1. Choose a museum object from the met museum of the Islamic section and analyze the object: The newly refurbished galleries of the Arab lands, along with Turkey, Iran, Central Asia and later Southeast Asia are quite wonderful. They very much exemplify the variety of traditions that used to be grouped under the umbrella of “Islamic Art.” Because not all the art is religious, but because also much art of everyday life has religious implications, it is difficult to decide how to group the art exhibited here. Perhaps as your museum object this week you can choose something that challenges any expectations you might have had about Islamic art.

2 Discussion on Early Medieval books: Select one of the books mentioned either in the lecture or the article by Openshaw or on the Metropolitan Website to discuss in light of the role of painting and imagery in service to the text. Why do you think imagery was so important? Give one example of how the illumination changes the text.

# Discussion on Romanesque art: I want to take up here the idea of the “universal church” in relationship to the tympanum at Vezelay. Please comment, citing specific examples from the sculptural program and mentioning Low’s discussion as part of your post.

Qualitative data analysis can be quite complex and time-consuming. Whether the research design is descriptive or uses a specific qualitative methodology such as phenomenology; the researcher will need to consider all the data that is generated from data gathering. Most qualitative data are gathered from interviews and the results examined for themes and patterns.

Please describe and discuss how themes and patterns emerge from the analysis of data.

Use the thematic findings from a credible qualitative nursing research study to demonstrate your description. Be sure the study you use is different from the qualitative study for the major Assignment. Please attach the study for others to view.

Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

Qualitative Data Analysis Tools

Because data analysis in qualitative research is such a tedious and time-consuming process; various electronic software programs have been created to support the swift and detailed analysis of large amounts of narrative data.

Please identify a specific qualitative research design and then choose the electronic data analysis software program you would use to examine the data generated from this research.

Describe the data analysis program and justify why you would use the particular program for the analysis of data.

Provide at least three citations with full references to credible nursing scholarly articles supporting your definitions and discussion.

ToolsCorp Corporation is the well-established organization that builds power tools, lawn mowers, lawn furniture, microwaves, and ranges and located it in Tennessee. All products are manufactured locally and sold through large retailers as Sears, Best Buy, and Wal-Mart. They have some advertisement and although they have a greatly established and very promising business in US and Canada, ToolsCorp is trying to introduce its product into the global marketplace. In case of success Toolscorp will become one of the largest establishment in its field and will overcome its competitors in sales by gaining huge share of the marketplace that gives the Corporation great power of dominating the market.

Details:
Identify a theory that can be used to support your proposed solution.
Write a summary (250-500 words) in which you:
1. Describe the theory and your rationale for selecting the theory.
2. Discuss how the theory works to support your proposed solution.
3. Explain how you will incorporate the theory into your project.
Refer to the “Module 2: Checklist.”
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

BCUIC, BOURNVILLE ?

ILSC4 (Term 1, 2013/14) Tutor: Krassimira Tzvetkova
Research Project and Oral Presentation (A+C) 30% of Final Grade

Assignment A Brief
Choose any topic from the areas listed below
Submit your hypothesis or research question to your tutor for approval
by Wednesday, 23 October, 2013
Write a Research Report based on your hypothesis or research question
(1500-2000 words)

Research Project (A) Grading Criteria
Evidence of Grading
A: The overall quality of the Research Report 100%
• Clear thesis statement in introduction 15%
• Paragraphs well organised with clear topic sentences 15%
• Evidence of reasonably wide research 15%
• Evidence of evaluation and analysis 15%
• Quotations included 10%
• Correct in-text citations (Harvard Reference System) 10%
• Diagrams to be clearly explained (if used) and cited (if appropriate) 5%
• Overall a clear presentation of the research findings with title page, reference page and word count 15%

ILSC4 (0113) Research Project Topics
Tutor: Krassimira Tzvetkova

Outline a research topic of your choice.

Inform your ILSC4 tutor of your research question by Wednesday, 23 October, 2013

Choose one of the following topics:
• The ways to use alternative energy sources (choose country)
• The effects of global Warming (choose country)
• Ways in which internet shopping has proved detrimental to High Street retail businesses
• Ways in which tourism could prove harmful to a developing country
• Advantages and disadvantages of robots replacing humans in manufacturing
• Describe application of nanotechnology in medicine, engineering or technology.
• The use live animals in medical research
• Your own research topic (must be agreed with tutor)

EXAMPLE OF A REALISTIC, MEASURABLE AND ACHIEVABLE RESEARCH REPORT QUESTION:
Advantages and disadvantages of robots replacing humans in manufacturing in (country) over the last 50 years

Details:
Write a paper (1,500-2,000 words) in which you analyze and appraise each of the (15) articles identified in Module 1. Pay particular attention to evidence that supports the problem, issue, or deficit, and your proposed solution.
Hint: The Module 2 Readings provide appraisal questions that will assist you to efficiently and effectively analyze each article.
Refer to “Sample Format for Review of Literature,” “RefWorks,” and “Module 2: Checklist.”
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

Learning outcomes:   Evaluate and address personal and group management skills and development needs Demonstrate a critical perception of the issues, problems and practices that characterise management in the real world. Demonstrate awareness and understanding of the application of management theory and techniques to different business settings Select and apply appropriate HR practices and processes to problem situations   Pass Attainment Levels   70%+               A comprehensive response in report format providing clear understanding and knowledge of the nuances of the case study with focused and appropriate responses to the requirements of the chosen question.  Use of a clearly defined report format with appropriate language and supporting theory.   50% – 69%      As below but with a more detailed and developed response to the chosen question with a clear report format and definitive supporting theoretical backing to the recommendations/points made.   40% – 49%      A rudimentary response which lacks depth or is not greatly supported by theory.  Uses a report format but fails to develop a response to the chosen question in much detail.   Below 40%      An inadequate response which does not show sufficient understanding of the case study or the requirements of the chosen question or is not in report format, and does not provide adequate examples or fails to provide sufficient detail or supporting theory.

 

 

Joint Degree Programme – Year 1

‘Managing Organisations, People and Self’ Individual Assignment

 

This assignment represents 50% of the total marks available for the assessment of this module.  This is an individual assessment and you are specifically advised that this should be your own work and not the result of collusion with any other student.

 

The other assignment is the group portfolio which also represents 50% of the assessment for the module.

 

For this assignment, you are required to read the case study (Hole in the Wall) and answer one question only from the choice of two listed below.  Your response should be in the form of a formal report.  You should support your findings and recommendations with theory and reference your sources to Harvard format.  The word limit is 2,000 words.

 

 

Question 1.

 

You are working as the consultant for the bank which provides banking services to Hole in the Wall.  In fact, the bank has concerns about how the company is being run which is why it is offering a free consultancy service.  What do you consider are the major problems with the business and what would you suggest is done about them?  Consider a maximum of three problem areas (which may be related) and provide feasible recommendations for improvement or change to address them.

 

 

[100 marks]

 

 

 

 

Question 2.

 

Provide an evaluation of the management structure and functions at the company with an emphasis on the ways in which workers are motivated or not to perform to the best of their abilities.  Ensure that you support your findings with theory and include recommendations on what changes could be beneficial; make sure you provide feasible recommendations.

 

 

[100 marks]

 

 

CASE STUDY:  HOLE IN THE WALL

 

John Barker had built up the double glazing business “Hole in the Wall” from a one‑person business to a sizable firm employing nearly 20 people.  Originally Barker had simply made door‑to‑door sales: the windows themselves had been manufactured in a small factory by a friend from components supplied by major companies who supplied most of the double‑glazing businesses in the country.  When the friend had retired due to ill‑health, Barker had seized the opportunity to buy the factory, and had rapidly expanded the business, taking on more sales staff.  The sales people still made “cold calls” on a door‑to‑door basis, but also followed up leads provided by advertising in the local press, and on local radio.  Barker took a pride in knowing the local market, and took personal responsibility for devising and placing the advertisements.

 

The factory assembled the windows according to standard specifications drawn up by Barker, and dimensions given by the salespeople.  The factory shop floor was supervised by Paul Jobson, who reported directly to Barker, as did Pat the storekeeper.

 

There have recently been problems.  Barker expected difficulties in a recession, but some of the problems seemed to go deeper.  Customers had been complaining that the fitting teams took longer than promised to install the windows, or left work unfinished or left the site in some other unsatisfactory state.  In turn the fitting teams blamed shoddy workmanship in the manufactured windows ‑ an increasing number were being returned to the factory to be reworked.  When Barker had tackled Jobson about this, the latter had complained of poor materials being bought in, or inadequate stores, or too many rush orders, all of which caused delays.  “It’s the sales staff’s fault” the supervisor had complained. “They just want to make as many sales as possible.  They promise customers anything and don’t think about us.”

 

On top of everything else, one of the three fitting teams had quit altogether, which Barker thought was strange in a recession.

 

As part of a promotional exercise, the local bank was offering a free consultancy service, so Barker decided there was nothing to lose in making use of the service.  This is what the consultant heard:

 

“I’ve got a feeling people just don’t want to work these days.  I can’t understand it. I’ve loved the challenge of building this business up ‑ I still do. I’m always the first one here in the morning, and the last to go at night.  No of course I don’t want them to work all hours!  Just a fair day’s work for a fair day’s pay, that’s all I ask.”

 

“What sort of pay?  It couldn’t be fairer.  The sales team ‑ they’re all on commission.  There’s a standard price for each job.  If they want to cut the price to get the job that’s up to them; it just means they get less commission.  They know how much we’ve got to make on each job: what they can quote for on top is their commission.  That’s the way I learned to do it.”

 

“The factory?  All on piece rate ‑ so much per job.  The more they get done, the more they get paid.  It stands to reason people will work harder if you pay them that way.  The same goes for the fitting teams ‑ they get paid by the job.  I’ll tell you something else ‑ it builds up a bit of competition to see who can be the most efficient ‑ and they know that I’m watching the figures ‑ I can come down hard on anyone who’s slacking.  What’s more, if they’re getting on with the job, they’re not standing around drinking tea or gossiping about last night’s football.”

 

“Our Purchasing Officer, Les?  Sorry, not available at the moment.  In fact you’d be very lucky to find Les in.  In my view the job of a Purchaser should be to be out there, meeting suppliers, negotiating deals, and so on.  We just meet up on an informal basis, whenever Les is in, and thrash out whatever problems have come up.  I did try a regular meeting with me, Les and Jobson, every week but it was a disaster!  All they did was argue.  Now Les reports to me, and I can decide if we need any changes in purchasing and let Jobson know.”

 

“That’s the way I like things ‑ everybody’s got a job to do, and I expect them to get on with it and not stick their noses in to what doesn’t concern them.  Like the sales staff.  I want them out there, selling, not sitting around here wasting each other’s time.  As long as they can get the order and drop the details in to me, I can sort out the specifications and send them down to Jobson.”

 

“Actually I wonder if Jobson isn’t half the problem ‑ always worrying and moaning given half a chance.  Actually came up here this morning, trying to complain about something.  I was busy trying to calm down a customer on the phone, so I made it quite clear that the supervisor’s job was down on the factory floor, supervising, not up here.  No I don’t know what the problem was ‑ but that’s Jobson’s job, to sort it out!  I believe in delegation!”

 

At that moment, Mrs Stubbs, Barker’s secretary, put her head round the door.  “I’m sorry to interrupt,” she said “but it’s Sally, the receptionist. You know she’s got this problem…”

 

“Can’t you sort it out Mrs Stubbs?” said Barker impatiently.  “You can see how busy I am.”

 

When Mrs Stubbs had gone, Barker sighed: “Heaven knows what all that’s about – that girl Sally has had five days off this month already. I think I’ll be looking for a new receptionist soon ‑ one more job for me.”

 

“Is that the time? I’m sorry, we’ll have to wind this up.  I’ve got the wages to do, a couple of jobs to schedule, and some invoices to prepare.  I know I should put it all on the computer but when am I going to get the time to learn how to use the packages?”

 

 

HOLE IN THE WALL – Personnel

 

Barker                         –                       Proprietor

 

Jobson                                    –                       Manufacturing supervisor

 

Machinists                   –                       (6)

 

Sales Staff                  –                       (4)

 

Pat                               –                       Stores

 

Les                              –                       Purchasing Officer

 

Mrs Stubbs                  –                       Secretary

 

Sally                            –                       Receptionist

 

Fitting Teams              –                       2 Teams of 2 people

 

-oo0oo-

 

 

Joint Degree Programme – Common First Year

‘‘Managing Organisations, People and Self’ Individual Assignment

Question 1

 

Student:

Date:

Marking Criteria	Possible %	Awarded %
Identification of problems; detailed description with evidence where possible	25%
Discussion of possible solutions to problems with supporting theoretical arguments	35%
Provision of recommendations with justifications	20%
Content: Content, quality of presentation and appearance, use of English, format	10%
References Use of Harvard referencing and labelling	10%
Total:	100%

 

Achievement of Learning Outcomes / how might this work be improved?

 

 

 

 

 

 

Assessor(s): ………………………………………………………………………………………..……………

 

Date:……………………………………………………………………………………………

 

All grades are subject to amendment following internal/external moderation

Joint Degree Programme – Common First Year

‘‘Managing Organisations, People and Self’ Individual Assignment

Question 2

 

Student:

Date:

Marking Criteria	Possible %	Awarded %
Evaluation of current structure, management culture, functions and style.	30%
Discussion of possible solutions to problems with supporting theoretical arguments in relation particularly to motivation.	30%
Provision of recommendations with justifications	20%
Content: Content, quality of presentation and appearance, use of English, format	10%
References Use of Harvard referencing and labelling	10%
Total:	100%

 

Achievement of Learning Outcomes / how might this work be improved?

 

 Assessor(s): ………………………………………………………………………………………..……………

 

Date:……………………………………………………………………………………………

 

All grades are subject to amendment following internal/external moderation

 

Learning outcomes and pass attainment level:   Design and implement a marketing research study. Analyse the findings of a marketing research study and make appropriate recommendations.      Elements of Assessment: 3rd Class mark Questionnaire Design   10% Depth: Extent to which behavioural, attitudinal & classification information requirements addressed.   Design aspects:  Question and response formats, wording; sequence of questions, instructions, layout & appearance (attention to detail) Limited number of information requirements   Some aspects of the design require significant further development. Analysis, Findings, Conclusions & Recommendations   60% Systematic presentation of data within the Appendices: cross-tabulations, use of appropriate % base   Appropriate use of charts and data tables within the Findings section: style, scale, annotation / labeling.   Evidence of understanding of the marketing implications of the data and development of appropriate conclusions & recommendations. Analysis limited to frequency distributions.   Limited / lack of appropriate % data   Limited use of tables & charts.   Descriptive. Limited understanding of the data. Application of Marketing Research concepts 10% Explanation and justification of sample design.   Appropriate academic referencing: range of appropriate references and use of Harvard referencing format Limited explanation & justification.   Limited academic referencing: range / format Report Presentation   20% Presentation with regard to the needs of the reader:  structure / sequencing, use of sections / headings / page numbers, length, visual appeal, appropriate attention to detail.   Written expression:  Paragraph & sentence structures, vocabulary, grammar and spelling. Limited recognition of the needs of the reader.   The meaning is apparent but frequent poor expression.

BCU Business School                         Marketing Research Module    Module Code: MAR5001

 

Level 5 – Autumn Term:  2013-14

 

 

Coursework Briefing Document

 

Marketing Research Project

 

 

Retail concept evaluation:  A new food outlet within the BCU Students’ Union

An initial concept test among BCU students

 

 

1. Introduction

The Marketing Research module introduces the theoretical concepts underpinning marketing research.  This marketing research project accounts for 100% of the assessment for this module.  It enables you to put the market research theory into practice by developing and implementing a small scale marketing research project.  Class time will support the development of this project.

 

You are required to identify information requirements, design a questionnaire, collect data using the questionnaire, process the data collected and evaluate the key findings of the survey in a report.

 

2. Learning Outcomes

As stated in the Module Outline, on successful completion of the module, a student will be able to:

• Design and implement a marketing research study.
• Analyse the findings of a marketing research study and make appropriate recommendations.

This coursework assesses these Learning Outcomes.

 

3. Research Proposal

Background:

 

You are an entrepreneur!  There is potential for you to develop a new food retail outlet within the BCU Students’ Union building, based on the City North Campus.

 

You need to create a food retail concept (… an idea for a new food retail outlet) and conduct research among students on the City North Campus to evaluate their attitudes towards and potential usage of your proposed food retail outlet.  Limited space within the Students’ Union would require the outlet to operate as on a ‘buy and takeaway’ rather than a ‘buy and eat-in’ basis, although the seating and table provision within the Students’ Union would be available for customer use.

 

Consider the following aspects when developing your food retail outlet:

• Identify a target market for your new outlet.
• Develop a product concept (the type(s) of food which will be available and the approach to food service delivery (pre-packed, made to order, self-service etc.)
• Develop a potential brand name(s) for the retail outlet.

 

 

 

3. Assessment Task

You are required to evaluate the food retail concept which you have developed, by conducting a small scale research study among the target market.  You are required to develop a questionnaire and implement a small scale survey among BCU students to provide both yourself and a potential investor in your new business enterprise, with an understanding of the potential of your new business idea.

 

This is an initial concept test in the new product development process and is a small scale exploratory research study.  In terms of scale (20 respondents), it is a qualitative study, but it uses a structured questionnaire which is quantitative survey approach.

 

If your initial concept test indicates positive feedback from your target market towards your proposed food retail concept, the concept could be further developed (‘rounded out’) and subject to further marketing research and financial appraisal.   These subsequent stages in the new product development process do not form part of this assessment for the Marketing Research module.

 

Research Methodology:  Target Market

The target market for this study is BCU students, on the City North campus, although your proposed food retail concept may target a specific segment within this overall market, for example, by gender, ethnic origin, lifestyle etc.

Research Methodology:  Research objectives / information requirements:

The focus of the research among your defined target market should be to identify:

1. Current patterns of usage of food outlets, while students are attending the City North Campus

• Behavioural information (what people do), which may include for example …

Visits to food outlets  – purpose, frequency, timing, duration (dwell time)

2. Attitudes towards the food outlets currently used while attending the City North Campus

• Attitudinal information (what people feel), which may include for example …

Perception of current food outlets  – range, ease of use, extent to which they meet student needs, qualities associated outlets (brand positioning)

3. Attitudes towards the proposed food retail concept.

• Attitudinal information (what people feel towards and their interest in ), which may include for example … Attitudes towards
• overall product concept
• the type(s) of food which will be available
• the approach to the food service delivery
• proposed brand name (s)

4. Potential usage of the proposed food retail concept.

• Future behavioural information (what people may do) – likelihood of usage
• Factors influencing future usage

 

Research Methodology:  Development & implementation of your study

You are required to complete the following stages in the development and implementation of your research study.  Detailed assessment criteria are shown on Page 7.  This is an individual piece of work, not a group project.

1. a) Questionnaire Design

Design a questionnaire to meet the research objectives of this study.

The questionnaire should:

• Be developed using Snap or Word.
• Be designed for personal interview.
• Include use of attitudinal rating scales.
• Should not exceed two sides of A4 paper.

 

1. b) Sample design and data collection

• Design a non-probability sample of 20 respondents to ensure that you represent the target market for your proposed food outlet within the survey.
• You should obtain 20 completed questionnaires by personal interview, from BCU students on the City North campus. Use of Personal Interviews should ensure that the proposed food retail concept is clearly explained to respondents in the course of the interview.

 

If your study is focusing on a target market of BCU undergraduate students on the City North Campus, the profile of the BCU undergraduate student population on the City North campus may be assumed to be:

• 50% male students  /  50% female students
• 40% 1^st Year students  /  30% 2^nd Year students  /  30% Final and other Year students

 

For this study you may interview students who you know, including those taking the Marketing Research module and students who have already a completed a similar survey for another student.

 

When recruiting students for your survey, remember that within any market research survey, interviews should always be conducted with regard to the personal safety of the interviewer.  Unless you are interviewing someone that you know, always conduct interviews on campus in busy public places and not in isolated locations or in peoples’ homes.

 

 

1. c) Data analysis

 

• You should produce a systematic analysis of the data, with data tables (cross-tabulations) showing the responses to all questions within the survey, analysed to show data for the total sample and major sample sub-groups (eg. gender), using appropriate percentage bases.
• You may use Snap or Excel.

 

1. d) Produce a report

 

Produce a structured report which identifies the most relevant marketing findings arising from your small scale exploratory research study.

 

You must produce a written report which comprises the following sections:

1. Front page– to include:

• Report Title.
• List of Contents with page numbers and contents of the Appendices.
• An outline of the proposed food retail concept and the target market which form the focus for the research study.
• Methodology – a short statement summarising how and when the data was collected.
• (Do not exceed a single side of A4.)

 

2. Summary of the key findings and Conclusions & Recommendations
   • (Do not exceed 3 sides of A4.)

2a)   Summary of the key findings (ie. the most relevant / important findings):

• You are not required to discuss all of the data which you have collected and analysed, but select the data which has particular interest and relevance for marketing decision-making (the evaluation of the proposed concept).
• Appropriate charts and small data tables which are discussed within the Findings section should be included within the main body of the report.
• Use sub-headings to structure the Findings section of the report.

2b)  Conclusions and Recommendations:

• These must arise from the data analysis undertaken.
  • Conclusions – A summary of key issues identified from the data collected.
  • Recommendations – The marketing implications of these issues and the marketing decisions which could be made on the basis of the data (for example, should the proposed concept be modified, further assessed or abandoned).

3. Appendices – to include:
   • An explanation and justification of the sample design for the study, with appropriate academic referencing . (10 marks)
   • Academic textbook sources and Harvard referencing must be used
   • A copy of the questionnaire, including material used to explain the new food retail concept to the respondents. (10 marks)
     • Do not include the completed questionnaires
   • A systematic analysis of the data, with data tables (cross-tabulations) showing the responses to all questions within the survey, analysed to show data for the total sample and major sample sub-groups (eg. gender), using appropriate percentage bases.

 

It is important to communicate the findings of your study clearly and succinctly.  You are advised to read the assessment criteria carefully (Page 7).

 

Research Methodology:  Timing:

• A draft questionnaire should be available for formative feedback in tutorials in Weeks 8 or 9 (mid-November).
• It is recommended that the survey is conducted in Week 9 or 10 (mid-end November)
• The written report summarising the findings of the survey must be submitted by Wednesday 18th December 2013 (12 noon).

 

4. Forward Feedback  – Guidance on Report Presentation

(This Forward Feedback is based on the review of students’ work in previous cohorts undertaking a similar assessment.)

You should aim to :

1. Market the report to the reader

• Address their needs and help them to understand the key issues within the data and their marketing implications
  • Adopt a clear structure to each section and present your discussion in a logical sequence.
  • Pay attention to detail.
• Never require a reader to:
  • Read a section more than once in order to understand the meaning.
  • Think ‘why am I being told this?’
  • Refer to the Appendices for key information.
• Ensure your report is easy to handle:
  • Do not present a report in a hard-back folder nor each page of a report in a separate plastic folder.

 

1. Format the report effectively

• Your report must not exceed 4 sides of A4 (excluding the Appendices).

• Use an appropriate ‘easy to read’ typeface, with a minimum font size 11 and line spacing of 1.5 lines.
• You may use bullet points to present your ideas, but each point needs to be adequately explained.
• Graphs and data tables should be of an appropriate style and scale with annotation and labeling.
• Graphs should be legible.  Some graphs developed in colour cannot be read when printed in black and white.  Graphs must show data, not simply shaded areas.

 

1. Focus on the required content and exclude unnecessary material

• Explanation of the questionnaire design is not required.
• Graphs and frequency distributions within the Appendices are not required.

 

1. Produce reports demonstrating clarity of thought and written expression

• Present a clear, well-structured analysis.
• Write succinctly and accurately, using appropriate vocabulary and punctuation, paragraph and sentence structures.
• Write in the third person (do not use ‘I’ or ‘we’) and in the past tense (the study has been completed).

 

5. Lecture & Workshop classes –  Schedule of Activities

The following schedule guides you through the steps in project implementation and evaluation.  The lecture / workshop classes timetabled for the following dates will be used to develop key stages of the project.  Attendance at lecture and workshop classes and active participation in the project process is essential for the successful development of this project.

 

Week 3                Coursework Briefing

Week 4                Qualitative Research and New Product Development Research

How could qualitative research approaches help you to develop the information requirements and questionnaire for this project?  What is Concept Testing in the New Product Development Process?

 

Weeks 5 & 6      Questionnaire Design and Introduction to the Snap software

To help you in the development of your questionnaire for your research project, guidelines for questionnaire design will be identified and examples of questionnaires evaluated.  SNAP is a software package for questionnaire design, questionnaire input and analysis.  You may use the Snap software to develop your questionnaire and analyse the data which you collect within your research project.

 

• Weeks 8 & 9 Tutorials:  Questionnaire Design Feedback

As a part of the coursework assessment, you are required to identify specific information requirements and to develop a questionnaire.  Short individual tutorials are available during classtime in which you can discuss the questionnaire you are developing and gain formative feedback (eg. What problems have you identified? Are you on the right track?  What aspects do you need to consider more fully? etc.)

 

Week 8                Sampling

Non-probability sampling approaches to be used in this study will be considered.

 

 

Week 9                Interviewing & Data Analysis

The principles of interviewing and analysis of data to form cross-tabulations will be explained.  The use of the Snap software to process and analyse survey data will be outlined.

 

Week 10              Data Interpretation & Communication of Findings

Approaches to identifying key issues within the data collected and the means of communicating findings to marketing decision-makers will be discussed.

 

Weeks 11 – 12    Tutorials: Data analysis / interpretation / coursework development

The tutorials (for individuals or small groups) will replace the lecture / workshop classes, offering support in:

• Using the Snap software for processing and analysing the data you have collected.
• Approaches to data interpretation.

Draft reports will not be reviewed and students are advised to read the Guidance to students within this Coursework Brief (also discussed in Week 10).

 

 

Use of Moodle

Tutor messages concerning this marketing research project will be posted on the Marketing Research Moodle site, under News and Announcements.  All students registered with the Marketing Research Moodle site (enrolment key  MMAPR2) will receive these messages as email messages in their student email account.

 

If you have a general query regarding this assessment, post your query to the Student Forum on the Marketing Research Moodle site and responses will be shared with all registered students.

 

Marketing Research Module       Coursework  Assessment Criteria  2013-14

 

Student name:  ___________________________________________                                                                                         % mark:  ________________________

 

Elements of Assessment:

1st

2:1

2:2

3rd

Fail

Questionnaire Design     10%

Depth: Extent to which behavioural, attitudinal & classification information requirements addressed.   Design aspects:  Question and response formats, wording; sequence of questions, instructions, layout & appearance (attention to detail)

All relevant information requirements.       Well considered design, with attention to detail and appropriate for use. 10 – 7

Most information requirements.       Considered design, appropriate for use with minor modifications. 6

A range of information requirements with significant omissions.     Some aspects of the design require further development. 5

Limited number of information requirements       Some aspects of the design require significant further development. 4

Insufficient information requirements.       Many aspects of design require significant development. 3 – 0

Analysis, Findings, Conclusions & Recommendations     60%

Systematic presentation of data within the Appendices: cross-tabulations, use of appropriate % base     Appropriate use of charts and data tables within the Findings section: style, scale, annotation / labeling.       Evidence of understanding of the marketing implications of the data and development of appropriate conclusions & recommendations

Cross-tabulation of all questions.   Appropriate % base throughout.   Excellent use of tables & charts     Demonstration of a good depth of understanding.  Good analytical approach to data interpretation in the marketing context. 60 – 42

Cross-tabulation all most questions.   Appropriate % base throughout.   Good use of tables & charts.     Sound understanding of the data.  Analytical rather than simply descriptive.   41 – 36

Cross-tabulation of a range of questions.   Most tables show appropriate % data.   Moderate use of tables & charts     Mainly descriptive but some simple understanding of the data.  Scope to develop further.   35 – 30

Analysis limited to frequency distributions.   Limited / lack of appropriate % data   Limited use of tables & charts.     Descriptive. Limited understanding of the data.       29 -24

No data analysis within the Appendices.         Minimal use of tables & charts.     Lack of understanding of the data.       23 – 0

Application of Marketing Research concepts     10%

Explanation and justification of sample design.     Appropriate academic referencing: range of appropriate references and use of Harvard referencing format

Excellent explanation and justification.     Excellent academic referencing: range / format   10- 7

Good  explanation & justification     Good academic referencing: range / format 6

Scope to improve the explanation & justification.   Scope to improve academic referencing: range / format 5

Limited explanation & justification.     Limited academic referencing: range / format 4

Weak / incomplete explanation & justification. No completion of this section = 0/10 marks   No academic referencing Non-textbook sources. 3 – 0

Report Presentation     20%

Presentation with regard to the needs of the reader:  structure / sequencing, use of sections / headings / page numbers, length, visual appeal, appropriate attention to detail.   Written expression:  Paragraph & sentence structures, vocabulary, grammar and spelling.

Excellent recognition of the needs of the reader.     Excellent clarity of expression.   20 – 14

Good recognition of the needs of the reader.     Well expressed.     13 – 12

Partial recognition of the needs of the reader.     Weak expression in places.   11 – 10

Limited recognition of the needs of the reader.     The meaning is apparent but frequent poor expression. 9 – 8

Poor recognition of the needs of the reader.     Meaning is often unclear.     7 – 0

 

My proposal for the Final Exam Paper is to study the company that I am currently working for: The Walt Disney Company but in specific to Resorts. The Walt Disney Company is a multi-media entertainment company divided in five segments: media networks, parks and resorts, studio entertainment, consumer products and interactive media. I will collect the information for this paper by accessing annual public reports, books written on the organization, interviews with my actual recruiter (she recruits for the college program and also status cast members), and articles written about my company. I will show and compare how the various parts of the human resource/casting system support each other.
• job design issues
• training activities,
• recruitment activities,
• selection approaches used,
• performance appraisal systems,
• promotion systems implemented,
• pay parts, and the other benefits, and
• general supervisory styles and how they tend to support each other.
The body will also include a discussion on how these parts impac employee morale, organizational efficiency and productivity, the work/life balance of the employees and the climate and culture of the organization.
In the conclusion section, I will outline recommendations for TWDC. These recommendations may make the parts fit together better, as well as suggest those that might make employee morale, organizational efficiency and productivity, work/life balance, and the climate and culture of the organization match better.