This document provides information about workshops offered by the National Centre for Learning and Teaching (NCTL) at Massey University on various topics related to writing for construction research. The workshops cover literature review structure and style, summarizing, referencing, setting goals, presenting research, and editing theses. They are held monthly from March to December. The NCTL also offers personal consultations, videos, online resources, and links to other university services to support postgraduate writing and research.
This document provides an overview of a presentation on academic writing for postgraduate students. It discusses the expectations and criteria lecturers have for postgraduate assignments, including critically reflecting on issues, applying theory to practice, structuring assignments well, and using correct citations and references. The presentation covers key features of academic writing like using an introduction, body, and conclusion structure and incorporating in-text citations and a reference list. It also discusses developing a structure for assignments, writing in paragraphs, building an argument, and using topic sentences and referencing. The presentation aims to provide tools to help students improve their academic writing skills.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
The document discusses findings from a research coalition that studied the impact of electronic portfolios on student learning. The coalition found that eportfolios correlated with increased reflective learning, integrative learning, and help students establish their identities. Specifically, eportfolios revealed connections between reflection quality and evidence, engaged students in new ways of thinking, and helped develop strong professional identities. The coalition's collaborative, practitioner-based research approach allowed them to generate practical and intellectual insights into portfolio use across different institutions.
This document presents a theoretical framework for using the Delphi technique in qualitative research. The Delphi technique is a method for gathering experts' opinions through multiple rounds of questionnaires to build consensus. The framework outlines key aspects of applying the Delphi technique, including requirements for its use, panel composition and size, gathering opinions through Likert scales, determining consensus using Kendall's coefficient of concordance, and providing controlled feedback between rounds. The framework is intended to address inconsistencies in how the Delphi technique has been applied and provide clear guidance for its use in qualitative studies.
Perspectives on Innovation and Technology TransferMikus Dubickis
This document discusses relationships between innovation and technology transfer. It begins by defining innovation as new combinations or ideas that are implemented, and technology transfer as the adoption or application of innovations developed elsewhere. The document then describes how it used focus group discussions and a systematic literature review to analyze relationships between innovation and technology transfer. Focus groups with doctoral students explored their understanding of innovation and technology transfer. A review of existing typologies and taxonomies related to innovation and technology transfer identified three potential relationships between the concepts.
This document provides an overview of a presentation on academic writing for postgraduate students. It discusses the expectations and criteria lecturers have for postgraduate assignments, including critically reflecting on issues, applying theory to practice, structuring assignments well, and using correct citations and references. The presentation covers key features of academic writing like using an introduction, body, and conclusion structure and incorporating in-text citations and a reference list. It also discusses developing a structure for assignments, writing in paragraphs, building an argument, and using topic sentences and referencing. The presentation aims to provide tools to help students improve their academic writing skills.
Learning In An Open World Vision Statement 25 Novgrainne
This document outlines a research program exploring the implications of an increasingly open learning environment. The program will examine openness in design, delivery, evaluation, and research of education. It will define openness in each context and consider issues like sharing the design process, adopting open delivery models, using learner data for evaluation, and capitalizing on open access research. The goals are to better understand open educational resources, foster communities around teaching ideas, and ensure learning leverages the latest research. Benefits include increased sharing, transparency, and reputation for leading open education. The roadmap details activities to develop the vision, theoretical frameworks, partnerships, and case studies evaluating outputs. Resources will focus on external funding but also internal support to ensure strategic alignment
The document discusses findings from a research coalition that studied the impact of electronic portfolios on student learning. The coalition found that eportfolios correlated with increased reflective learning, integrative learning, and help students establish their identities. Specifically, eportfolios revealed connections between reflection quality and evidence, engaged students in new ways of thinking, and helped develop strong professional identities. The coalition's collaborative, practitioner-based research approach allowed them to generate practical and intellectual insights into portfolio use across different institutions.
This document presents a theoretical framework for using the Delphi technique in qualitative research. The Delphi technique is a method for gathering experts' opinions through multiple rounds of questionnaires to build consensus. The framework outlines key aspects of applying the Delphi technique, including requirements for its use, panel composition and size, gathering opinions through Likert scales, determining consensus using Kendall's coefficient of concordance, and providing controlled feedback between rounds. The framework is intended to address inconsistencies in how the Delphi technique has been applied and provide clear guidance for its use in qualitative studies.
Perspectives on Innovation and Technology TransferMikus Dubickis
This document discusses relationships between innovation and technology transfer. It begins by defining innovation as new combinations or ideas that are implemented, and technology transfer as the adoption or application of innovations developed elsewhere. The document then describes how it used focus group discussions and a systematic literature review to analyze relationships between innovation and technology transfer. Focus groups with doctoral students explored their understanding of innovation and technology transfer. A review of existing typologies and taxonomies related to innovation and technology transfer identified three potential relationships between the concepts.
Representing and Supporting Curriculum Design at Task, Module and Programme L...PeterBullen
This document summarizes an ALT-C 2009 symposium that explored curriculum design representations and how they can improve curriculum design activities. It discusses three projects funded by the JISC Institutional Approaches to Curriculum Design Programme. The symposium involved viewing posters from each project and discussing challenges with the project teams. Key themes from the discussion included shifting from quality assurance to quality enhancement, encouraging staff engagement, involving students, and collaboration.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
The literature highlights several issues around communication in design-build projects. Effective communication requires regular meetings and timely sharing of user-friendly data between stakeholders. There is also a need for clear communication of scope, expectations, and priorities from the outset in order to manage risks associated with miscommunication. Improved internal communication among integrated project teams is seen as a potential benefit of the design-build approach when stakeholders work collaboratively to a single contract.
Research projects – the process
Standard activities in research projects
Creating a GANTT Chart
Risk management
Project tracking
Research projects – the outputs
Documentation – classic structure
Basic writing skills
Harvard referencing
Plagiarism
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
The Use of Engineering Sketching and Journaling to Foster Deep Understanding ...Leonhard Bernold
In today’s teaching environment where students’ main focus is on getting a high mark for a class, deep understanding has taken a backseat. Being able to answer as many exam preparation questions as possible and fulfilling all the criteria on an assignment will guarantee success. “I deserve a higher mark because I worked hard in this class,” are the arguments one hears after the final marks are published. How about understanding the new material presented in the class? Engineering sketching and journaling have been hailed by experienced engineers as tools to enhance thinking and communication. The authors of the paper report about their utilization as teaching tools to foster deep understanding in a course on construction equipment and methods. While topics like equipments economics, power transmission and safety benefit from graphing in two-axis coordinate systems, understanding the best path of a backhoe bucket during a trenching operation is impossible to describe in words. Of course, understanding has several components: a) WHY do we use a backhoe excavator and not a trencher, b) WHAT are the possible three link motion paths and their related force vectors, c) HOW can the operator control the path of the bucket, and d) WHAT-IF there are utilities buried in the ground?
A Conceptual Model For Integrating Design Thinking And Lean Startup Methods I...James Heller
This document proposes a conceptual model for integrating design thinking and lean startup methods into the innovation process. It reviews design thinking and lean startup methods, which are both focused on developing and gaining user feedback on early ideas during the discovery phase of innovation. The document then presents a conceptual model that combines these two user-focused design methods and discusses how they can be integrated into the upfront innovation process within organizations. Future research is needed to evaluate the effectiveness and impact of this proposed conceptual model.
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
Bridging the ‘missing middle’: a design based approach to scalingdebbieholley1
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the ‘missing middle’: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the ‘Help Seeking’ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the ‘Help-Seeking’ tool, and go on to suggest that the typical measure of scaling success ‘by number’ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the ‘missing middle’ (where key scaling factors reside between top down strategy and bottom up initiatives).
Trends, Tools, and Tactics for Better Library DesignElliot Felix
Webinar from October 2013 to Blended Librarians Group on the "Trends, Tools, and Tactics for Better Library Design" featuring trends on learning and research, tools from the learning space toolkit (www.learningspacetoolkit.org), and tips for putting them to work to improve your library's spaces, services, and staffing.
This document provides an executive summary of a study on how architects use research in their practices. Some key findings from interviews and case studies include:
1) Architects consider research to be intrinsic to their project work in understanding client needs, contexts, and materials/construction techniques. However, most research is focused on individual building projects.
2) Common areas of research interest include sustainability, energy efficiency, precedents analysis, and materials. Post-occupancy evaluation is an emerging area of focus.
3) Larger practices are more likely to conduct broader research programs to develop sector expertise for competitive advantage, while most practices focus on client-driven, project-based research.
4) Links to academic and
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
The document discusses design-based research (DBR) as a methodology for improving educational practices through iterative design, development, implementation, and analysis of learning environments based on collaboration between researchers and practitioners. It provides characteristics of DBR such as being pragmatic and theory-driven, using mixed research methods, and accounting for contextual influences. Principles of DBR are outlined, such as supporting design with research, setting practical goals, and continually refining designs. Challenges of DBR as an emerging methodology are also mentioned.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
The document summarizes the staff, doctoral students, resources, and laboratories of the HCI Group at Tallinn University. It lists the researchers, professors, and analysts that make up the staff. It also lists the doctoral students that have been or are currently affiliated with the group. Finally, it describes two laboratories managed by the group - the Interaction Design Laboratory and the User Experience Laboratory, including their purposes and example projects.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
Digital Preservation - Costs Versus Benefits (PASIG Dublin Oct 2012)neilgrindley
Organisations need to routinely incorporate cost/benefits analysis when they are specifying, implementing and evaluating digital preservation processes. They should do this at a granular level and ideally be prepared to share that analysis with others to improve practice across the community.
This document provides information and guidance about an oral presentation assessment for a health sciences course. It includes an overview of the assessment details, an example presentation, tips for delivering presentations, and sections on how to open, structure the body, and close a presentation. The assessment involves a group oral presentation worth 20% of the overall grade to be delivered during weeks 12 and 13 of the course. The document provides examples and suggestions for engaging the audience, structuring content, using visual aids, and practicing the presentation.
Representing and Supporting Curriculum Design at Task, Module and Programme L...PeterBullen
This document summarizes an ALT-C 2009 symposium that explored curriculum design representations and how they can improve curriculum design activities. It discusses three projects funded by the JISC Institutional Approaches to Curriculum Design Programme. The symposium involved viewing posters from each project and discussing challenges with the project teams. Key themes from the discussion included shifting from quality assurance to quality enhancement, encouraging staff engagement, involving students, and collaboration.
This document discusses different ways of representing learning designs. It defines learning design as a methodology for helping teachers make more informed pedagogical decisions when designing learning activities and entire curriculums using appropriate technologies and resources. The document outlines several types of design representations including case studies, lesson plans, patterns, models, mind maps, and technical diagrams. These representations can be used at different levels of granularity from individual activities to full curriculums. The representations foreground different aspects of the design to support sharing and improving the design process.
The literature highlights several issues around communication in design-build projects. Effective communication requires regular meetings and timely sharing of user-friendly data between stakeholders. There is also a need for clear communication of scope, expectations, and priorities from the outset in order to manage risks associated with miscommunication. Improved internal communication among integrated project teams is seen as a potential benefit of the design-build approach when stakeholders work collaboratively to a single contract.
Research projects – the process
Standard activities in research projects
Creating a GANTT Chart
Risk management
Project tracking
Research projects – the outputs
Documentation – classic structure
Basic writing skills
Harvard referencing
Plagiarism
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
The Use of Engineering Sketching and Journaling to Foster Deep Understanding ...Leonhard Bernold
In today’s teaching environment where students’ main focus is on getting a high mark for a class, deep understanding has taken a backseat. Being able to answer as many exam preparation questions as possible and fulfilling all the criteria on an assignment will guarantee success. “I deserve a higher mark because I worked hard in this class,” are the arguments one hears after the final marks are published. How about understanding the new material presented in the class? Engineering sketching and journaling have been hailed by experienced engineers as tools to enhance thinking and communication. The authors of the paper report about their utilization as teaching tools to foster deep understanding in a course on construction equipment and methods. While topics like equipments economics, power transmission and safety benefit from graphing in two-axis coordinate systems, understanding the best path of a backhoe bucket during a trenching operation is impossible to describe in words. Of course, understanding has several components: a) WHY do we use a backhoe excavator and not a trencher, b) WHAT are the possible three link motion paths and their related force vectors, c) HOW can the operator control the path of the bucket, and d) WHAT-IF there are utilities buried in the ground?
A Conceptual Model For Integrating Design Thinking And Lean Startup Methods I...James Heller
This document proposes a conceptual model for integrating design thinking and lean startup methods into the innovation process. It reviews design thinking and lean startup methods, which are both focused on developing and gaining user feedback on early ideas during the discovery phase of innovation. The document then presents a conceptual model that combines these two user-focused design methods and discusses how they can be integrated into the upfront innovation process within organizations. Future research is needed to evaluate the effectiveness and impact of this proposed conceptual model.
ASSIGNMENT 2 - Research Proposal Weighting 30 tow.docxsherni1
ASSIGNMENT 2 - Research Proposal
Weighting: 30% towards final grade
Word limit: 3000 (-/+10%) – text only, excluding tables, appendices, references,
covers page, contents.
This is an individual piece of work
Apply the requirements of the Harvard Referencing System throughout the
report.
Use the structure appearing below:
Research Proposal Specifics
You are about to commence a new research project in a field of your choice.
You are expected to write a report that constitutes a research proposal.
1. Working individually, you will:
- Have chosen a clear and specific research question/ aim/ hypothesis for your research;
- Have contextualised your research question/ aim within the academic literature;
- Understand the philosophical and methodological bases for your research;
- Have a sound method to address the research question/ aim/ hypothesis.
2. Use Harvard style in-text citation and referencing.
3. Do not copy any materials you use word for word unless you identify these sections clearly as
quotations.
4. If you paraphrase any materials, you must identify sources through in-text referencing.
5. This is an individual assignment please do not work closely with anyone else.
6. Write 3000 words (+ or – 10%) excluding the header sheet, cover page, contents page, reference
list, footnotes and appendices.
Marks for criteria: Criteria
10% Focus and Completion Does the proposal
address the set tasks in a meaningful
manner?
20% Research Objective Does the proposal
clearly articulate
20% Synthesis and Soundness Does the
proposal place the research objective in
the context of the relevant academic
literature and any relevant past studies?
Does the discussion demonstrate a
comprehensive understanding of that
literature?
30% Research Methods and Methodology Does
the proposal sensibly outline methods for
accessing sources of data that will address
or answer the research objective? Is the
method consistent with the methodology?
10% Clarity of Approach Is the proposal well
organised, logically constructed and
attentive to the needs of the reader? Does
the timeline include an Gantt chart or key
milestones for research?
10% Mechanical Soundness Is the portfolio
clearly written, spell
Structuring the research proposal
1. Introduction (~200 words)
Explain the issue you are examining and why it is significant.
Describe the general area to be studied
Explain why this area is important to the general area under study (e.g., psychology of
language, second language acquisition, teaching methods)
2. Background/Review of the Literature (~1000 words)
A description of what has already known about this area and short discussion of why the background
studies are not sufficient.
Summarise what is already known about the field. Include a summary of the basic
background information on the topic gleaned from your literature re ...
Bridging the ‘missing middle’: a design based approach to scalingdebbieholley1
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the ‘missing middle’: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the ‘Help Seeking’ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the ‘Help-Seeking’ tool, and go on to suggest that the typical measure of scaling success ‘by number’ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the ‘missing middle’ (where key scaling factors reside between top down strategy and bottom up initiatives).
Trends, Tools, and Tactics for Better Library DesignElliot Felix
Webinar from October 2013 to Blended Librarians Group on the "Trends, Tools, and Tactics for Better Library Design" featuring trends on learning and research, tools from the learning space toolkit (www.learningspacetoolkit.org), and tips for putting them to work to improve your library's spaces, services, and staffing.
This document provides an executive summary of a study on how architects use research in their practices. Some key findings from interviews and case studies include:
1) Architects consider research to be intrinsic to their project work in understanding client needs, contexts, and materials/construction techniques. However, most research is focused on individual building projects.
2) Common areas of research interest include sustainability, energy efficiency, precedents analysis, and materials. Post-occupancy evaluation is an emerging area of focus.
3) Larger practices are more likely to conduct broader research programs to develop sector expertise for competitive advantage, while most practices focus on client-driven, project-based research.
4) Links to academic and
BA (HONS) FASHION BUYING AND MERCHANDISING RESE.docxmadlynplamondon
BA (HONS) FASHION BUYING AND MERCHANDISING
RESEARCH METHODS FOR BUYING AND MERCHANDISING
Unit code FU001443
Credit rating 20
Stage 2
Level 5
Unit Leader Stephanie Liberman ([email protected])
Teaching team Stephanie Liberman, Lois Baile, Christopher Hazelhurst
Timetable Accessible via UAL Timetables
Academic Year 2018/19
INTRODUCTION
This unit gives you the opportunity to further develop your practical research skills in order to lay the
foundations for future self-directed projects later this stage and in the final stage. Academic
underpinning, evaluative thought processes and problem solving skills will be key in demonstrating that
you have the required tools to undertake an in depth critical review of a specific area within the fashion
business environment. A full range of primary research methods such as focus groups, interviews and
questionnaires will be designed and evaluated. There will be a more detailed and extensive
investigation of the secondary resources available to you through the College and University library and
e-library. You will be shown how to manage the research process and how to analyse and present your
research findings in the context of the fashion industry.
ASSESSMENT AND PROJECT BRIEF
• An individual 3,000 word report.
In this report you are required to complete a consumer research proposal and conduct qualitative and
quantitative research to assess consumer attitudes to a specific commercial issue in the fashion retail
industry. Your topic will be situated within one of the following areas of interest, which you will
formatively sign off with your Tutor in week 3.
1. Range development: how UK brands expand overseas and how this affects the product ranges.
2. Researching consumer attitudes: investigating Ethical and Sustainable concepts for retail.
3. Researching the Luxury Brand experience: how brands present their image in the omni-channel
marketplace (stores, online, outlets).
The report will allow you to study a consumer demographic that is of interest to you and will evidence
your ability to academically and commercially identify the aims and objective of a piece of individual
research, supported by a robust literature review and evaluation of secondary data. The research
methodology proposal will show your understanding and application of an appropriate research strategy
and analysis methods within an ethical framework. You will design, conduct and analyse a small
quantitative and qualitative study. To conclude the report you should include an evaluation of data from
the study, recommend improvements and identify the limitations of the study approach.
Indicative structure and approximate word count:
1. A topic defined by means of a working title or research question.
2. An Abstract – not included in the word count.
3. List of contents and tables – not included in the word count.
4. Rationale and context for the researc.
The document discusses design-based research (DBR) as a methodology for improving educational practices through iterative design, development, implementation, and analysis of learning environments based on collaboration between researchers and practitioners. It provides characteristics of DBR such as being pragmatic and theory-driven, using mixed research methods, and accounting for contextual influences. Principles of DBR are outlined, such as supporting design with research, setting practical goals, and continually refining designs. Challenges of DBR as an emerging methodology are also mentioned.
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
The document summarizes the staff, doctoral students, resources, and laboratories of the HCI Group at Tallinn University. It lists the researchers, professors, and analysts that make up the staff. It also lists the doctoral students that have been or are currently affiliated with the group. Finally, it describes two laboratories managed by the group - the Interaction Design Laboratory and the User Experience Laboratory, including their purposes and example projects.
Scoping: The GO-GN Guide to Conceptual Frameworks Robert Farrow
This document provides an overview of the GO-GN Guide to Conceptual Frameworks. It discusses the rationale for creating a conceptual frameworks handbook, including crowdsourcing insights from researchers. It outlines the production process and aims for an accessible presentation style. It presents next steps, which include distributing a survey on conceptual framework use, an online workshop, and publishing in 2021. The goal is to support doctoral research in open education through the Global OER Graduate Network.
Digital Preservation - Costs Versus Benefits (PASIG Dublin Oct 2012)neilgrindley
Organisations need to routinely incorporate cost/benefits analysis when they are specifying, implementing and evaluating digital preservation processes. They should do this at a granular level and ideally be prepared to share that analysis with others to improve practice across the community.
This document provides information and guidance about an oral presentation assessment for a health sciences course. It includes an overview of the assessment details, an example presentation, tips for delivering presentations, and sections on how to open, structure the body, and close a presentation. The assessment involves a group oral presentation worth 20% of the overall grade to be delivered during weeks 12 and 13 of the course. The document provides examples and suggestions for engaging the audience, structuring content, using visual aids, and practicing the presentation.
The document provides an overview of an academic writing workshop for a graduate certificate in nursing program. It includes an acknowledgement of the traditional owners of the land, an agenda for the workshop on academic writing, and notes from the different parts of the workshop. The workshop covers reviewing the previous session, time management for assignment writing, paragraph structure, and making a paragraph plan. [END SUMMARY]
This document provides information about an academic writing workshop for a graduate certificate in nursing. It discusses various topics that will be covered in the workshop, including academic writing style, time management, research skills, citations, referencing, summarizing, and quoting from academic sources. The document also provides examples and guidance for students on how to plan and write their assignment, focusing on developing paragraphs with topic sentences, evidence from sources, citations, and a reference list. Timelines are given for completing steps like research, note-taking, and draft writing ahead of the assignment deadline.
The document provides an overview of an academic writing workshop for a graduate certificate in nursing. It outlines the topics that will be covered, including a review of the previous workshop, time management for assignment writing, paragraph structure, and making a paragraph plan. Examples of an academic paragraph are analyzed in detail. The document concludes by explaining the expectations for students' assignments, which should include citations and be written in multiple paragraphs addressing given scenarios.
The document discusses academic writing style. It outlines the "4 Cs" of academic writing: concise, credible, clear, and correct. Concise writing avoids unnecessary words. Credible writing cites authoritative sources. Clear writing uses simple language and structure. Correct writing follows formatting conventions. The document also contrasts features of academic versus non-academic writing styles using examples. Academic writing is evidenced-based, avoids first/second person pronouns, and flows logically between sentences.
This document provides guidance for students on completing Assessment 3 for the course ENGL1040: Academic Writing. It includes instructions on choosing a topic and related text(s), planning the research and writing process, finding and referencing academic sources, writing annotations, and constructing an essay with a clear introduction, body paragraphs, and conclusion. Students are asked to discuss with partners how they will approach various tasks for the assessment, including topic selection, source research, and planning their time. Sample paragraphs and annotations are also provided as examples.
This document provides guidance to students on writing a literature review for a health sciences course. It discusses the assessment requirements, including a 1500 word literature review due in Week 10. Students must answer a research question related to their area of study and interpret, compare and contrast 15 scholarly references to explore a thesis statement. The document provides examples of thesis statements and outlines a possible structure for the literature review with 8 paragraphs addressing different subtopics. It also gives examples of effective paragraph structure and style and recommends planning timelines to complete the literature review.
Writing findings & discussion chapters for qualitative theses.pdfMartin McMorrow
This presentation was designed for postgraduate students at the University of Notre Dame Australia. It provides advice on how to write findings and discussion chapters for theses based on qualitative research.
This presentation is intended for students of the Bachelor of Nursing at the University of Notre Dame Australia. It focuses on the first two assessments in NURS 1018: an annotated bibliography and a report.
Studying at Australian & NZ Universities for i-Kiribati studentsMartin McMorrow
This document provides information about applying for university in New Zealand and Australia. It outlines the structure of a typical bachelor's degree program, including that degrees usually take 3 years, are split into semesters, and require passing a certain number of credits. The document then discusses the application process for Australian and New Zealand scholarships, noting different deadlines, requirements to choose courses from multiple universities, and word limits for supporting statements on skills, challenges, and relevance to Kiribati's development. Finally, it lists the key steps to take in the application process.
These slides were prepared for a workshop for teachers at King George V & Ellaine Bernacchi School in Kiribati. The presenter was Martin McMorrow, who was an English language advisor at the school in 2019 under the auspices of VSA (Volunteer Service Abroad), New Zealand.
Masters of Applied Social Work academic writing orientation 2018Martin McMorrow
KIA ORA from the NCTL
This document provides information about an orientation quiz and tips for MaSW writing. It begins with details about joining an orientation quiz using Kahoot, including entering a game pin and nickname. It then lists 10 tips for MaSW writing, such as using NCTL online resources, treating study like a job, starting assignments early, and learning APA referencing style. Key information is concisely summarized while maintaining the overall context and purpose of the document.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
Writing up results and discussion for qualitative researchMartin McMorrow
This document provides guidance on writing the results and discussion chapters for qualitative research theses. It discusses styles for presenting qualitative results and analysis in a way that makes sense based on the research aims, methods, and theoretical framework. The results should be organized selectively around themes or chronologically and include evidence from the data to support interpretations. Pseudonyms or codes should be used to refer to participants. The discussion chapter should locate findings in the broader context of existing literature and theory, and discuss implications. Both chapters should have clear introductions to guide the reader and remind them of the research questions. The findings and discussion may be organized in parallel thematic sections.
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Writing for Construction Research
National Centre for Learning and Teaching,
tinyurl.com/masseynctlhome
SLIDES FROM THIS PRESENTATION CAN BE VIEWED AT:
tinyurl.com/writingforconstructionresearch2018
5. March 14: Writing for confirmation
• introduction to key documents & guidelines
• analysis of structure & style of the required report
April 11: Setting and achieving PhD writing goals
• setting SMART writing goals
• strategies for evaluating and maintaining progress
May 9: Presenting your PhD research
• maximising the impact of slides
• using voice and gesture effectively
AT4 on the Albany campus and VLT Rooms in
Palmerston North & Wellington 12.00 – 1.30 pm
NCTL WORKSHOPS FOR DOCTORAL STUDENTS
Second Wednesday of each month from Mar - Dec
6. June 13: Setting up and managing your own PhD
writing groups
• using face-to-face & online channels
• strategies for sustaining productive & supportive groups
July 11th: Improving your PhD writing style
• clarity, conciseness & coherence
• understanding & responding to supervisor feedback
August 8th: Responses to student queries
September 12th: Results & discussion chapters for quantitative research
October 10th: Results & discussion chapters for qualitative research
November 14th: Editing your thesis
December 12th: Responses to student queries
To register and / or see videos of past sessions, go to the Doctoral
Community Stream page (or email: doctoral.office@massey.ac.nz)
7. ACADEMIC Q & A
(see under Academic Support on Stream)
12. NCTL consultants can provide feedback on selected
excerpts from your drafts in hour-long sessions from the
perspective of a critical reader from outside of your
discipline.
For more details, see tinyurl.com/masseynctlhome
Request an appointment at ctlalb@massey.ac.nz
ctlman@massey.ac.nz
ctlwel@massey.ac.nz
PERSONAL CONSULTATIONS (in person, by phone or
via weblink)
13. Attend a library workshop: tinyurl.com/masseylibraryworkshops
Contact a subject librarian: tinyurl.com/masseylibrarian
APA referencing guide: tinyurl.com/masseyapainteractive
Endnote guide & download: tinyurl.com/masseyendnote
Health & Counselling: tinyurl.com/masseywellness
Counselling self-help resources: tinyurl.com/masseycounsellingselfhelp
OTHER USEFUL MASSEY LINKS
15. A literature review places your research in
context and explains why it needs to be done.
Therefore, it typically summarises and evaluates:
• theoretical models
• key concepts (e.g. determinants, strategies etc)
• seminal and recent studies
• relevant findings and their implications for knowledge
and practice
• gaps or problems in existing knowledge
In other words, the literature review creates
a research space which your study will
occupy.
16. Management of
construction projects
Project risk
Project risk management
Project risk management in
design-build vs design-bid-
build projects
Sociocultural context of
management of
construction projects in
Sweden
Project risk management in
design-build vs design-bid-
build projects in Sweden
Steel use in construction
Use of steel in beams and
connectors
Deconstruction and reuse of
materials
Deconstruction and reuse of
steel in beams and
connectors
Examples of general to specific lit review structure
17. Excellent rationale for your project.
Relevant links to field of practice.
Effective synthesis of research findings.
A brief explanation of ____ would be helpful. It is important that you
do not assume the reader already knows what you are writing about.
This whole section is very wordy and it’s not clear how it related to
your research question.
How did the authors measure this? More detail needed on this
crucial point.
This section is purely descriptive. You need to be more critical.
Examples of feedback on literature reviews
from Massey supervisors
19. Specific elements found in literature reviews
Definitions / explanations
of terms
Discussion of relevant social or
ethical issues / shifts / trends
Summary and evaluation
of research studies
Explanations of relevant
models or theories
Key claims or arguments
Description and evaluation of
approaches / interventions /
techniques / tools / technologies
20. Examples of lit review style
Researchers have defined xxxx as ____ (Cummings & Gowings,
2002; Pype & Slipper, 2012).
The Z approach is a procurement process designed to …. (Noh-All,
2014)
X is an element of ______ characterised by ____ (Shortt & Sweet,
2009)
In the late 20th century, demographic changes led to a shift in
demand for housing …. . This prompted the development of
innovative, flexible and lower-cost methods ______
(Howse & Flatt, 2005)
Since the passing of the Resource Management Act (1991), there
has been a growing trend towards _____
21. In the literature, A and B approaches have been the most
influential in the assessment of X (Black & Decker, 2008). More
recently, D approaches have gained attention within the
construction industry in New Zealand (Toyle & Trubble, 2015).
Figure 1 illustrates the components (boxes) and connections
between components (arrows) involved in ____ (Cee & Billieve,
2016). Each component is ____
Models of ____ provide theoretically-grounded predictions of
____ For example, ____
Increasingly sophisticated models such as ___ have been
developed; however, they are typically confined to ____
22. Proponents of the use of design-build for major public infrastructure
projects acknowledge that ___
Bigg and Little (2004) argue that ___
To deliver cost-effective substructure construction projects, it has
been argued that there is a need for ___ (Lowd & Kleer, 2011).
There are a number of technological tools available to address ____
However, while these tools are effective, practical constraints such
as ____ mean that ____ Devising more economical and user-
friendly tools ______ should allow users to ___
23. Plugg and Sockitt (2009) found that approach Z can reduce project
time, particularly during procurement and design, and therefore ___
Cobley et al. (2010) investigated the risks of this lack of clarity
regarding the changing roles of owner and contractor during the
design-build process. They conducted interviews with participants at
critical stages during the process and collected quantitative data on
time and costs. They found that ___
Wille and Aweigh (2003) compared the use of design-build and
design-bid-build in small scale infrastructure projects in a developing
country. They found that _____
Leizee-Buoy (2000) found that nearly half of the engineers she
surveyed reported ___; however, the survey did not ask for
information about ___ Therefore, it is difficult to determine ___
To sum up, research about the use of approach Z has reported
positive outcomes for _____; however, further research is required to
explore _____
24. Create a research space for your study by referring
to gaps or limitations in current knowledge
throughout the literature review
Summarise these gaps / limitations in conclusion
paragraphs at the end of each section
“Build an argument, not a library”
(Rudestam & Newton, as cited in Punch, 2006)
Punch, K. F. (2006). Developing Effective Research Proposals. London: Sage Publications.
25. Moynihan, M. (2014). Material efficiency in construction (Unpublished doctoral dissertation).
University of Cambridge, England. https://doi.org/10.17863/CAM.14082
(Moynihan, 2014, p. 29)
Example of a summary paragraph, at the end of a section,
highlighting the gap in existing literature on this specific
issue
26. Owing to the limited empirical data on the relative advantages and
disadvantages of risk management procedures in major infrastructure
projects, professional bodies have been unable to issue any evidence-
based guidelines for project managers. To date, only one research study
has examined the impact of different risk management procedures on
project outcomes in major infrastructure projects. This study found a
statistically significant difference in costs and stakeholder satisfaction
between projects which used BLAH and those which used the traditional
YADDA YADDA process. However, the sample size was small and restricted
to the aviation industry. More evidence is therefore required to evaluate
risk management procedures in relation to a wider range of major
infrastructure projects, such as those typically undertaken by project
managers at national and regional levels in New Zealand / Aotearoa.
Importance
of the gap in
the literature
shown in the
review
This gap is
the logical
basis for
the current
study
Example of concluding a literature review with
a clear rationale for the current study
38. (Tran, Nguyen, & Faught, 2017, p. 1333)
Make your notes as much as possible from memory,
so that you can separate the ideas you want from the
original language that you don’t.
Value of regular meetings, timely sharing of user-friendly
data. Need for a communication plan.
My note
39. (Anumba, & Evbuomwan, 1997, p. 272)
D-B offers potential for improved internal communication
and decision-making among an integrated design and
construction team working to a single contract
My note
40. Need for clear scope from the outset and communication of
expectations among stakeholders at each stage
(Brierley, Corkum, & Hatem, 2010)
D-B offers potential for improved internal communication
among an integrated project team
(Bo, Qing, Yelin, Mei, & Xiaohua, 2015)
D-B offers potential for improved internal communication
and decision-making among an integrated design and
construction team working to a single contract
(Anumba, & Evbuomwan, 1997)
Risk of miscommunication if the project team relies on the
initial weighting given to evaluation criteria by the owner –
this may not be consistent with the owner’s real priorities or
with the requirements of the project
(Del Puerto, Gransberg, & Shane, 2008)
Value of regular meetings, timely sharing of user-friendly
data. Need for a communication plan.
(Tran, Nguyen, & Faught, 2017)
41. Step 4: Expand those notes
into coherent sentences that
make them relevant to YOUR
subtopic and developing
argument
42. In addition to improved cost control, the integration of design and
construction project teams working to a single design-build contract
facilitates internal communication and decision-making (Bo, Qing,
Yelin, Mei, & Xiaohua, 2015; Anumba & Evbuomwan, 1997). However,
there remain significant risks of miscommunication between this team
and other stakeholders, in particular, the project owner. One study, for
instance, found that the initial weighting given to project evaluation
criteria by the owner was not necessarily representative of the
owner’s actual priorities or aligned with the requirements of the
project (Del Puerto, Gransberg, & Shane, 2008). In order to mitigate
the risk of miscommunication among project stakeholders, a recent
study recommends the inclusion of a communication plan, in which
the regular and timely sharing of clear and relevant information
becomes a core element of project design and implementation (Tran,
Nguyen, & Faught, 2017). In other words, effective communication
among stakeholders in design-build projects cannot be left up to
chance; rather, it is grounded in a clear and explicit statement of the
scope of the project at the outset and thorough communication of
expectations as they emerge and evolve during the course of the
project (Brierley, Corkum, & Hatem, 2010).
44. Unlike classical leadership theories, Situational
Leadership Theory is based on the notion that there is no
single best leadership style; rather, effective leadership is
dynamic and adaptive. Leaders need to adapt constantly
both to environmental changes and the developing needs
of their diverse followers (Brown, 2014). The starting
point for situational leadership is needs analysis. One
approach to needs analysis is to categorise team
members according to their performance readiness levels
(R1, R2, R3, R4). This analysis needs to take account
both of individuals’ ability (relevant knowledge, skill, and
experience) and willingness (confidence, commitment,
and motivation towards the tasks). It is also essential
for leaders to analyse their own leadership behaviours;
in particular, how they tell their team members their
duties and responsibilities, provide guidance,
communicate (listening and explaining) and provide
supportive behaviors. This should allow them to identify
examples of four major styles: telling, selling,
participating and delegating. Their task is then to use the
style which is best suited to the needs of each individual
in their team, according to their performance readiness
(Ronaldson, 2010).
A paragraph that flows
Opening
sentence is like a
bridge between
previous and
new topics
Most sentences
start with
previous topic
and then add
something new
Concluding
sentence
45. Leaders can categorise team members according
to their performance readiness levels (R1, R2,
R3, R4) to carry out a needs analysis leaders
need to analyse their leadership behaviours
(Ronaldson, 2010). The ability (relevant
knowledge, skill, and experience) and willingness
(confidence, commitment, and motivation
towards the tasks) of team members both need
to be considered. How they tell team members
their duties and responsibilities, provide
guidance, communicate (listening and explaining)
and provide supportive behaviors. In Situational
Leadership Theory there is no single best
leadership style; it is dynamic and adaptive
(Brown, 2014). The four major leadership
behaviours are telling, selling, participating and
delegating. They need to identify the needs of
team members. Leaders should try to use a style
which is best suited to their needs. The
performance readiness of team members is the
key thing leaders need to know about team
members (Ronaldson, 2010).
An information dump
Dives straight
into details
Run-on
sentences and
sentence
fragments
Vague pronouns
Most sentences
are strangers to
what came
before
Random ending
46. In addition to improved cost control, an integrated design
and construction project team working to a single design-
build contract facilitates internal communication and
decision-making (Bo, Qing, Yelin, Mei, & Xiaohua, 2015;
Anumba & Evbuomwan, 1997). However, there remain
significant risks of miscommunication between this team
and other stakeholders, in particular, the project owner.
One study, for instance, found that the initial weighting
given to project evaluation criteria by the owner was not
necessarily representative of the owner’s actual priorities
or aligned with the requirements of the project (Del
Puerto, Gransberg, & Shane, 2008). In order to mitigate
the risk of miscommunication among project
stakeholders, a recent study recommends the inclusion of
a communication plan, in which the regular and timely
sharing of clear and relevant information becomes a core
element of project design and implementation (Tran,
Nguyen, & Faught, 2017). In other words, effective
communication among stakeholders in design-build
projects cannot be left up to chance; rather, it is grounded
in a clear and explicit statement of the scope of the
project at the outset and thorough communication of
expectations as they emerge and evolve during the
course of the project (Brierley, Corkum, & Hatem, 2010).
Opening
sentence is like a
bridge between
previous and
new topics
Most sentences
start with
previous topic
and then add
something new
Concluding
sentence
48. One study found that over half of New Zealand
building projects were still using traditional
procurement approaches (Radley, 2016).
The most common way to do this is to put the author’s
surname and the date of publication in brackets AFTER
you’ve used the information.
In-text citations
Full details of each source referred to in the lit
review appear in the reference list at the end of
the work as a whole.
49. Allburn, D. (2013, January 24). RMA: Fit for purpose? Retrieved from
http://www.nzherald.co.nz/1004213.htm
Broom, T. P. (2018). Resource management. Boston, MA: Pearson.
Brown, P. (2012). Resource management: New perspectives. Australasian
Journal of Construction, 41(3), 46-68.
Davids, C., & Tomkins, M. (2009). Construction management in New Zealand.
Auckland, New Zealand: Pearson Education.
Khan, I., & Chen, T. (2010). Cutting corners: How buildings actually get built. In J.
Johnson & T. Peterson (Eds.), Critical perspectives on construction in the age of
regulation (pp. 102-131). San Francisco, CA: Pilot Press.
Smith, P., & Davidoff, R. (2017). From the ground up: Smart management of
construction in the information age. Central Islip, NY: Progressive Press.
Statistics New Zealand. (2018). Demographic Trends – 2001-2006. Retrieved from
http://stats.govt.nz/demotrends-2018.pdf
References
50. Smith, P., & Davidoff, R. (2003). Equal opportunities: From policy to
practice. Central Islip, NY: Progressive Press.
(year) title of book
city publisher
In academic writing, most references are to books and
journal articles (See ‘resources’ for links to tools, videos
and presentations on referencing)
surname,
initial
Brown, P. (2012). Equal opportunities in New Zealand: Myth or
reality? Australasian Journal of Human Resources, 41(3), 46-68.
doi: 10.1037/0278-6133.24.2.225
(year) title of article
surname,
initial
volume / issue number
page numbers
name of journaldoi number
52. Reference produced by system (by clicking ‘cite’ or ‘export’)
Search result 1
Needs to be corrected to:
Godwin, W. (2013). International construction contracts:
A handbook. Chichester, England: Wiley-Blackwell.
53. Reference produced by system (by clicking ‘cite’ or ‘export’)
Search result 2
Needs to be corrected to:
Brierley, G. S., Corkum, D. H., & Hatem, D. (Eds.). (2010).
Design-build subsurface contracts (2nd ed.).
Littleton, CO: Society for Mining, Metallurgy, and
Exploration.
54. Each chapter of an edited book has its own authors,
who need to be referenced. For example, this is the
beginning of chapter 4:
The actual reference you need for this bears little relationship to the
one generated by the system:
Peyton, T. F., & Harrison, J. A. (2010). Team structures and
relationships. In G. S. Brierley, D. H. Corkum & D. Hatem
(Eds.), Design-build subsurface contracts (2nd ed.; pp. 45-
58). Littleton, CO: Society for Mining, Metallurgy, and
Exploration.
55. Reference produced by system (by clicking ‘cite’ or ‘export’)
Search result 3
No correction needed - except maybe to delete the
unnecessary (09699988)
57. You’ll see questions on the screen – e.g.
After a few seconds, you’ll be given four
possible answers – e.g.
58. You need to select the correct answer
by pressing the appropriate square on your
smartphone or tablet.
You’ll receive points not only for correct answers
but also according to the speed of your selection.
59. • Open kahoot.it
in your browser
• Enter the game pin
which I will show you
in a minute
• Enter your nickname
(and you will see it
appear on the public
screen)
To join the quiz you need to:
60. THANKS FOR COMING ALONG!
SLIDES FROM THIS PRESENTATION CAN BE VIEWED AT:
tinyurl.com/writingforconstructionresearch2018