BRM211 Research Methods Midterm ESSAY

BRM211 Research Methods Midterm

ACTIVITY BRIEF FOR ASSESSMENT 3

ACADEMIC YEAR 2021 – 2022 – FALL

Course BRM211 – Research Methods I

Instructor Dr. Angelos Vouldis

Participation in all assessment activities stated in this document is required. An overall course total of 70

points is required to pass the course. Due dates and times are always in Geneva time.

Assessment 3

Description Due date and time

Weight of course total

Task 3.1: Literature Review

Assessment type: Discussion forum

Description: Why write a literature review?

For further details of this assessment task, please consult the activity description on the relevant week of the course site.

06/12/2021 14:00 5%

Task 3.2: Sources for Literature

Assessment type: Discussion forum

Description: Present acceptable sources for literature reviews

For further details of this assessment task, please consult the activity description on the relevant week of the course site.

13/12/2021 14:00 5%

Main task

Task 3.3: Literature Review and Bibliography

Assessment type: Written assignment

Description: Why write a literature review? Develop your main model for your potential dissertation

See sections below for further details.

14/01/2022 14:00 40%

IN STR UCT ION S

Main task

• Give the potential title of your dissertation.

• Explain how you develop it.

• Why write a literature review?

• Develop your main model for your potential dissertation

• Explain with a step-by-step approach how you will research your literature.

• What is the EBSCOhost and how you can use it for your research?

• Demonstrate the Harvard Reference System for different sources.

FORMAT

Your submission must meet the following formatting requirements:

• Submit one file only.

• Required file format for main submission: PDF.

• Additional file format for additional deliverables: PDF.

• Additional file requirements: Type additional requirement info or “None”.

Other details:

• Font size 12

• Double-spaced

• Number of words: 1200

All refencing and citations require Harvard referencing style.

LEARN ING OUT COMES

• Understand: the intricacies of academic research and writing, the do’s and don’ts of academic

investigation; the ethical consideration in research; as well as the EU Business School Dissertation

Process

• Identify: what constitutes’ real’ business and management research?

• Apply: transfer skills developed in this course will be applied to any research conducted by the

student; dissertation process; the mandatory Cases module at EU Business School; as well as in

other courses requiring independent research work.

• Analyze: learn how break down and interpret data, information, and knowledge in the context of their

research.

ASSESSMENT CR IT ER IA

Rubric: written assignment

Criteria Accomplished (A)

Proficient (B)

Partially proficient (C)

Borderline (D)

Fail (F)

Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

criteria for the selection of necessary information.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision- making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem-solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

BRM211 Research Methods Midterm ESSAY

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