Postgraduate Major Project (2020 MOD007550 TRI3 F01CAM) Mon, 27 Sep 2021Assignment 010 DISSERTATION 12000 WORDSdue by 14:00 Introduction to the Module: Welcome to the Post-Graduate Major Project module. This module has been designed to support you in the preparation and submission of a Masters dissertation and functions as the capstone of your post-graduate studies, enabling you to apply your knowledge to the design and conduct of an independent research project and to write this up as an academic dissertation. It sits above all the other modules on your course, bringing them together and allowing you to focus in detail on the aspect of your studies you have found most interesting. For students on a CIPD accredited programme, this module also ensures that you can translate your research findings into a set of recommendations and an implementation plan and that you can articulate what you have learned in this process as part of your on-going professional development. This module is assessed by a 12,000-word dissertation and a copy of the marking scheme can be found in the top block under ‘Modules’. For CIPD students this is accompanied by an Implementation Plan and a Reflective Report. This mode of assessment has been chosen as it allows you to demonstrate your research skills, communication skills, logic and reasoning and critical analysis, and evidence your reflective professional development and ability to translate academic research into a business context. Upon successful completion of the module you should be able to demonstrate some or all of the following: The ability to raise significant and meaningful questions in relation to your specialismDepth of knowledge which may involve working at the current limits of theoretical and or research understandingCritical understanding of the method and its relationship to knowledgeAwareness of and ability to develop solutions to ethical dilemmas likely to arise in their research or professional practiceThe ability to draw meaningful and justifiable conclusions from information which may be complex or contradictoryThe capability to expand or redefine existing knowledge; to develop new approaches to changing situations, and contribute to the development of best practiceThe ability to communicate these processes in a clear and effective manner, as appropriate to the ‘audience’The capability to evaluate your work from the perspective of an autonomous reflective learner. You will be given feedback on your assessment(s), as part of our commitment to support your learning, and it is important you are able to use this feedback to support your future professional practice and development as a researcher. Feedback takes many forms on this module, most specifically on-going feedback from your supervisor on the development of this project (delivered face-to-face, via Skype, via email or other media where suitable), feedback from the research ethics committee (when primary research is undertaken), feedback on draft chapters (particularly the literature review and research design/methodology), and feedback on your final written work. It is important that you make the most of the feedback you receive and ensure you are able to act on the support and suggestions given. If you are unsure on how to make the most of your feedback from this module, please contact your supervisor directly, or me if you have any difficulties to understand feedback from your supervisor. During your studies, there are many resources to help and support you. These include MA HRM preparation and assessment guidance for CIPD dissertations, Study Skills PlusLinks to an external site. who are able to offer 1:1 and group support relating to academic writing and presentation skills as a few examples. The library has a wealth of support information including referencing guidesLinks to an external site., information skills and personalised supportLinks to an external site.. Student AdvisorsLinks to an external site. and the Students’ Union also have a large number of supportive resources, to help you during your studies. Group work assignments contribute to the Anglia Ruskin Employability Programme.Links to an external site. Finally, remember your personal tutor can be contacted for support outside of the module. Module Evaluation During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. Information about the module evaluation survey (Links to an external site.). This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time. Choosing a Topic While some students come to their research project with a clear research question to address, many others arrive at this point with several ideas, but with no specific research question. In view of the pressure to get started fairly quickly, this can cause anxiety and even panic. It is, however, a common situation to be in. There are several ways forward: Talk to others: what topics are other students considering? Does this spark an interest? Don’t wait until you have a fully formed research question before discussing your ideas with others, as their comments and questions may help you to refine your focus.Look at other writing: set aside some time to spend in the library, skimming through the titles of research papers in your field over the past five years, and reading the abstracts of those you find most interesting.Look through the dissertations of previous students in your department: the topics may give you inspiration, and they may have useful suggestions for further research.Think about your own interests: which topic have you found most interesting, and is there an element that could be developed into a research project?Is there a related topic of interest to you that has not been covered in the syllabus, but would fit with the theory or methodology you have been working with?Be extra critical: is there something in your course so far that you have been sceptical about, or which you think needs further study?Read about an interesting topic and keep asking the question ‘Why?’ :this may identify a research question you could address. Remember that a research study can: replicate an existing study in a different setting;explore an under-researched area;extend a previous study;review the knowledge thus far in a specific field;develop or test out a methodology or method;address a research question in isolation, or within a wider programme of work; orapply a theoretical idea to a real world problem. This list is not exhaustive, and you need to check whether your department has a preference for particular kinds of research study. Discuss your proposed topic with a member of academic staff who you think might be appropriate to supervise the project. Provided they feel that they know enough about the subject to supervise it, and provided that it can be interpreted as falling within the broad fields of your degree subject, academic staff are generally open to suggestions. You should think realistically about the practical implications of your choice, in terms of: the time requirement;necessary travelling;access to equipment or room space;access to the population of interest; and possible costs. For example, a project on the employee resourcing in the North East of England may require you to visit Newcastle’s Record Office, or to interview coal miners from the region. Is this something that you are prepared and able to do? If the practical considerations associated with your research ideas are unrealistic, you need to consider whether you are willing to modify or reconsider your project. MOD007550 Module guidebook MOD007550 Postgraduate Major Project TRI2-3:3.docAttachment MOD007550 Postgraduate Major Project TRI2-3:3.doc Week 1- Introduction to the Module Week 1- Introduction to the Module Choosing a TopicPage Choosing a Topic Developing your research aim, objectives and questionsPage Developing your research aim, objectives and questions Record of Supervision for Major Project.docxAttachment Record of Supervision for Major Project.docx PGMP study guide from Study Skills PlusExternal Url PGMP study guide from Study Skills Plus Week 2-3 Proposal refinement and research planning Week 2-3 Proposal refinement and research planning Q&A drop-in session 19th May Wednesday at 12-1pm via TeamsExternal Url Q&A drop-in session 19th May Wednesday at 12-1pm via Teams Links to an external site. ‘Meeting’ your supervisor – topic discussion and planningPage ‘Meeting’ your supervisor – topic discussion and planning Plan your PGMPPage Plan your PGMP Dissertation planner.pdfAttachment Dissertation planner.pdf Week 4-6 Literature search and review Week 4-6 Literature search and review ‘meeting’ your supervisor – literature reviewPage ‘meeting’ your supervisor – literature review Writing your literature guide from Study skills plusExternal Url Writing your literature guide from Study skills plus Links to an external site. Technique for literature searchingPage Technique for literature searching Zina O’Leary on writing a literature reviewExternal Url Zina O’Leary on writing a literature review External Url Literature Review : A Step-by-Step Guide for Students (e-textbook)External Url External Url Literature Review : A Step-by-Step Guide for Students (e-textbook) Links to an external site. critical thinking and writing.pdfAttachment critical thinking and writing.pdf Week 7-8 – Research design Week 7-8 – Research design ‘Meeting’ your supervisor – Research methodology supportPage ‘Meeting’ your supervisor – Research methodology support Understanding research philosophies and approaches.pdfAttachment Understanding research philosophies and approaches.pdf Research onion model for methodology writingExternal Url Research onion model for methodology writing honeycomb model of research methods.pdfAttachment honeycomb model of research methods.pdf SAGE Research Methods – Great database about research methodsExternal Url SAGE Research Methods – Great database about research methods Links to an external site. Week 9-10 Ethics application preparation and submission Week 9-10 Ethics application preparation and submission ‘Meeting’ your supervisor – Ethics application supportPage ‘Meeting’ your supervisor – Ethics application support Ethics Application GuidanceExternal Url Ethics Application Guidance Primary research guidance in the era of CoronaExternal Url Primary research guidance in the era of Corona Research ethics guidance for supervisorExternal Url Research ethics guidance for supervisor Monthly research ethics submission dates (for students and supervisors)Page Monthly research ethics submission dates (for students and supervisors) Ethical issues research with human participants remotely -guidance (updated 25.6.20 Version 1.2) FInal.pdfAttachment Ethical issues research with human participants remotely -guidance (updated 25.6.20 Version 1.2) FInal.pdf Week 11-12 Data collection and analysis Week 11-12 Data collection and analysis ‘Meeting’ your supervisor – Research analysis supportPage ‘Meeting’ your supervisor – Research analysis support Analysing Quantitative DataExternal Url Analysing Quantitative Data Links to an external site. Analysing Qualitative DataExternal Url Analysing Qualitative Data Links to an external site. Progress review Progress review ‘meeting your supervisor’ – progress review and writing your discussionsPage ‘meeting your supervisor’ – progress review and writing your discussions Discussing your findingsExternal Url Discussing your findings How to write the discussion chapter.pdfAttachment How to write the discussion chapter.pdf Writing up Writing up ‘meeting your supervisor’ – Writing up, revision, conclusionPage ‘meeting your supervisor’ – Writing up, revision, conclusion MOD007550 Postgraduate Major Project TRI2-3:3.docAttachment MOD007550 Postgraduate Major Project TRI2-3:3.doc Writing up your abstractExternal Url Writing up your abstract Writing Style – formalPage Writing Style – formal critical thinking and writing.pdfAttachment critical thinking and writing.pdf Harvard Referencing for Business studentsPage Harvard Referencing for Business students Feedback on draft workPage Feedback on draft work PGMP submissionPage PGMP submission Context Module Sub Header Past assessment examples PGMP_75%.pdfAttachment PGMP_75%.pdf PGMP_74%.pdfAttachment PGMP_74%.pdf PGMP_71%.pdfAttachment PGMP_71%.pdf Module Information Module Information Why Is This Module Important For My CareerPage Why Is This Module Important For My Career Employability Skills in this ModulePage Employability Skills in this Module AttendancePage Attendance Module EvaluationPage Module Evaluation Context Module Sub Header Assessment Information SubmissionPage Submission Marking Process and ProtocolPage Marking Process and Protocol All you need to know about Assessment OffencesPage All you need to know about Assessment Offences Assessment Description And Marking Criteria Learning Outcomes Anglia Ruskin modules are taught on the basis of intended learning outcomes and, on successful completion of this module, you will be expected to be able to demonstrate you have met these outcomes. 1 – Knowledge and Understanding – With reference to a chosen significant and complex area for enquiry to establish a method for investigation/exploration of key concepts, models and principles. (University outcome) 2 – Knowledge and Understanding – Critically evaluate complex issues from a variety of viewpoints 3 – Knowledge and Understanding – Develop effective arguments to support relevant conclusions 4 – Intellectual, practical, affective and transferrable skills – Critically justify and rigorously apply appropriate methodologies, techniques and practical strategies; being sensitive to the context. (University outcome) 5 – Intellectual, practical, affective and transferrable skills – Where appropriate formulate solutions to business or management problems in discussion with peers, clients, mentors and others. 6 – Intellectual, practical, affective and transferrable skills – Reflect critically on the process and outcomes of the investigation/enquiry. Element 010 MAJOR PROJECT/REPORT UP TO 12,000 WORDS This module is assessed on the basis of your final, submitted dissertation: a 12,000-word report on your research project. It will be marked by your supervisor and an additional member of faculty with suitable expertise. As with all assessments, a sample will be made available to the external examiner for validation of the marking process and grade levels before any grades awarded are confirmed and final. Title, type assessment and weighting: The dissertation is a single, 100% evaluation, reflecting the markers’ overall evaluation of the elements of your written report. These reflect the module Learning Outcomes (LOs) listed below. 1 – Introduction (LO 1-6) 10%Is the abstract adequate? Is there a clear purpose and rationale for the study? Clear set of objectives / research questions? You will need to be precise and rigorous about the problem formulation and the setting of objectives. Relevance and originality in the choice of topic is also important.2 – Use of Literature/Sources (LO 1-6)20%Was the range suitable and adequate? Has a critical review of the literature been adopted? Has the student made a ‘link’ between existing literature and their own research?3 – Research Design and Methodology (LO 1-6)20%Was research design and methodology discussed? Was the approach appropriate? You will be expected to critically review the theoretical, empirical, and methodology literature. The theory should be comprehensively discussed and understood, and paradigms of inquiry and different methodologies should be explored. You should show awareness of the soundness of the methodology you use and its rationale.4 – Results, Analysis and Interpretation of Data (LO 1-6)30%Has the data been accurately presented and analysed or are the findings merely a description? Appropriate theory applied? Interpretation – Has the student made reasoned judgements on their findings? Your dissertation should clearly meet stated objectives and indicate the extent that arguments are based on valid and reliable evidence, and identified and worked within a critically analysed theoretical framework.5 – Conclusions and Recommendations (LO 1-6)10%Are conclusions reasoned? Do they correspond with the objective(s) of the dissertation? Has the student reflected on the extent they have achieved their objectives? Was limitations and future research discussed? The evaluation of the implications in the dissertation, based upon the analysis undertaken and upon any data collected, should be of high quality and aim for originality.6 – Presentation (LO 1-6)10%structure & language, Harvard Referencing correctly applied, appropriate use of tables/diagrams. Your dissertation should be well-structured in terms of both paragraphs and chapters. There should be attention to detail, expression should be clear, the title appropriate, and arguments coherent. Any appendices (and you are encouraged to keep these to a minimum) should be used. The same applies to references and the bibliography. Tables and diagrams should be of a high standard and make use of appropriate software.7 – Implementation Plan (LO 2-6)0%this is mandatory for CIPD recognition, and the wordcounts are included in the 12000 wordcounts.8 – Reflective Report (LO 6)0% this is mandatory for CIPD recognition, and the wordcounts are included in the 12000 wordcounts. Overall, holistic, integrated grade is awarded for your performance across all 8 elements. The grade represents 100% of your module mark. The rationale for assessment design: A dissertation is a sine qua non of a Masters degree. It is the capstone that enables you to draw together all that you have learned during your studies. You need to draw upon subject knowledge, but more importantly the research skills you have developed to: identify a suitable topic; research that topic in the library (your literature review); identify an area for your own research; formulate specific research questions and design a methodology that will allow you to answer those questions; navigate the institutional processes of doing research, including ethical approval; conduct your research project; and finally to write up that research to make clear your contribution and explain its significance. If you are successful, you should be an accomplished researcher, able to take these skills and apply them to a diverse range of questions in your future career. The ability to undertake primary research like this, and to articulate in long-form the results, is an indispensable skill in today’s fast-moving world. Whilst your modules have sought to introduce you to the state of the art in HRM, in 10 years much of the knowledge you gained will have been superseded. Legislation will change, new theories will be developed, technological, political, cultural and economic change will necessitate new practices and new knowledge. Your ability to undertake research in areas you don’t already know is what makes a Masters level graduate so valuable. Links to course learning outcomes: A02: Evaluate the social and ethical responsibilities and paradoxes of different HRM practices towards colleagues and organisational requirements. A04: Critically evaluate different theoretical perspectives relating to the diverse functional activities of mainstream HRM including resourcing and talent management, learning and development and employment law and relations. A08: Critically evaluate research methodologies and techniques. B01: Evaluate complexities and contradictions in the knowledge base of HRM and be able to evaluate critically theoretical perspectives. B02: Develop practical HRM solutions in relation to complex human abstruse concepts. B03: Develop and create responses to problems that expand or redefine existing knowledge and practice. B04: Accommodate and synthesise new knowledge in relation to both HRM and wider leadership and management theory. B05: Apply theoretical knowledge to analyse and define the requirements of organisations and organisational problems. B06: Critically evaluate research evidence and relate this to existing concepts with a view to clarifying and refining these concepts. B07: Critically reflect on professional practice using relevant concepts as a basis to developing new insights. B08: Conduct research into HRM issues. B09: Work with confidence both independently and as a member or leader of a group. B10: Apply appropriate qualitative and quantitative techniques to the solution of issues and show flexible and creative approaches to problem solving. B11: Communicate clearly and appropriately, demonstrating a sense of audience. B12: Produce output that is literate, numerate and coherent.B13: Manage information in a range of media. Assessment information and marking standards: The dissertation should be a maximum of 12,000 words in length. The final form your dissertation takes will depend on the topic and the approach you take for the presentation of the data, but the most common structure is like this: Presentation of Your Dissertation Your Dissertation should be presented as follows, ALL dissertations should include the following (but they may include more): Abstract Set out on a page of its own immediately after the title page. The abstract is likely to be the last section to be written. It is a short (200-300 words maximum.) summary of the project (not an introduction) and should indicate the nature and scope of the work, outlining the research problem, key issues, findings and your conclusion/recommendations. Acknowledgments Table of Contents An outline of the whole project in list form, setting out the order of the sections, with page numbers. It is conventional to number the preliminary pages (abstract, table of contents) with lower case Roman numerals (i.e. (i), (ii), (iii) etc.) and the main text pages (starting with the first chapter) in Arabic numerals (1, 2, 3, etc.) as shown below. Contents Page List of Tables i List of Figures ii List of Abbreviations iii Acknowledgements iv Chapter 1 (Title) 1 (First Section heading)(Second etc.)(Third) List of tables and figures You can present a list at the beginning of your dissertation/ project of the tables and figures you have included. A table is a presentation of data in tabular form; a figure is a diagrammatic representation of data or other material. Tables and figures should be clearly and consistently numbered, either above or below the table or figure. Each table and figure should have a separate heading (caption). The reader should be able to understand what the table or figure is about from this heading / caption without referring to the text for explanations. The numbers of the tables and the figures you use in the text and in the lists at the beginning should correspond exactly. Main body of document, appropriately structured (this structure may vary depending on the nature of your dissertation, one example is: Chapter 1 – Introduction (10%) An explanation as to what the Dissertation is all about and why it is important. The research questions or hypotheses. Chapter 2 – Literature Review (20%) A critical analysis of what other researchers have said and where your topic fits in. The theoretical framework. Chapter 3 – Methodology (20%) Why certain data was collected and how it was collected and analysed. Chapter 4 – Results (15%) A presentation of your research results. Chapter 5 – Analysis and Discussion (15%) Analysis of your results showing the contribution to the knowledge you have made and acknowledgement of any weaknesses/limitations in your work. (chapter 4 and 5 could be combined as appropriate – 30% ) Chapter 6 – Conclusions/Recommendations (10%) A description of the main lessons to be learned from the study and what future research could be carried out.) Chapter 7 – Implementation Plan, this is mandatory for CIPD accreditation, the word count is within 12,000 words but this part is not included in marks. The plan can be presented in a table (including recommendations, actions, outcomes, people involved and timescales). Chapter8 – Reflective Report, this is mandatory for CIPD accreditation, the word count is within 12,000 words but this part is not included in marks. How has the process helped you understand the process of business research?Think also about how your dissertation will impact your work going forward – especially regarding the CPD part of your CIPD membership. Look at past assignments/feedback – how has your articulation of ideas changed, if someone says ‘research’ to you now, what do you think of? Have you become more critical? Ask other people whether they have noticed any changes and how these changes may be related to your research work/academic engagement with literature. References (References are a detailed list of sources from which information has been obtained and which has been cited in the text). Appendices (these should only contain material that is genuinely supportive of the argument in the main body of the dissertation). DEADLINE: Due 2pm 27th SEP 2020 via Turnitin. Marking Process and Protocol Formative and Summative Assessment Formative assessment refers to a variety of methods of informally assessing a student’s understanding of the topic or subject being covered in a module. This type of assessment does not count towards any of your final marks. However, it does allow for students to build their confidence in a subject in preparation for the summative assessments (which do count towards your final mark). Many of the sessions you will be attending will be using formative assessment, through an active learning based method, where the tutors have designed activities for students to engage with. Using a formative assessment approach to a student’s learning will allow for immediate formative feedback from the tutor and a deeper learning to take place. Summative Assessment is marked and will contribute to your final grade. NB: it is a national requirement that ALL summative assessment methods require the approval of the relevant external examiner prior to their use (not just examination papers). Anglia Ruskin’s new Assessment ProtocolLinks to an external site. encapsulates Anglia Ruskin’s approach to assessment. How is Your Summative Assessment Work Marked? After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include: Anonymous marking Your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g.: a presentation or Major Project), it is marked by more than one lecturer (known as double marking). Internal moderation A sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking. External moderation A sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) – who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities. External examiners are appointed to our Module Assessment Panels (MAPs) and oversee the assessment of modules which fall within the remit of each MAP. A full and up-to-date list of Anglia Ruskin’s External ExaminersLinks to an external site. is available to students and staff. Module Assessment Panel (MAP) (formerly DAP) Performance by all students on all modules is discussed and approved at the appropriate MAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 MAPs to cover all the different subjects we teach. Flowchart of Anglia Ruskin’s Marking Processes: All work is marked anonymously or double marked where identity of the student is known (e.g.: in a presentation).The internal (and external) moderation process compares work from all locations where the module is delivered (e.g.: Cambridge, Chelmsford, Peterborough, Malaysia, Trinidad etc.).The sample for the internal moderation process comprises a minimum of five pieces of work or 10% (whichever is the greater) for each marker and covers the full range of marks.Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The sample for the external moderation process comprises a minimum of five pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks.
