Book ListBecker, Ernest The Denial of D.docx

Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a
Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness
in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the
Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams,
Reflections
Hillman, James We’ve Had a Hundred Years
of Psychotherapy
And the World’s Getting
Worse

Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence
and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and
the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying

Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret
Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior
Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being:
Writings
In Existential Psychology
Kelleher, Colm
Knapp, George Hunt for the Skinwalker
Tart, Charles The End of Materialism
Kaku, Michio The Physics of the Impossible
Meyer, Dick Why We Hate Us
Tisdale, Sallie Talk Dirty to Me
Johnson, Robert He
Johnson, Robert She

Johnson, Robert We
Zimbardo, Phillip The Lucifer Effect
Friday, Nancy Beyond My Control
Atwater, P.M.H The Big Book of Near Death
Experiences
Skinner, B.F. Walden Two
Bettelheim, Bruno The Uses of Enchantment
Watts, Alan Nature, Man & Women
Voytilla, Stuart Myth and the Movies
Black Elk, Wallace Black Elk – The Sacred Ways of
a Lakota
Lanier, Jaron You Are Not A Gadget
Kirsch, Irving The Emperor’s New Drugs
Lanza, Robert Biocentrism: How life and
consciousness are
the keys to understanding the true
nature of
the universe.
Lommel, Pim Von Consciousness Beyond Life: The
Science of
Near Death Experiences
Carr, Nicholas The Shallows: What the Internet is
doing

to our Brains.
DeLonge & Levenda Gods, Man, & War
Lanza, Robert Beyond Biocentrism
Kean, Leslie Surviving Death
Asma, Stephen On Monsters: An unnatural history of
Our Worst Fears
Garrett, Greg Living with the Living Dead: The
Wisdom
Of the Zombie Apocalypse
Barrat, James Our Final Invention: Artificial
Intelligence
And the End of the Human Era
Cashdan, Sheldon The Witch Must Die: The Hidden
Meaning of
Fairy Tales
Peterson, Jordan 12 Rules for Life: An Antidote to Chaos
Data Analysis Techniques
Software such as Excel, SPSS to be used
Data Description:
Describing the data collected in terms of its distribution eg
demographic profile of respondents ( eg percentages of male
and female, age distribution etc).

Data should be presented in charts or tables:
Measure of central tendency and deviation:
Mean, Median and Mode for responses obtained.
Standard Deviation to ascertain the normality of the
distribution.
Measure of correlation
Pearson coefficient of correlation to determine strength of
relationship between the IVs and DVs
Regression Analysis
Deriving regression function for the IVs and DVs to formulate a
predictive model
Reliability Measures
Measures eg Cronbach Alpha can be used to determine the
reliability of questionnaire
Types of DataPrimary data is data that is collected by a
researcher from first-hand sources, using methods like surveys,
interviews, or experiments. It is collected with the research
project in mind, directly from primary sources.The term is used
in contrast with the term secondary data. Secondary data is data
gathered from studies, surveys, or experiments that have been
run by other people or for other research.Typically, a researcher
will begin a project by working with secondary data. This
allows time to formulate questions and gain an understanding of
the issues being dealt with before the more costly and time
consuming operation of collecting primary data.

Secondary SourcesSecondary data refer to information gathered
by someone other than the researcher conducting the current
studyExampleBooks and periodicals, government publications
of economic indicators, census data, statistical abstracts,
electronic databasesAdvantagesavings in time and costs of
acquiring informationDisadvantageMay be obsoleteNot meeting
the specific needs of the particular research problem (as the
data may be collected for a different purpose than our intended
research)
Data Collection MethodsInterviewsStructuredWe conduct
structured interviews when it is known at the outset what
information is needed, and when we are ready with a list of
predetermined questions to be askedUnstructuredInterviewer
does not enter the interview setting with a planned sequence of
questions to be askedThe objective is to bring some preliminary
issues to the surface so the researcher can determine what
variables need further in-depth investigationUnstructured
interviews are normally done when we are exploring the
research topic
PRIMARY DATA
Data Collection MethodsInterviewsQuestioning technique to
employFunneling (start with broad idea and progress to more
focused questions)Unbiased question (never put words in the
respondents’ mouth; do not interrupt; let the respondent finish
what she wants to say)Clarifying issues (restate or rephrase
important information given by the respondent)Commentating
(ask the respondents to tell her story chronologically like a
commentator or news broadcaster)Helping respondent to think
through issues (rephrase question if respondents are
hesitant)Take notes (use MP3 player or recorder to record

interview; we are sure to forget important details if we just
listen without taking notes)
QuestionnairesThere are two ways questionnaires can be
administeredPersonally administered questionnairesGather a
group of respondents to answer questionnaireChance to explain
research objective before conducting the data collectionMail
questionnairesWide geographical area can be
coveredRespondents can complete questionnaire at their own
convenienceCannot help clarify any ambiguityLow return rates
QuestionnairesGuidelines for questionnaire designPrinciples of
wordingContent and purpose of the questions (tap dimensions
and elements when measuring perception, belief,
attitudes)Language and choice of words of the questionnaire
depend on the general characteristics of respondentsLength of
questions (short and simple)Sequencing of questionsFrom
general to specific (funneling)Do not put a negatively worded
question next to a positively worded question (insulting the
respondent)
wordingType and form of questionsOpen-ended verses closed
questionsPositively and negatively worded questionsDouble-
barreled questions (avoid)Ambiguous questions (avoid)Recall
dependent questions (avoid)Leading questions
(avoid)(Emotionally) Loaded questions (avoid)Socially
desirable questions (avoid)

Types of DataPrimary data is data that is collected by a
researcher from first-hand sources, using methods like surveys,
interviews, or experiments. It is collected with the research
project in mind, directly from primary sources.The term is used
in contrast with the term secondary data. Secondary data is data
gathered from studies, surveys, or experiments that have been
run by other people or for other research.Typically, a researcher
will begin a project by working with secondary data. This
allows time to formulate questions and gain an understanding of
the issues being dealt with before the more costly and time
consuming operation of collecting primary data.
Secondary SourcesSecondary data refer to information gathered
by someone other than the researcher conducting the current
studyExampleBooks and periodicals, government publications
of economic indicators, census data, statistical abstracts,
electronic databasesAdvantagesavings in time and costs of
acquiring informationDisadvantageMay be obsoleteNot meeting
the specific needs of the particular research problem (as the
data may be collected for a different purpose than our intended
research)
Data Collection MethodsInterviewsStructuredWe conduct
structured interviews when it is known at the outset what
information is needed, and when we are ready with a list of
predetermined questions to be askedUnstructuredInterviewer
does not enter the interview setting with a planned sequence of
questions to be askedThe objective is to bring some preliminary

issues to the surface so the researcher can determine what
variables need further in-depth investigationUnstructured
interviews are normally done when we are exploring the
research topic
PRIMARY DATA
Data Collection MethodsInterviewsQuestioning technique to
employFunneling (start with broad idea and progress to more
focused questions)Unbiased question (never put words in the
respondents’ mouth; do not interrupt; let the respondent finish
what she wants to say)Clarifying issues (restate or rephrase
important information given by the respondent)Commentating
(ask the respondents to tell her story chronologically like a
commentator or news broadcaster)Helping respondent to think
through issues (rephrase question if respondents are
hesitant)Take notes (use MP3 player or recorder to record
interview; we are sure to forget important details if we just
listen without taking notes)
QuestionnairesThere are two ways questionnaires can be
administeredPersonally administered questionnairesGather a
group of respondents to answer questionnaireChance to explain
research objective before conducting the data collectionMail
questionnairesWide geographical area can be
coveredRespondents can complete questionnaire at their own
convenienceCannot help clarify any ambiguityLow return rates
wordingContent and purpose of the questions (tap dimensions
and elements when measuring perception, belief,

attitudes)Language and choice of words of the questionnaire
depend on the general characteristics of respondentsLength of
questions (short and simple)Sequencing of questionsFrom
general to specific (funneling)Do not put a negatively worded
question next to a positively worded question (insulting the
respondent)
wordingType and form of questionsOpen-ended verses closed
questionsPositively and negatively worded questionsDouble-
barreled questions (avoid)Ambiguous questions (avoid)Recall
dependent questions (avoid)Leading questions
(avoid)(Emotionally) Loaded questions (avoid)Socially
desirable questions (avoid)
Deductive, inductive and abductive approaches
Deductive reasoning
You can do deductive reasoning while sitting in your armchair.
Deductive reasoning involves inferring that if propositions A
and B are both true, then this implies that C is also true. The
classic example is over two thousand years old and involves the
question of whether the ancient Greek philosopher Socrates was
mortal.
Statement A: All men are mortal.
Statement B: Socrates is a man.

Inference: Since Socrates is a man, and all men are mortal,
Socrates must therefore be mortal.
Deductive reasoning can be used very effectively in
combination with a powerful new theory (e.g. deductions that
followed from Newton's theory of gravity). It can also be used
to make inferences from the research literature, where different
parts of the literature contain the initial statements for the
deduction.
Although deductive reasoning can be very powerful, its
inferences need to be checked against reality, because it can
easily produce results which look completely sound but which
are based on subtle errors.
For instance, the Socrates example depends on statement A and
statement B using exactly the same definitions of 'mortal' and
'man' as each other.
It also assumes that no other factors are involved. However,
other factors are often involved in cases of deductive reasoning.
Consider the following example.
All eagles can fly
Tweety is an eagle
Therefore Tweety can fly
What if Tweety has a broken wing? Tweety would then be
unable to fly.
We could handle this by changing the initial statement to say
'All healthy eagles can fly'. However, there are many other
reasons why an eagle might not be able to fly.

For example, Tweety might have had some wing feathers
removed by the vet. If we list all the possible restrictions, then
the statement can become very long or so restricted that it is of
little use.
Another problem involves the definition of 'eagle'. This is a
classification and classification is often complex, debatable or
fuzzy.
For instance, the usual classification of human adults into 'male'
and 'female' assumes that everyone either has XX or XY
chromosomes but this isn't the case. There are people with XXY
or XYY chromosomes, as well as numerous other conditions
which make this classification fuzzy.
These issues limit the usefulness of deductive reasoning in
research.
You may also be wondering where the initial statements come
from, and the answer is usually that they come from observation
of the world, which involves a further set of challenges for the
researcher.
These challenges are clear in the case of inductive reasoning,
described next.
Inductive reasoning
This involves working from observations towards an inference.
A common example of inductive reasoning is:
Observation: All the crows that I have ever seen were black

Inference: All crows everywhere (including ones I have never
seen) are black.
A lot of research involves induction from observation of
unexpected regularities.
For example, you might collect a large sample of jokes to study
and make the observation that most jokes about stupidity
involve a social group who speak the same language as the
person telling the joke but who live at the geographical border
of the joke-teller's region. You might then make the inductive
inference that the same regularity might occur in other parts of
the world that you haven't yet studied.
Inductive reasoning can provide extremely valuable insights but
has obvious limitations.
It's usually based on a set of observations which is not
complete, so you can't be sure whether you haven't seen a white
crow because there are no white crows in the world, or whether
there are some white crows in the world but you simply happen
not to have seen any of them yet.
Abductive reasoning
Abductive reasoning involves deciding what the most likely
inference is that can be made
from a set of observations.
A classic example is the wet grass example.
Observation: The grass outside my window was wet when I
woke up this morning.
Known fact: Rain in the night can make grass wet.
Abductive inference: There was probably rain in the night.

Abductive reasoning is important because there is often many or
an infinite number of
possible explanations for a phenomenon, so you need some way
to decide which
possible explanations to look at first.
In the case of the wet grass, for example, it's just about possible
that the grass outside your window was wet because a lot of
people walking by just happened to decide to empty their water
bottles onto your lawn, but this is not very likely.
Usually when you're researching you start with the most likely
explanation and see whether that's true. If it isn't, you move on
to the next most likely explanation (for example, that your lawn
is wet because your neighbour was using a hose and
accidentally sprayed your lawn).
There's a substantial literature about ways of assessing
probabilities and assessing the strength of evidence.
Analytical or explanatory research.
This is a continuation of descriptive research.

In Analytical Research, the researcher has to use facts or
information already available, and analyze them to make a
critical evaluation of the material. It involves the in depth study
and evaluation of available information in an attempt to explain
complex phenomenon.
The researcher goes beyond merely describing the
characteristics, to analyze and explain why or how something is
happening.
Thus, analytical research aims to understand phenomena by
discovering and measuring casual relations among them.
It may answer questions such as:
How can the number of complaints made by customers be
reduced?
How can the absentee rate among employees be reduced?
Why is the introduction of empowerment seen as a threat by
departmental managers?
Predictive research.
Predictive research goes further by forecasting the likelihood of
a
similar situation occurring elsewhere.
It aims to generalize from the analysis by predicting certain
phenomena on the basis of hypothesized, general relationships.
It may attempt to answer questions such as:
Will the introduction of an employee bonus scheme lead to
higher levels of productivity?
What type of packaging will improve our products?

Predictive research provides ‘how’, ‘why’, and ‘where’ answers
to current events as well as to similar events in the future. It is
also helpful in situations where ‘what if?’ questions are being
asked.
Quantitative research
The quantitative approach usually starts with a theory of a
general statement proposing a general relationship between
variables.
With this approach it is likely that the researchers will take an
objective position and their approach will be to treat phenomena
as hard and real.
They will favor methods such as surveys and experiments, and
will attempt to test hypotheses or statements with a view to
generalizing from the particular.
This approach typically concentrates on measuring or counting
and involves collection and analyzing numerical data and
applying statistical tests.
Qualitative research
The alternative tradition is the qualitative approach.
Here the investigator views the phenomena to be investigated as
more personal and softer.
He or she will use methods such as personal accounts,
unstructured interviews and participant observation to gain an

understanding of the underlying reasons and motivations for
peoples’ attitudes, preferences or behaviors.
With this approach, the emphasis is more on generating
hypotheses from the data collection rather than testing a
hypothesis.
In reading around the subject you will find many alternative
names for qualitative and quantitative research. It is good to
have an understanding of these and to recognize them when you
see them in research methods textbooks.
Applied research.
Applied research is problem-oriented as the research is carried
out to solve a specific problem that requires a decision, for
example, the improvement of safety in the work place, or
market research.
For your school dissertations it is not usually acceptable to
carry out applied research as it is very much limited to one
establishment or company and you are required to look at issues
of wider significance, perhaps to your industry as a whole or to
a sector of it.
You may have already carried out a problem-based piece of
research related to your placement.
It is important to understand that the school dissertation
requires you to carry out some form of basic research-see
below.

Basic research
Basic research is also called fundamental or pure research, and
is conducted primarily to improve our understanding of general
issues, without any emphasis on its immediate application.
It is regarded as the most academic form of research since the
principal aim is to make a contribution to knowledge, usually
for the general good, rather than to solve a specific problem for
one organization.
This may take the form of the following:
a. Discovery Where a totally new idea or explanation emerges
from empirical research, which may revolutionize thinking on
that particular topic . An example of this would be the
Hawthorne experiments. (Gillespie, 1991) .
b. Invention- Where a new technique or method is created . An
example of this would be the invention of TQM (total quality
management).
c. Reflection- Where an existing theory, technique or group of
ideas is re-examined possibly in a different organizational or
social context . For example, to what extent can Herzberg’s
theory of motivation be applied to front-line workers in the
contract-catering sector? (Torrington & Hall, 1995)
For an undergraduate dissertation it is most likely that you will
be concentrating on reflection, as the scope of the project is
unlikely to be large enough to consider discovery or invention.
Action research
This is a form of research where action is both on outcome and
a part of the
research.

The researcher ‘interferes’ with or changes-deliberately-what is
being researched.
The critics of action research argue that since the researcher is
changing what is being researched during the process of
research, the work cannot be replicated. If it cannot be
replicated its findings cannot be tested in other situations.
This prevents general knowledge being developed and thus it
cannot contribute to theory.
Also, as the researcher is involved in the change process there
is a loss of critical, detached objectivity.
There are two approaches to action research:
Classical Action Research
New Paradigm Research
Classical action research
Begins with the idea that if you want to understand something
you should try changing it .
New paradigm research
This is based on a new model or framework for research.
It claims that research can never be neutral and even the most
static and conventional research exposes the need for change in
what is being researched.
It involves inquiry into persons and relations between persons,
and is based on a close relationship between researcher and
those being researched.
The research is a mutual activity of a ‘co-ownership’ involving
shared power with respect to the process and the outcomes of
the research.

Those being researched can, for example, decide how the
research will be undertaken, in what form and with what
questions being asked.
The researcher is a member of a ‘community ‘ and brings to it
special skills and expertise. The researcher does not dictate
what will happen.
This type of research is most easily carried out when working
with individuals or small groups.
It means that the researcher must be highly skilled not only in
research methods but also in the interpersonal skills of
facilitating others.
It is not, therefore, usually appropriate for an undergraduate
student who is carrying out a major piece of research for the
first time.
Action research is often used by educationalists who are trying
to improve their own practice by making changes to the
delivery of actions work best.
LEVEL 5 ASSESSMENT SPECIFICATION
Student name:
Student ID number:
Programme:
BA Business Studies
Module:
Business Research Methodologies
Module code:
SBLC5003Contribution to Overall Module Assessment (%):
50%
(20 Credit Module)
Lecturer:
Roger Telfer

Internal Verifier:
Chandranna Rayadurg
Assignment Title:
Business Research Proposal
Word count (or equivalent):
2500
Submission deadline:
18/10/2019
Return date of provisional marks & written feedback:
tbc
Submission method:
All written assessments, where practical and possible, must be
submitted via Turnitin unless otherwise instructed by the
Lecturer. (Please DO NOT put this assessment specification into
Turnitin or it will match many similarities with other students’
submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty
mark. Penalties for late submission: Up to one week late,
maximum mark of 40%. Over one week late, 0%. Only the
Extenuating Circumstances Panel may approve a change to
submission dates.
Academic honesty / referencing:
Academic honesty is required. In the main body of your
submission you must give credit to authors on whose research
and ideas your work is based. Append to your submission a
reference list that indicates the books, articles, etc. that you
have used, cited or quoted in order to complete this assessment.
Learning Outcomes tested
(from module syllabus)

Assessment Criteria. To achieve each outcome a student must
demonstrate the ability to:
1. Understand the scientific process, its application in
economics and business, and its utilisation in the problem-
solving approach to business and management challenges
· Construct a research proposal rooted in the disciplines of
research development.
2. Demonstrate the skills necessary to assess and interpret
existing research as a prelude to carrying out further
investigation
· Review the existing literature pertaining to the topic selected
for research.
3. Demonstrate knowledge and understanding of a range of
research designs and their appropriate utilisation in business
and economics
· Generate and justify a design for the research question
selected – to include the method(s) and its/their implementation.
4. Conceptualise a problem; formulate hypotheses and
objectives; design a research strategy, collecting, analysing, and
interpreting both quantitative and qualitative data, including
commonly encountered statistical procedures
· Generate research objectives and develop a research strategy
encompassing the methods, data collection, analysis and
interpretation.
5. Understand the theoretical principles underlying
inferential and descriptive statistics and choose the most
appropriate statistical analyses, interpret the results, and write
up the results accurately and completely
· Demonstrate an understanding of both descriptive and
inferential statistics within the data analysis procedures.
· Explain and justify the likely means of analysis to be used in
the upcoming research.
TASK DESCRIPTION – ASSIGNMENT

BACKGROUND / INTRODUCTION
Select a research topic of your choice based on a business issue
and design a research proposal for this topic. The topic should
be agreed with your Lecturer at least 4 weeks before submission
date. This proposal should not exceed 2500words. (+/- 10%)
TASK
Based on the selected topic, you are required to:
· Develop a research question and an appropriate set of research
objectives
· Justify the choice of research topic including the background
and context of the research
· Develop a critical literature review of the research topic
· Design a research methodology based on the topic selected.
This would require you to develop a research design and justify
your choice as appropriate. Your research design should include
the following:
Research Philosophy (e.g., positivism, interpretivism,
realism and/or pragmatism)
Research Approach (inductive or deductive)
Research strategy
· Discuss and justify the data collection methods – type of data,
sampling method and target group
· Discuss the data analysis procedure to be adopted
· Discuss the possible ethical issues that need to be considered
in this research
· Discuss the methods by which you would ensure that the
research was both valid and reliable

· Discuss any possible limitations to this research
· Provide a research plan (timescale)
· Support with relevant references (Harvard format)
In your data collection and data analysis section, discuss how
you would collect primary data through the use of one or a
combination of methods of data collection methods e.g.
questionnaire, interview, focus groups, observation, etc., and
how you would analyse this data.
The above requirements are indicated as the required areas of
focus for you to articulate your individual responses. The
submission of your work for assessment should be organised
and clearly structured in the order outlined below.
Suggested Structure - Research Proposal
1. Research Proposal Title – Reflect as accurately as possible
the content of your chosen topic.
2. Abstract – This is a brief statement of what you are intending
to research. It should be no more than 150 words. This also
needs, in brief, to describe the proposal content.
3. Introduction
· Relevance of the proposed research to Business research
· Place the proposed study in context
· Justification of the chosen topic

· Value of this research
· Research Question and Research Objectives
(The research question would normally be one overall question,
but, exceptionally, a small number (up to 3) question(s) that the
research process will address.
Research objectives (usually 4-5 different research objectives)
must be clear statements that identify what the research process
seeks to achieve.
Both the research question(s) and research objectives must
relate to the literature review)
4. Literature Review
· Clear and precise knowledge that relates to the research topic.
· Explains how the proposal relates to the academic debate
which has been identified as part of the literature review.
· Demonstrates a link between previous work and current work
that has been done in your field of research interest.
· Highlights in the literature review where your research
question(s)/objectives came from.
· Concludes with a Conceptual (or Theoretical) Framework.
5. Method
This has to relate to the research questions and research
objectives and shows how they will be achieved.
Your method consists of the following parts:
(1) Research design – relates to the research onion
(philosophies, approaches, strategies, choices, time horizon).
You are expected to make strong justifications in support of
your chosen research design.
(2) Data collection – relates to the last phase of the research –
the techniques and procedures. Identify how specifically the
data will be collected (i.e. questionnaire, focus group, etc...).
You are expected to provide the advantages and disadvantages
of the various data collection methods and select the most
appropriate data collection method(s).

(3) Data analysis – although no data is collected, an indication
of the types of analysis to be conducted and how it might be
presented is expected.
(Your chosen method (1) Research design and (2) Data
collection must relate to the purpose of your study.)
(3) Ethics considerations
(4) Validity and Reliability issues
(5) Resource Requirements and
(6) A Time plan – perhaps in the form of a Gantt chart
6. References
7. Appendix (if required)
LENGTH REQUIRED
2500 +/- 10%. Any deviation from this will be penalised.
FORMATTING AND LAYOUT
Please note the following when completing your written
assignment:
1. Writing: Written in English in an appropriate
business/academic style
1. Focus: Focus only on the tasks set in the assignment.
1. Length: see above
1. Formatting: Typed on A4 paper in Calibri font 12 with at
least 2.5 centimetre space at each edge, double spaced and
pages numbered.
1. Document format:

Ensure a clear title, course, and name or ID number is on a
cover sheet and a Reference List using Harvard Referencing
throughout is also provided.
1. Research: Research should use reliable and relevant sources
of information e.g. academic books and journals that have been
peer reviewed. The research should be extensive.
The use of a range of information sources is expected –
academic books, peer reviewed journal articles, professional
articles, press releases and newspaper articles, reliable
statistics, company annual reports and other company
information.
Further Information
The instructions below will provide you with some more,
hopefully helpful, advice
Research Proposal Title: The title is to create interest and
reflect seriousness and relevance. Avoid vague and sweeping
phrases covering broad areas of subjects. Endeavour to be clear,
specific and precise. Remember that a title, brief as it may be,
needs to be faithful to the contents of the research.
Abstract: This is a brief statement of what you are intending to
research. It should be no more than 1-2 paragraphs. This needs
to describe the proposal content. Think of this as an executive
summary.
Introduction: You need to define the problem. Evidence of
analytical thinking, argument analysis, theory application, and
data management analysis is required as part of research.
Remember to emphasis:

· Relevance of the Proposed Research to Business Research
· Place the proposed study in context
· Justification of the chosen topic
· Value of this research
Research question and objectives: This is to form the heart of
the research proposal, creating interest and raising queries while
serving to discipline and monitor thinking. Good research
questions should be clear, specific, and answerable. The
research objectives will comprise a general statement on the
purpose, intention, or desire outcome of your research project.
Please remember:
· There must be 1 research question (exceptionally up to 3) and
an appropriate set of objectives
· The research questions and objectives are linked to your
Literature review.
Literature review: This is designed to situate your research
project in a scholarly tradition, acknowledging the contributions
made by other scholars and/or practitioners while highlighting
the innovative approach of your project, which is expected to
shed a new light on the subject or fill a gap in the available
literature on it. A critical survey (or critique) of the literature in
the research area will also help you define or single out a major
work, theory or school of thought you could use or build. (A
conceptual or theoretical framework)
Research method(s) used: This is to inform the reader how you
intend to proceed regarding data (based on what you need,
where the data are located, how to get them, what to do with
them). The two main methodologies in this connection are
Qualitative and Quantitative.
Your method consists of two parts:
1. Research design – relates to the “research onion”

(philosophies, approaches, strategies, choices, time horizon).
You are expected to make strong justifications in support of
your chosen research design. The “Onion” framework, designed
by Saunders at al (2015) will be introduced during the course
lectures.
2. Data collection and analysis – relates to the last phase of the
research (techniques and procedures). Identify how specifically
the data will be collected (i.e. questionnaire, focus group,
etc...). You are expected to provide the advantages and
disadvantages of the various data collection methods and select
the most appropriate data collection method(s). For data
analysis, you need to discuss whether or not you will use
descriptive or inferential statistics….or both. Also you need to
consider which software might be used for the analysis.
Note that aspects of ethics, validity and reliability must be
addressed, either in the course of your writing or in a separate
headed section. Also your research proposal must include a time
plan for the actual research to be undertaken.
It is also likely that your work will have its limitations. It is
necessary for you to identify and briefly discuss this aspect.
More general advice on approaching the assignment:
1. Identify the key terms and requirements for a Research
Proposal
2. Use the Marking Criteria to understand the expectations of
the reader.
3. Create an outline of your assignment.
4. Use your Research and Referencing to support and justify all
your points
5. Use Evidence to support your proposed research design and
methodology

Your assignment should include in-text citations and be
supported with a full List of References. You are expected to
use the Harvard Referencing Style.
Please remember that when you submit your assignment, you
need to include your name, student ID (also as a footer) and the
title of your assignment.
marking criteria and Student FEEDBACK
This section details the assessment criteria. The extent to which
these are demonstrated by you determines your mark. The marks
available for each criterion are shown. Lecturers use a similar
format to comment on the achievement of the task(s), including
those areas in which you have performed well and areas that
would benefit from development/improvement.
Common Assessment Criteria Applied
Marks available
Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions.
Students are expected to critically review the relevant literature
pertaining to their selected research topic and specific research
question. This Literature should be derived from credible and
current sources. Harvard Referencing conventions are expected
to be followed.
Similarly, the Research Methodologies and methods aspects of

the work should be supported by appropriate literature.
20
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Students are expected to demonstrate an understanding of the
main models and theories pertaining to the selected research
topic.
Similarly, the Research Methodologies and methods aspects of
the work will demonstrate a knowledge and understanding of its
main academic features.
30
3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Students are expected to organise the material in the Research
proposal such that it contains analysis, synthesis and evaluation.

In this context, in the Literature Review, schools of thought
may be identified, key themes outlined, and other means of
demonstrating good organisation of the material demonstrated.
Throughout the work, justification for choices made will be
apparent.
25
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques;
application of concepts; formulation of innovative and creative
solutions to solve problems.
Students are expected, in this aspect of the work, to relate what
has been learned in the Literature Review to the actual
undertaking of the forthcoming research, primarily through the
development of a conceptual (or theoretical) framework.
Practical and justifiable recommendations relating to
methodology and method should be evident.
15
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative
working; deployment of appropriate media; presentation and
organisation.

10
Students are expected to communicate and present the Proposal
effectively, understandable to both specialists and non-
specialists alike. This criterion includes the structure of the
work and the standard of English used. It also includes an
ability to work at an individual level.
TOTAL
100
Assignment Mark (Assessment marks are subject to ratification
at the Exam Board. These comments and marks are to give
feedback on module work and are for guidance only until they
are confirmed. )
Late Submission Penalties (tick if appropriate)
%
GUIDANCE FOR Students IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five
common assessment criteria above.
Your work must be informed and supported by scholarly
material that is relevant to and focused on the task(s) set. You
should provide evidence that you have accessed a wide range of
sources, which may be academic, governmental and industrial;
these sources may include academic journal articles, textbooks,
current news articles, organisational documents, and websites.

You should consider the credibility of your sources; academic
journals are normally highly credible sources while websites
require careful consideration/selection and should be used
sparingly. Any sources you use should be current and up-to-
date, mostly published within the last five years or so, though
seminal/important works in the field may be older. You must
provide evidence of your research/own reading throughout your
work, using in-text citations in the main body of your work and
a reference list that is alphabetical at the end of your work.
Please use the Harvard referencing system.
Your work must demonstrate the growing extent of your
knowledge and understanding of concepts and underlying
principles associated with the subject area. Knowledge relates
to the facts, information and skills you have acquired through
your learning. You demonstrate your understanding by
interpreting the meaning of the facts and information
(knowledge). This means that you need to select and include in
your work the concepts, techniques, models, theories, etc.
appropriate to the task(s) set. You should be able to explain the
theories, concepts, etc. meaningfully to show your
understanding. Your mark/grade will also depend upon the
extent to which you demonstrate your knowledge and
understanding; ideally each should be complete and detailed,
with comprehensive coverage.
3. Analysis
Your work must contain evidence of logical, analytical
thinking, evaluation and synthesis. For example, to examine and
break information down into parts, make inferences, compile,
compare and contrast information. This means not just
describing What? but also justifying: Why? How? When? Who?
Where? At all times, you must provide justification for your
arguments and judgements. Evidence that you have reflected
upon the ideas of others within the subject area is crucial to you

providing a reasoned and informed debate within your work.
Furthermore, you should provide evidence that you are able to
make sound judgements and convincing arguments using data
and concepts. Sound, valid conclusions are necessary and must
be derived from the content of your work. There should be no
new information presented within your conclusion. Where
relevant, alternative solutions and recommendations may be
proposed.
You should be able to demonstrate how the subject-related
concepts and ideas relate to real world situations or a particular
context. How do they work in practice? You will deploy
models, methods, techniques, and/or theories, in that context, to
assess current situations, perhaps to formulate plans or
solutions to solve problems, some of which may be innovative
and creative. This is likely to involve, for instance, the use of
real world examples and cases, the application of a model
within an organisation and/or benchmarking one organisation
against others based on stated criteria. You should show
awareness of the limitations of concepts and theories when
applied in particular contexts.
Your work must provide evidence of the attributes expected in
professional practice. This includes demonstrating your
individual initiative and/or collaborative working. You must
communicate effectively in a suitable format, which may be
written and/or oral, for example, essay, management report,
presentation. Work should be coherent and well-structured in
presentation and organisation.

UNDERGRADUATE - COMMON ASSESSMENT AND
MARKING CRITERIA
OUTRIGHT FAIL
UNSATISFACTORY
SATISFACTORY
GOOD
VERY GOOD
EXCELLENT
EXCEPTIONAL
Assessment Criteria
0-29%
30-39%*
40-49%
50-59%
60-69%
70-79%
80-100%
Extent of research and/or own reading, selection of credible
sources, application of appropriate referencing conventions
Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored.
Poor evidence of reading and/or of reliance on inappropriate
sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently.
References to a limited range of mostly relevant sources. Some
omissions and minor errors.
Referencing conventions evident though not always applied
consistently.
Inclusion of a range of research-informed literature, including
sources retrieved independently. Referencing conventions
mostly consistently applied.
Inclusion of a wide range of research-informed literature,
including sources retrieved independently.

Selection of relevant and credible sources. Very good use of
referencing conventions, consistently applied.
A comprehensive range of research informed literature
embedded in the work. Excellent selection of relevant and
credible sources. High-level referencing skills, consistently
applied.
Outstanding knowledge of research-informed literature
embedded in the work. Outstanding selection of relevant and
credible sources. High-level referencing skills consistently and
professionally applied.
Extent of knowledge and understanding of concepts and
underlying principles associated with the discipline.
Major gaps in knowledge and understanding of material at this
level. Substantial inaccuracies.
Gaps in knowledge, with only superficial understanding. Some
significant inaccuracies.
Evidence of basic knowledge and understanding of the relevant
concepts and underlying principles.
Knowledge is accurate with a good understanding of the field of
study.
Knowledge is extensive. Exhibits understanding of the breadth
and depth of established views.
Excellent knowledge and understanding of the main concepts
and key theories. Clear awareness of challenges to established
views and the limitations of the knowledge base.
Highly detailed knowledge and understanding of the main
theories/concepts, and a critical awareness of the ambiguities
and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and
judgement; analytical reflection; organisation of ideas and
evidence
Unsubstantiated generalisations, made without use of any
credible evidence. Lack of logic, leading to unsupportable/
missing conclusions. Lack of any attempt to analyse, synthesise

or evaluate.
Some evidence of analytical intellectual skills, but for the most
part descriptive. Ideas/findings sometimes illogical and
contradictory. Generalised statements made with scant evidence.
Conclusions lack relevance.
Evidence of some logical, analytical thinking and some attempts
to synthesise, albeit with some weaknesses.
Some evidence to support findings/ views, but evidence not
consistently interpreted.
Some relevant conclusions and recommendations, where
relevant
Evidence of some logical, analytical thinking and synthesis.
Can analyse new and/or abstract data and situations without
guidance.
An emerging awareness of different stances and ability to use
evidence to support the argument.
Valid conclusions and recommendations, where relevant
Sound, logical, analytical thinking; synthesis and evaluation.
Ability to devise and sustain persuasive arguments, and to
review the reliability, validity & significance of evidence.
Ability to communicate ideas and evidence accurately and
convincingly.
Sound, convincing conclusions / recommendations.
Thoroughly logical work, supported by evaluated evidence.
High quality analysis, developed independently or through
effective collaboration.
Ability to investigate contradictory information and identify
reasons for contradictions.
Strong, persuasive, conclusions, justifiable recommendations.
Exceptional work; judiciously selected and evaluated evidence.
Very high quality analysis, developed independently or through
effective collaboration.
Ability to investigate contradictory information and identify
reasons for contradictions.
Highly persuasive conclusions

Effective deployment of appropriate methods, materials, tools
and techniques; extent of skill demonstrated in the application
of concepts to a variety of processes and/or contexts;
formulation of innovative and creative solutions to solve
problems.
Limited or no use of methods, materials, tools and/or
techniques.
Little or no appreciation of the context of the application.
Rudimentary application of methods, materials, tools and/or
techniques but without consideration and competence. Flawed
appreciation of the context of the application.
An adequate awareness and mostly appropriate application of
well established methods, materials, tools and/or techniques.
Basic appreciation of the context of the application.
A good and appropriate application of standard methods,
materials, tools and/or techniques.
Good appreciation of the context of the application, with some
use of examples, where relevant.
A very good application of a range of methods, materials, tools
and/or techniques.
Very good consideration of the context of the application, with
perceptive use of examples, where relevant.
Evidence of some innovation and creativity.
An advanced application of a range of methods, materials, tools
and/or techniques.
The context of the application is well considered, with
extensive use of relevant examples.
Application and deployment extend beyond established
conventions. Innovation and creativity evident throughout.
Outstanding levels of application and deployment skills.
Assimilation and development of cutting edge processes and
techniques.

Demonstrates attributes expected in professional practice
including: individual initiative and collaborative working;
deployment of appropriate media to communicate (including
written and oral); clarity and effectiveness in presentation and
organisation.
Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent.
Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence
Can communicate in a suitable format but with some room for
improvement.
Can work as part of a team, but with limited involvement in
group activities.
Work lacks coherence in places and could be better structured.
Can communicate effectively in a suitable format, but may have
minor errors.
Can work effectively as part of a team, with clear contribution
to group activities.
Mostly coherent work and is in a suitable structure.
Can communicate well, confidently and consistently in a
suitable format.
Can work very well as part of a team, with very good
contribution to group activities.
Work is coherent and fluent and is well structured and
organised.
Can communicate professionally and, confidently in a suitable
format.
Can work professionally within a team, showing leadership
skills as appropriate, managing conflict and meeting
obligations.
Work is coherent, very fluent and is presented professionally.
Can communicate with an exceptionally high level of
professionalism.

Can work exceptionally well and professionally within a team,
showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented
professionally.
Student Self Evaluation Form
Student name:
Student number:
Programme:
Year of programme
Assignment Title:
This section repeats in brief the common assessment criteria
detailed on previous pages. The extent to which these are
demonstrated by you determines your mark. Using these
criteria, tick the box that best indicates the level of achievement
you feel you have achieved with regard to each of them. Please
note that this self-assessment is used as a developmental tool
only and has no impact on the way in which your work will be
marked.
Common Assessment Criteria Applied
Level of Achievement
REFER
3rd
2:2
2:1

1st
1st
OUTRIGHT FAIL
UNSATISFACTORY
SATISFACTORY
GOOD
VERY GOOD
EXCELLENT
EXCEPTIONAL
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%

3. Analysis
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%

0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-100%
PLEASE COMMENT ON AREAS IN WHICH YOU FEEL
THAT YOU HAVE PERFORMED WELL
PLEASE COMMENT ON AREAS you feel that you need TO
DEVELOP
Student’s Name

Date
Student’s Signature
1
12

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