .......................................................................................................................... 17

5.3.2 Research Proposal ................................................................................................................. 18
6.

OTHER DETAILS .................................................................................................................................. 21

BUSI 1604 Foundations of Scholarship & Research 2014-15

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1.

Welcome

I would like to welcome you to studying in the University of Business Faculty and a particular welcome
to the course Foundations of Scholarship and Research (BUSI 1604), which is a core course for the
MA/MBA International Business Programme.
This course guide provides information about the structure of the course and the main modules. It
also gives information about assessments, submission dates and marking criteria. If you have any
queries about the running of this course please contact me.
This is an intensive course organized as a mix of tutorials, seminars and lectures. In order to follow and
comprehend the content more effectively we would encourage you to prepare daily by reading the
appropriate academic texts and journals; writing up tasks ready for discussion in class and preparing
final assignments. This strategy will also help you to plan and write the final dissertation / project. It
has proved in the past that those students who are not actively participating in the course are likely to
fail. Latter approach would not allow moving onto dissertation stage in timely manner and ultimately
delay the overall progression with your studies.
I hope you enjoy your time studying at the University of Greenwich.

Jane Lethbridge
j.lethbridge@gre.ac.uk

BUSI 1604 Foundations of Scholarship & Research 2014-15

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2.

Introduction to the Course

Welcome to the University of Greenwich, Business School and to the course Foundations of
Scholarship and Research (BUSI 1604). This course is a core course for the MA in International
Business and MBA in International Business programmes. The aim of the course is to provide students
with a basic set of scholarship and research skills, which will support them through the process of
studying for a Masters degree and will also be important for professional life after University.
There are six basic sets of skills:
Basic study skills Reading, note- taking, using library and databases, writing and referencing
Skills to identify and solve problems Who identifies and defines problems? Creating
solutions? Sources of information
Assessing evidence What is evidence? How is it constructed? Who by? What is the role of the
student?
Skills to work with others Group work skills, negotiating skills, leadership skills
Cross- and inter-cultural communication skills - Working with people from different cultures.
Listening and understanding. Appreciating meanings.
Business research skills research design, implementation, data collection and analysis,
writing- up, and presentation to variety of audiences
Foundations of Scholarship and Research (FoSR) is a 15-credit course, delivered over one semester.
Teaching will be combined with Moodle-mediated learning, with the aim of encouraging self-managed
study.
Class activities will be organized as following:
- Week 1-3 - two two-hour group seminars a week;
- Weeks 4-9 - one hour group seminar per week;
- Weeks 10-12 2 sets of two hour lectures two-hour group seminars per week
- Week 13 - final one hour seminar.
All seminar sessions will have no more than fifteen students, run by Personal tutors, who will later
become research supervisors. This effectively increases contact time, and gives tutors the opportunity
to offer more tailored support. This course has to be completed successfully before students can
submit the Project at the end of the programme.

2.1

Aims

The course aims to provide students with a skill set that will support them through the process of
studying for a Masters degree as well as in professional life after University. It will also equip learners
with the knowledge and understanding of research design and practical application of relevant
business research methods.

BUSI 1604 Foundations of Scholarship & Research 2014-15

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The course will support students in developing the following skills for use in academic scholarship and
research:
-

2.2

Basic study skills reading, note- taking, using library and databases, writing and referencing;
Skills to identify and solve problems Who identifies and defines problems? Creating
solutions? Sources of information;
Critical thinking skills applied to scholarship and research;
Assessing evidence What is evidence? How is it constructed? Who by? What is the role of the
student:
Skills to work with others Group work skills, negotiating skills, leadership skills;
Cross- and inter-cultural communication skills - Working with people from different cultures.
Listening and understanding. Appreciating meanings;
Business research skills research design, implementation, data collection and analysis and
writing- up;
Appreciation of different research philosophies, techniques and methodologies and the use of
advanced software to sustain research activities;
Ethical awareness for undertaking professional research.

Learning Outcomes

Students completing this course will be able to:

-

2.3

Develop argument consistently;

Design and execute methodologically sound research, being aware of the implications
of carrying out research;
Collect, organize and present information effectively, consistently and according to
academic practice.

Learning and teaching activities

Intensive tutor led seminars with the emphasis on students as professionals practising the process of
assimilating, structuring and communicating knowledge, both verbally and in writing, rather than
being passive recipients of information. Intensive block lectures, where the main theories and research
techniques will be presented. Tutorials, where the theories, methods and tools will be applied to
individual research propositions Individual research activities in preparation for assessment. Selfmanaged learning in preparation for tutorial activities and lectures. Self-reflection, on the main issues
covered during the course and their implications. Engagement in peer-review activities, both online
and offline to share knowledge within a community of learners.

BUSI 1604 Foundations of Scholarship & Research 2014-15

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Assessments
Topic Review (40% weighting) - 1,400 words.
Students are asked to produce a critical topic review.
Research Proposal (60% weighting) 2,500 words.
Extended research proposal supported by Ethics Clearance Form specifying: Relevant literature and
theoretical grounding; Proposed Research Qs; Methodology Choice Justifications and Draft of the
Research Instrument; Expected findings.
In-class written tasks (Pass/Fail) - 500 words.
Weekly students need to complete short written tasks contributing to their final proposal for
formative feedback. Students are required to achieve 80% to pass this element
CV (Pass/Fail)
By the end of the course students are expected to produce the final version of their CV and check it
with the GEP office of the university.

2.4

Expected study time

Activity

Hours

Overall percentage of total

Scheduled teaching

60

40%

Guided Independent Study

40

26%

Assessments

50

34%

Total

150

100%

2.5

Additional Requirements

Research ethics form to be submitted at the same time as the Research proposal
CV submitted by end of course after it being checked by the GEP office

BUSI 1604 Foundations of Scholarship & Research 2014-15

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3.

Contact Details
Room

Email address

Phone number

QM113

j.lethbridge@gre.ac.uk

0208 3317781

Helen Mercer

QA355

H.K.Mercer@gre.ac.uk

0208 331 8123

Francesca Pallotti

QM163

F.Pallotti@gre.ac.uk

0208 331 7916

Aaron Van Klyton

QA359

A.C.VanKlyton@gre.ac.uk

0208 331 9195

Vladimir Popov

QM229

V.Popov@gre.ac.uk

0208 331 8466

Pi-Chi Chen

QM164

P.Chen@gre.ac.uk

0208 331 9933

Katia Iankova

QA244

K.Iankova@gre.ac.uk

0208 331 8663

Francisca da Gama

F.DaGama@gre.ac.uk

Mahkameh Ghanei

QA355

M.Ghanei@gre.ac.uk

0208 331 8912

Adotey Bing-Pappoe

QM164

A.Bing-Pappoe@gre.ac.uk

0208 331 9633

Young-Chan Kim

QM166

Y.Kim@gre.ac.uk

0208 331 9076

Jean-Pierre Gauci

J.Gauci@gre.ac.uk

Merlin Harries

M.T.Harries@gre.ac.uk

Programme Coordinator:

QA359

A.Kubit-Hope@gre.ac.uk

Course Leader:
Jane Lethbridge
Tutors

0208 331 9840

Alex Kubit-Hope

3.1

External Examining of Your Course and Programmes of Study

External examining at the University of Greenwich provides one of the principal means whereby the
University verifies, maintains, and enhances the academic standards of the courses and the
programme on which you are studying. They also help the University to ensure that your assessment
processes are sound, fairly operated and in line with the policies and regulations of the University of
Greenwich.

BUSI 1604 Foundations of Scholarship & Research 2014-15

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External examiners - academic staff from other Higher Education Institutions or from the professions are appointed as reviewers of your courses and your programme of study for a period of 4 years. They
provide the University with a number of important services. For example external examiners will

Review and comment on the standard of key elements of assessment that you have been set.
Review samples of student work and confirm whether the standard is at the level expected for
the award you are studying and whether it is comparable with other Institutions that they know.
Provide the University with an independent view of how well we conduct our processes for
marking and internal moderation of assessments.
Attend Progress and Awards Boards (PABs) and contribute to deliberations for conferring your
degree classifications and awards, assisting the University in treating all students fairly and
consistently with regard to our regulations. External examiners will endorse the outcomes of
PABs based on their scrutiny of the assessments and the deliberations of the PAB. No degree
award can be made without the assent of an external examiner.
Report formally their findings to the University at the end of each year and identify our good
practice as well as making recommendations for improvements in the future.

External examiner reports for your programme of study can be obtained electronically by request to
the Academic Quality Unit. Your local Academic Quality Unit Manager is: TBC
If you want to request a report for the last year, please state the programme on which you are
registered in your request. Undergraduate reports are usually available from 1st September,
Postgraduate reports later, usually November/December.
The external examiner for this course is:
Name:
University/College

4.

Course Content and Design

4.1

Planned Term Dates:

First Week (induction)

Term One Teaching block (university weeks 2 13)
Bank Holidays:
University closed:
Term Two Teaching block (university weeks 18-29)
Bank Holidays:
University closed:
Exam weeks
Winter Exam Period (if relevant) (university week 17)
Spring Exam Period (if relevant) (university weeks 33-35)
Resit Exam Period (if relevant) (university weeks 45-46)

15.09.14 21.09.14
22.09.14 18.12.14
25.12.14, 26.12.14, 01.01.15
from 12.30pm 24.12.14,
reopens 02.01.15
12.01.15 02.04.15
03.04.15, 06.04.15, 04.05.15
from 9:00 pm(?) 02.04.15, reopens 07.04.15
05.01.15 09.01.15
27.04.15 15.05.15
20.07.15 31.07.15

Please note these dates are correct at time of publication please check for updates at:
http://www2.gre.ac.uk/current-students/term_dates?result_899512_result_page=1
BUSI 1604 Foundations of Scholarship & Research 2014-15
8

4.2

Modular Session Plan

Foundations of Scholarship and Research (BUSI 1604) has three modules: Scholarship skills; Business
Research Methods, and Employability
MODULE 1: SCHOLARSHIP SKILLS
LEARNING OUTCOME for this module
Student will be able to:

Understand the aims of the course

Understand the assessment requirements
Critically assess their own level of study skills
Identify sections of the library with books relevant to the programme
Access journal articles through databases
Appreciate different ways of gathering information for assignments
Identify search terms for use in databases
Critically appreciate what is needed to take good notes
Critically appreciate structure of journal articles
Identify ways of analyzing articles
Map out key parts of a topic
Prepare for writing a topic review
Critically appreciate how good professional writing is developed
Critically appreciate different sources of academic evidence
Reference according to the Harvard referencing system

EVIDENCE:

Completed a skills evaluation form

Skill to use the library databases to search for terms relevant to the topic review assignment
Developed an individual learning strategy
Written (250 word) piece on Challenges of moving to a new city
Completed exercise on Harvard referencing
Mind map to help explore the topic review title
Plan for the topic review
Critical evaluation of difference sources of information for topic review
Developed framework for taking lecture notes
Review of the chosen topic

DISCOURSE:

Class discussion of key learning events; skills drawing out main strengths and weaknesses

Students will have worked in small groups to develop search terms for topic reviews

Students will have presented their results to the rest of the group

Class discussion about results of comparing two articles

Peer review of writing exercise Challenges of moving to a new city

Class discussion of results of mind mapping

Class discussion of different types of evidence legal and academic

Students will work in small groups to complete Harvard and Zotero exercises

BUSI 1604 Foundations of Scholarship & Research 2014-15

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ACTIVITY:
Week
beginning
15 Sept 2014

Wk

Session Title and Description

1 Seminar/ Introduction to course/ active learning/ Library & Information Services

Staff member
associated
Tutor

Tutorial

Self-Study Self-evaluation of skills, searching library databases

Students

Moodle

Week
beginning
22 Sept 2014

Wk

Session Title and Description

2 Seminar/ Effective learning strategies/ working in groups/ academic reading and

Tutorial

Staff member
associated
Tutor

writing

Self-Study Identifying positive/ negative learning experiences, developing strategies for Students
working in groups, writing short article on Challenges of living in London
Moodle

Week
beginning
29 Sept 2014

Wk

Session Title and Description

Staff member
associated

3 Seminar Academic literature evidence and referencing/ use of Zotero software/ mind Tutor
mapping

Self-Study Completing Harvard referencing test, using Zotero, drawing a mind map to
start topic review
Moodle

Week
beginning
6 Oct 2014

Wk

Session Title and Description

4 Seminar Essay planning and preparation

Self-Study Deconstructing an essay question/ Using mind map to identify information
required
Moodle

Week
beginning
13 Oct 2014

Wk

Session Title and Description

5 Seminar Collecting and reviewing information and data

Self-Study Identifying and assessing sources of information

Students

Staff member
associated
Tutor
Students

Staff member
associated
Tutor
Students

Moodle

Week
beginning
20 Oct 2014

Wk

Session Title and Description

6 Seminar Writing and editing academic work

Self-Study Completing topic review in preparation for electronic submission

Staff member
associated
Tutor
Students

Moodle

RESOURCES:
Course and Topic guides available on the Moodle site
Chapters 1, 2, 3, 4, 9, 10,11 in Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate Study Skills
Handbook Maidenhead: Open University Press

BUSI 1604 Foundations of Scholarship & Research 2014-15

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TOPIC 2: Business Research Methods

LEARNING OUTCOME for this module:
Student will be able to:

design and conduct an independent research;

collect, synthesise, critically compare and analyse different types of data and information;
choose effective data collection and analysis instruments;
use a range of software to produce meaningful and methodologically sound results;
critically discuss the potential, requirements, suitability and limitations of different
research methodologies;
consider ethical dimensions of business research;
present individual research meeting the requirements of different stakeholders involved
in the research process.

EVIDENCE:
Contribution to the in-class activities based on self-study and required reading
Completion of formative written and oral tasks
Participate in on-line peer activities
Individual Research Proposal and Ethics Form

BUSI 1604 Foundations of Scholarship & Research 2014-15

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ACTIVITY: Week commencing 17/11/2014

Nature of business and management research. Staff member /
Research Designs
students associated
Lecture
Seminar
Self-Study
Moodle

Lecture
Seminar
Self-Study
Moodle

Lecture
Seminar
Self-Study
Moodle

Lecture
Seminar
Self-Study
Moodle

Knowledge Creation; Thinking like a Researcher

Initial meetings and getting to know each other
Discussion: Researcher: How can I become one?
Reading Relevant texts / journals / e-sources
Reading supporting Materials
Completing regular tasks from the course handbook
Getting to know peer students who are researching in the
similar field
Using Moodle Discussion Board you are expected to post your
research topic so that others in a similar field will be aware of it.
You are encouraged to continue to work in small subject groups
where you are expected to share ideas, readings, best working
methodologies
Research: Its nature and types; Finding Research Focus
Discussion: Find a distinctive article on your topic of interest
and criticise it in class? Discuss: How to select a feasible
research idea?
Reading Relevant texts
Reading supporting Materials and peer reviewed articles on the
topic of interest
Peer review of Research proposals submitted in FOS
You are expected to bring your proposals into class and hold a
productive discussion with your peers on what works and what
does not work and why. Share your views on your peers
submissions
Research Questions, Purposes and Research designs;
Choosing a Research Method for the Research Design
Scenario Discussion
Reading Relevant texts
Reading supporting Materials
Discuss with peers your intended research direction
Using Moodle Discussion Board you are expected to continue the
discussion in your small working topic groups on how you intend
to take your research further
Data Evidence; Measurement and Sampling
Your project data discussion
Reading Relevant texts
Reading supporting Materials
Peer review of data selection approaches for proposed research
Using Moodle Discussion Board you are expected to effectively
(with well founded evidence) criticise approaches your peers
propose to utilise in their investigations. Learn your own lessons
during the process

CL
Tutor

Students under the

supervision of the tutor

CL
Tutor
Students
Students under the
supervision of the tutor

CL
Tutor
Students under the
supervision of the tutor
CL
Tutor
Students under the
supervision of the tutor

RESOURCES:
Chapter 1-4 in Bryman and Bell (2011); Chapter 1, 2, 6, 13 in Blumberg (2011); Chapters 1-5 in Collins and
Hussey (2014)
Stride Project (2008). Designing a Research Question. [Online Video] Available from:
http://www.youtube.com/watch?v=KEuzeL06IwM&feature=PlayList&p=FAD36B3B6DE4CE0D&playnext=1&pla
ynext_from=PL&index=6 [Accessed: July 4th , 2014].
Principles of Good Research Proposal Guide available at
http://www.richmond.gov.uk/research_proposal_guide.pdf
DISCOURSE:
In-class scenario discussions; Moodle discussion engagement; Written tasks

BUSI 1604 Foundations of Scholarship & Research 2014-15

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ACTIVITY: Week commencing 24/11/2014

Quantitative Data: Collection, Analysis and Staff
member
/
Presentation
students associated
Lecture
Seminar
Self-Study
Lecture
Seminar
Self-Study
Moodle

Lecture
Seminar
Self-Study
Lecture
Seminar
Self-Study
Moodle

Quantitative social survey research

Approaches to Quantitative Research
Scenario case
Reading Relevant texts
Reading supporting Materials
Quantitative Data Collection (Primary)
Approaches to Quantitative Research
Try-out: questionnaire design
Scenario case
Reading Relevant texts
Reading supporting Materials
Share your drafts with peers for review and feedback
Using Moodle Peer submission tool upload your submission
drafts and arrange to review at least two of your peers in the
similar research area
Working with Secondary Statistical Data
How to know which data to use and how reliable it is
In class Discussion
Reading Relevant texts
Reading supporting Materials
Quantitative Data Analysis and Presentation
Using Software Packages (e.g. SPSS)
Reading Relevant texts
Reading supporting Materials
Discuss opportunities and concerns of primary and secondary
data work in set-up groups
Using Moodle Discussion board to share within your subject
working groups concerns and observations of using secondary
and primary data

CL
Tutor

CL
Tutor

Students
under
the
supervision of the tutor
CL
Tutor

CL
Tutor
Students
under
the
supervision of the tutor

RESOURCES:
Chapters 5-8; 13; 14, 16, 19, 20 in Blumberg (2011)
Chapters 6-10; 13-15 in Bryman and Bell (2011)
Chapters 10-12 in Collins and Hussey (2014)
Nancy Rothbard, Katherine W. Phillips, Tracy L. Dumas (2005), Managing multiple roles: Work-family policies
and individuals' desires for segmentation, Organization Science, 16, 243-258,
https://mgmt.wharton.upenn.edu/files/?whdmsaction=public:main.file&fileID=5265
Gina Dokko, Steffanie Wilk, Nancy Rothbard (2009), Unpacking prior experience: How career history affects
individual performance, Organization Science, 20: 51-68,
https://mgmt.wharton.upenn.edu/files/?whdmsaction=public:main.file&fileID=3951
Beck, Thorsten, Asli Demirguc-Kunt, and Ouarda Merrouche. 2013."Islamic vs. conventional banking: Business
model, efficiency and stability." Journal of Banking & Finance 37 (2): 433-47, February.
DISCOURSE:
In-class scenario discussions; Moodle discussion engagement; Written tasks

BUSI 1604 Foundations of Scholarship & Research 2014-15

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ACTIVITY: Week commencing 01/12/2014

Qualitative Data: Collection, Analysis & Staff member /
Presentation
students associated
Lecture
Seminar
Self-Study
Lecture
Seminar
Self-Study
Moodle

Lecture
Seminar
Self-Study
Lecture
Seminar
Self-Study
Moodle

Overview of qualitative research.

Where do I start?
Scenario case
Reading Relevant texts
Reading supporting Materials
Qualitative Data Collection
How to manage an insider role while being objective?
Scenario case
Reading Relevant texts
Reading supporting Materials
Conduct a sample interview, transcribe and share with
peers for feedback; Discuss stages and issues evolving
during the process
During your spare time conduct a 10 minute interview on
the topic of your interest, and then transcribe. Once ready,
discuss with your subject group issues, concerns, lessons you
have learned during the process
Case-Study Research
How to conduct good case study research
Reading Relevant texts
Reading supporting Materials
Qualitative Data Analysis and Presentation
Try-out: document analysis
Peer Review session task
Reading Relevant texts
Reading supporting Materials
Using Moodle Feebdack Tool Share your feedback on the
course with your peers and tutors

CL
Tutor

CL
Tutor

Students under the

supervision of the tutor

CL
Tutor

CL
Tutor

Students

RESOURCES:
Chapters 5; 9-11 in Blumberg (2011)
Chapters 16-23 in Bryman and Bell (2011)
Chapters 7-9 in Collins and Hussey (2014)
Hartleu, J. (2006) Case study research in Denzin, N. And Loncoln, Y. (eds) Strategies of Qualitative Inquiry.
Thousand Oaks, CA:Sage, pp.86-109
Kvale, S. and Brinkmann, S. (2009) Interviews: Learning the craft of qualitative research interviewing. 2nd ed.
Thousand Oaks, CA: Sage
Linville, D., Brown, T., Sturm, K., McDougal, T. (2012). Eating disorders and social support: Perspectives of
recovered individuals. Eating Disorders 20: 216-231.
DISCOURSE:
In-class scenario discussions; Moodle discussion engagement; Written tasks

BUSI 1604 Foundations of Scholarship & Research 2014-15

14

TOPIC 3: Employability
LEARNING OUTCOME for this module:

Students will be able to:

Critically consider the skill/ experience to present to potential employers
Critically evaluate different types of CV
Create a CV
Identify some jobs to apply for
Identify possible interview questions

EVIDENCE:

Identified individual skills/ experience required for a current/ most recent job
Identified skills gained through course studied this term
Short listed jobs to apply for after graduation
A working CV document checked with GEP office
Identified questions for a future job interview

ACTIVITY:
Week
beginning
8 Dec 2014

Wk

Session Title and Description

Staff member
associated

13 Lecture

Outline of employability explaining concept of employability Tutor

Students will develop a new CV and prepare for an interview
Self-Study Students will identify potential jobs to apply for
Students
Seminar
Moodle

RESOURCES:
Course Guide available on the Moodle site
Topic guide on Employability
Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate study skills handbook Maidenhead: Open
University Press Chapter 13 Facing the future and making decisions: planning for and focusing on the rest of
your life

DISCOURSE:
Students will share their CVs with peers and discuss possible interview questions

BUSI 1604 Foundations of Scholarship & Research 2014-15

15

4.3

Session Required Reading

Weeks required References

for completion:
1-9

Moore S. Neville C. Murphy M. & Connolly C. (2010) The Ultimate study skills handbook
Maidenhead: Open University Press

Gray,D.E. (2014) Doing Research in the real World Sage

Blumberg, B., Cooper, D.R., Schindler, P.S. (2011) Business Research Methods 2nd
ed Mc Graw Hill
Bryman A. and Bell E (2011) Business Research Methods Oxford University Press
Collis,J.&Hussey, R. (2014) Business Research: A practical guide for UG and PG
students

10-12

13

Lumley,M.& Wilkinson,J. (2014) Developing Employability for Business Oxford University

Press

5.

5.1

Assessment Details

Summary of assessment

Assessment Title

Length

Due Date

Topic review

Weight
towards
final grade
40%

1,400

Research proposal

60%

2,500

Research Ethics
form
CV

P/F

n/a

P/F

n/a

15 Oct 2014
at 3pm
8 Dec 2014
at 3pm
8 Dec 2014
at 3pm
18 Dec 2014
At 3pm

Anonymous
Submission
Required?
Yes

Anticipated Header
Return
Sheet
Date
number
5 Nov 2014

No

5 Jan 2015

No

5 Jan 2015

No

8 Jan 2015

Re-sit coursework (only if granted by the Exam Board) will be due 13 July 2015

5.2

Rules for anonymous submission and marking:

From 2014/15 the University will move as far as practicable to anonymous marking as research shows
that this is the fairest and most equitable approach.
Therefore, unless instructed by the course leader to use a non-anonymous approach for a particular
reason, you are required to ensure you do not include your name anywhere on your work, i.e. it must
not appear on the front of the document, in the text, in headers and footers etc. In addition, you must
ensure that the file that you upload is only identified by ID number and does not have a name that can
identify you.

BUSI 1604 Foundations of Scholarship & Research 2014-15

16

When you upload in TurnItIn you will be asked to give your submission a title again DO NOT use your
own name in this title.
The Business Faculty has made allowances that some assignment topics will not be submitted
anonymously; this includes some portfolios and all final year dissertations/projects. If you are in
doubt, please talk to your course leader.
There is more guidance in your Programme Handbook

5.3

Detailed description of assessment

5.3.1 Topic Review detailed description of assessment (1,400 words)

Step 1: Please choose a topic review title from the list below:
A. The ability to innovate is becoming a critical indicator of business success. Discuss in
relation to two sectors.
B. The value of knowledge development and soft skills is widely recognized but how can they
be assessed in an international business context? Discuss, using the experience of two
companies to illustrate your argument.
C. Is business collaboration, rather than market competition, becoming the key to success?
Discuss in relation to two sectors.
Step 2: Try and collect all the relevant literature sources (list of articles, books, government, company
and international organization reports and bulletins, relevant websites) in your selected subject area.
Start with the University of Greenwich databases.
Step 3: Organise and arrange the list of references that you have compiled.
Step 4: Decide on the overall direction and objective of your review. Map out your argument. You
may use a mind-map, pyramid or any other diagram.
Step 5: First draft: Organise your ideas and information. Decide on your main points and start to put
them together in a narrative.
Step 6: Writing the final draft: 1,400 words topic review.
The structure of your final review should include:
Introduction

Explain what you are investigating, how and why?

Main section

This should be a systematic and logical review and investigation, which highlights
different debates, current discussions and any inconsistencies in the literature.

Conclusion

This should bring together key issues that you have identified in the review.

Your work should have the following format:

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A full title of the chosen topic

All pages should be numbered. Your ID number should be included as a header on each page
A full list of references should be provided using the Harvard referencing system.
In your topic review please ensure that you provided an academic foundation to the chosen topic
including theory, empirical evidence and references. If you use material from case studies or company
websites remember that these need to be properly quoted and referenced just like all other materials.
5.3.1.1 Topic review Marking Criteria
Marking Criteria

Focus
Does the student formulation set up clear aims and objectives to be addressed? Does the topic
review stay within and fulfil the topic parameters?
Synthesis
Does the topic review bring together the relevant and up to date academic literature in a
significant manner that addresses the aims and objectives?
Soundness
Does the topic review indicate a critical and comprehensive understanding of the topic area and
literature discussed?
Clarity of structure
Is the topic review well organised and logically constructed to achieve synthesis while being
mindful of the needs of the reader?
Mechanical Soundness
Is the topic review clearly written, spell checked and grammatically sound and referenced
appropriately?
Academic standards
As a whole you are required to adhere to the high standards of academic English writing style
including grammar, logical structure; correct spelling, punctuation and Harvard style
referencing. Not following the standards will result in significant reduction of the mark.

Marks
allocated
to criteria:
20

30

30

10

10

5.3.2 Research Proposal detailed description of assessment (2,500 words)

You are required to submit the proposal for your research investigation leading to the final Project.
(1) Introduction (220 words)
Start your work from a provisional title explaining your research direction and a single paragraph (not
too long) introducing the area/problem you intend to research, including aspects of it that are relevant
to the following discussion.
(2) Key literature and theoretical background of the topic of investigation (800 words)
What is already known on your topic? What theories and concepts are relevant to the topic? Make
sure you give adequate consideration to the classics in your topic area, the landmarks, and the most
recent developments. What policy or business implications have been derived out of this? What gaps
in knowledge remain to be addressed? What is your proposed research question?

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Present the key literature in critical manner, either chronologically (tracing the development of the
field over time) or comparing similarities and differences between authors and schools of thought.
(3) Methodological Choice Justifications (900 words)
In this part of the proposal you are required to provide a critical reflection on the key methodological
approaches used in a chosen area of investigation and justify your own methodological choices.
In order to successfully complete part 3 you are advised to:
Find a number of good quality refereed academic articles in your field of research where authors
describe and justify their methodological approaches well (not less than 5); Critically review the
methods that have been used by researchers (identify and cite the articles individually) and decide
which are relevant to your research and justify why they are relevant. With regards to the articles you
feel are not relevant, explain why they are not relevant (If you decide none are relevant, say why they
are not relevant and how you intend to proceed under the circumstances careful, this is a hard
position to defend!). Those articles which you declared not relevant do not count towards required
minimum of sources for review. When criticizing clearly name the approaches, methodologies and
methods as those are known in the academic literature. Review how researchers in the field approach
setting research questions; search, present and analyze data. Reflect on whether researchers are
independent (of)/involved (in) their research subjects. Relate what you say to your own proposed
research investigation in detail. Since this is an early stage in your research this might involve some
guesswork on your part as to what your research will consist of. Please dont worry about this because
speculation will assist in your critical reflection. Nobody is going to hold you to any choices or
arguments you make at this stage. The point is to test your awareness and understanding of the
methodological issues relevant to your research. Be critical of your own position a reflexive
awareness of the difficulties of any approach/position is more important (in this assignment) than
trying to defend any particular position. Throughout the text refer specifically to the sources you have
read and the positions/arguments you form by using the Harvard referencing style.
(4) Draft of the Research Instrument (600 words)
In this part you are required to design a draft of your proposed questionnaire or interview questions /
answer options based on research question of interest. This part should not be longer than 1000
words.

If you intend to use a questionnaire, make sure you draft the key questions and option
answers in a clear and readable style (at all time, think of your potential respondents);

If you intend to use an interview, develop the questions and briefly explain what kind of
answers you are hoping to receive from your potential respondents;

If you propose to use secondary data, you need to be very specific which data sources or
databases you are going to use, what kind of data you intend to find and how you are going to
interrogate it.
(5) Expected Findings (100 words)

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What is it that you are wishing to find as a result of your research? Evaluate strong and potentially
weak points within the investigation? Will you have sufficient and good quality date to make relevant
conclusions? Is there a future direction to your investigation?
5.3.2.1 Research Proposal Marking Criteria
Marking Criteria

% Marks
allocated to
criteria:
8

Part 1
Clearly defined direction of investigation

25

Part 2
Literature coverage and comprehension (15%)
Independent thinking (10 %)

35

Part 3
Theoretical Soundness (25%)
Critical Synthesis and Logical Argument (10%)

22

Part 4
Answering Research Question (14%)
Outline (8%)

Part 5
Expected findings and contribution
Academic Standards
As a whole you are required to adhere to the high standards of academic English
writing style including grammar, logical structure; correct spelling, punctuation and Harvard
style referencing. Not following the standards will result in significant reduction of the mark

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6.

Other Details

The majority of information relevant to you while you study at the University has been brought
together into your programme handbook. Please refer to your programme handbook for any further
information you might require including:

How to submit assignments,

Deadlines and extenuating circumstances,

Plagiarism and referencing,

Who to go to for advice or if you are concerned,

How to provide us with feedback,

Key administrative procedures.

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