· Subject: Develop a research proposal
· Students must choose a topic of their choice (marketing, sales, strategy, business, luxury, finance, etc.) and develop a research proposal.
Components:
1. Cover Page & Title (5%): Introduce your project with a clear and engaging title.
1. Introduction (10%): Briefly summarize your research topic. Aim to capture the reader’s interest and highlight the project’s significance.
1. Research Questions & Objectives (15%): Formulate 2-3 clear, measurable, and achievable research questions that directly guide your investigation. Clearly outline the research methodology and methods you would employ to answer the research question.
1. Literature Review (50%): Demonstrate your understanding of the existing knowledge on your topic. Conduct a critical and comprehensive review of relevant academic and industry sources. Integrate, analyze, and synthesize key findings, identifying any gaps in research and how your research will fill them. Ensure proper citation formatting and reference at least 5 primary sources.
1. Method for literature review (20%): Highlight which combinations of key words did you use to find the list of articles and how did you finalize the list of articles that comprised of the literature review from the initial searches.
Formalities:
· Wordcount: 1.500 – 2.000 words
· Font: Arial 11 pts.
· Text alignment: Justified.
· The in-text References and the Bibliography must be in Harvard’s citation style.
· The document must be presented with the usual sections of an academic work must appear: Table of contents, introduction, the main body of the work (where the literature review will be written), methodology (where you will specify your research methodology and methods), as well as references.
It assesses the following learning outcomes:
· ILO 1: Outcome 1: Appreciate the relevance of business research in managerial decision making.
· ILO 2: Demonstrate the ability to choose research methods appropriate to the research aims and research questions/hypothesis based upon appropriate philosophies of research.
· ILO 3: Apply research-based theories and specific communication skills to construct a research-based project that fulfils specific requirements.
Please, see the rubrics below
Rubrics
Learning Descriptors
Fail Below 60%
Marginal Fail 60-69%
Fair 70-79 %
Good 80-89%
Exceptional 90-100%
Content
KNOWLEDGE & UNDERSTANDING
40%
Content is unclear, inaccurate and/or incomplete. Brief and irrelevant. Descriptive. Only personal views offered.
Unsubstantiated and does not support the purpose, argument or goals of the project. Reader gains no insight through the content of the project.
Limited content that does not really support the purpose of the report. Very poor coverage.
Displays only rudimentary knowledge of the content area. Reader gains few if any insights
Presents some information that adequately supports the central purpose, arguments, goals, or research questions of the project. Although parts missing, it demonstrates a level of partially proficient knowledge of the content area. Reader gains some insights.
Presents clear and appropriate information that adequately supports the central purpose, arguments, goals or research questions of the project.
Demonstrates satisfactory knowledge of the content area. Reader gains proficient insights.
Presents balanced, significant and valid information that clearly and convincingly supports the central purpose, arguments, research questions or goals of the project. Demonstrates in-depth and specialised knowledge of the content area. The reader gains important insights
Organization
COMMUNICATION
10%
Information/content is not logically organized or presented. Topics/paragraphs are frequently disjointed and fail to make sense together. Reader cannot identify a line of reasoning and loses interest.
Information/content is not, at times, logically organized or presented. Topics/paragraphs are frequently disjointed which makes the content hard to follow. The reader finds it hard to understand the flow of the report.
Information/content is presented in a reasonable sequence.
Topic/paragraph transition is unclear in places with linkages for the most part. Reader can generally understand and follow the line of reasoning, although work needed to be proficiently organized.
Information/content is presented in a clear and understandable sequence. Topic/paragraph transition is good with clear linkages between sections and arguments. Reader can understand and follow the line of reasoning.
Information/content is presented in a logical, interesting and effective sequence. Topics and arguments flow smoothly and coherently from one to another and are clearly linked.
Reader can easily follow the line of reasoning and enjoyed reading the report.
Use of References
COMMUNICATION
10%
Little or no evidence of reference sources in the report. Content not supported and based on unsubstantiated views.
Most references are from sources that are not peer- reviewed or professional, and have uncertain reliability. Few if any appropriate citations are provided. Reader doubts the validity of much of the material.
Professionally legitimate references are generally used. Fair citations are presented in most cases. Some of the information/content/evidence comes from sources that are reliable, but more academic sources needed to be convincing.
Professionally and academically legitimate references are used. Clear and accurate citations are presented in most cases. The majority of the information/content/evidence comes from sources that are reliable.
Presents compelling evidence from professionally and academically legitimate sources. Attribution is clear and accurate. References are 75% from primarily peer-reviewed professional journals or other approved sources.
Analytical / Critical Thinking Skills
CRITICAL THINKING
40%
Research problem, concept or idea is not clearly articulated, or its component elements are not identified or described. Research information is poorly organized, categorized and/or not examined; research information is often inaccurate or incomplete. Presents little if any analysis or interpretation; inaccurately and/or inappropriately applies research methods, techniques, models, frameworks and/or theories to the analysis. Presents few solutions or conclusions; solutions or conclusions are often not well supported, are inaccurate and/or inconsistent, and are presented in a vague or rudimentary manner.
Research problem, concept or idea is not clearly articulated at times and confusing. Research information is badly organized, categorized, and/or only superficially examined; research information is often incomplete. Presents limited analysis or interpretation; inaccurately and/or inappropriately applies research methods, techniques, models, frameworks and/or theories to the analysis. Presents some solutions or conclusions but they are often not well supported, or logical.
Adequately identifies and describes (or sketches out) the research problem, concept or idea and its components. Gathers and examines information relating to the research problem, concept or idea; presents and appraises research information with some minor inconsistencies, irrelevancies or omissions. Generally applies appropriate research methods, techniques, models, frameworks and/or theories although with inaccuracies. Outlines solutions or conclusions that are somewhat logical and consistent with the analysis and evidence; identifies and/or lists solutions or conclusions although not always clearly.
Formulates a clear description of the research problem, concept or idea, and specifies major elements to be examined. Selects information appropriate to addressing the research problem, concept or idea; accurately and appropriately analyses and interprets relevant research information. Effectively applies appropriate research methods, techniques, models, frameworks and/or theories in developing and justifying multiple solutions or conclusions; solutions or conclusions are coherent, well supported and complete.
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