BP310Bachelor of Fashion assignment 代写

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  • BP310Bachelor of Fashion assignment 代写




    BP310Bachelor of Fashion
     (Merchandise Management)
     
    MAJOR PROJECT (A)
    Research Booklet
     
     
     
    BP310Bachelor of Fashion assignment 代写

    What’s cool about research?
     
     
     
    ‘Research is a doorway, opening onto a whole new outlook on the world…’
     
    (Willison, Peirce & Ricci, 2009 in RSD 2009)
     
     
     
    ‘… it inspires something in you that makes you want to find out (more about) things.’
     
    Studentreflectingon researching during a First Year course.
     
     
     
    Research is to see what everybody else has seen, and to think what nobody else has thought.
     
    Albert Szent-Gyorgyi
     
     
     
    “If we knew what it was we were doing, it would not be called research, would it?”
     
    Albert Einstein
    Albert Einstein - His First photo as a child
    http://www.free-meditation.ca/archives/3562

     

    “Research is creating new knowledge.”
    Neil Armstrong
     

    BROAD RESEARCH ‘areas’ 2017 Major “A”

      Research Themes Key issues & concepts(not limited to)*
    Theme1 Fashion in a truly global Business World.
    Today, shoppers are able to participate in the fashion industry in ways and means that were previously unavailable to their predecessors.  The internet and its complementary technologies have facilitated greater intimacy and this, in turn, has changed the relationship between the typical consumer and the iconic fashion brands that they know and are so loyal to.
    Consumers everywhere are now able to influence (to varying degrees): what garments are designed and made; how and where and under what conditions they are manufactured; the journey of the product to the point of sale or delivery and the efficiency of this transfer;  and, how products are marketed most effectively (specifically to them).
    Even if consumers don’t have the inclination to exercise these influences, they are still benefitting from the heightened competition that is now present in most modern cities.  The ‘physical’ shopping experience is more exciting because there is more choice and the new retail options are mostly coming from successful international brands that are casting their ‘nets’ even more broadly in an ever-increasing quest for greater revenues.  ‘Virtual’ shoppers, who also like the idea of a retail environment that is not limited to ‘traditional’ trading hours, have access to the latest retail offerings and shopping experiences from a “24/7”, global, online village in which most brands are encountering unprecedented growth.
    It is difficult to see how a small, offline, single, boutique-type store will be able to survive in this truly global environment.
     
     
    Implications of a Global village
    International Competitiveness
    Social and Ethical responsibility
    Environmental custodianship
     
    Retail perspectives – fast vs slow fashion,
    Energy efficient supply chain with small carbon footprint
    International Retail Brand invasion
    Virtual/Augmented reality
    The online shopping phenomenon
    New business environment for Australia retailers
    Competitive Advantage
    Survival strategy
    Theme 2 Business Models required – new,improved or back to the beginning?
    A rapidly changing global business environment that is impacted by multiple variables at any time is now a given parameter for anyone in the business of fashion that is aiming to startup or grow an existing brand.  The acronym: VUCA is a term used by military commanders to describe and classify a hotly disputed territory.  The letters indicate that the terrain is characterised by: volatility(highs and lows); uncertainty (predicting outcomes is fraught with error); complexity (events, issues and problems are multi-layered); and, ambiguity (there are very few truths or rules that govern the state of play, chaos is at work).
    It is easy to see how “VUCA” can be used to aptly describe the business environment of today and hence why, it has become necessary for industry participants to consider new or improved ways in which to establish and operate businesses (given the technology that is available).
    So…this leads us into a new era in which the business environment is typically characterised by the VUCA components and the business models that have prevailed for centuries are now starting to fail (at worst) or become less effective (at best).  What shape or form should the new business models take? Are new models required or is it just a case of updating and upgrading an existing one?  Is business re-invention required?  What will be the role of Corporate Social Responsibility in the new way of doing business?  Is it ok to merely add it on to an existing business model or should a brand be built from the ground up with sustainable principles at its core?  How and why do our Business Models need to change in order to leverage success in this volatile, uncertain, complex and ambiguous new business environment?
    Has the evolution of these Business Models evolved concentrically to the point where we have reverted to the models that were at the origin of trade and market transactions in the beginning? (For example, slow fashion, bespoke and manufactured-locally using recycled inputs).
     
    Business Model
    Global Business Environment
    Types of Business Models
    Old business Models
    New Business Models
     
     
    Drivers of change
    Business Model re-invention
     
    Physical store experience vs online shopping experience
    Hybrid store models
     
    Innovation
    Types of innovation
    Entrepreneurialism
    Crowdsourcing
    Crowdfunding
    Angel investors
    Innovation process
    Support for innovation
    ‘Kickstarter’ organisations
    Disruptive change
    Business model innovation
    Future business models
    Radical transparency
    Fast fashion vs slow fashion
     
     
     
     
    Theme 3 Digital Evolution or Revolution – how far and in what ways will digital technology impact the fashion industry?
    The ‘digital economy’ has been defined by the Australian Government as ‘the global network of economic and social activities that are enabled by information and communications technologies, such as the internet, mobile and sensor networks’. This includes conducting communications, financial transactions, education, entertainment and business using computers, phones and other devices.
    The challenges associated with this digital technology involve how it should be harnessed to provide advantage for fashion businesses and brands.  Arguably, digital initiatives could be integrated into every activity that comprises the entire supply chain of a fashion brand, including the research into establishing emerging fashion trends in the very beginning of the design process, right through to the marketing and promotion of new products to the end-user.  The race is on to utilise and create opportunistic ways in which digital technology can improve, transform or even replace existing business processes.  There is no doubt that this is ‘disruptive’ technology and the brands that will ‘win’ will be the ones that act promptly and with agility in order to reap the early rewards of investing in this technology first and then evolving it through integrating it further into supply chain activities and perhaps even patenting the innovative new processes that will emerge.  The difficulty islearning how to leverage the technology whilst not alienating the fashion customer, but in fact using it to foster an even more intimate business and social relationship between brands and their followers and targeted consumers.
     
     
    Digital economy
    The internet economy
    Crowdsourcing
    Crowdfunding
    The wisdom of Crowds
    The internet of things
    m-commerce
    Digital shopping
    Digital marketing
    Importance of ‘apps’
    Disruptive innovation
    Digitisation of Supply Chain activities
    Brand building
    Brand communities
    Theme 4 Open Topic:
    Theme 4 is reserved as an ‘open’ theme where you are able to pursue your own interest(s).  Keep in mind that the structure of the Topic you eventually decide to research is still subject to the rigour of our Major A framework and that you must consult with and receive the approval of your mentor before you embark on your literature search.
     
    Other rules that apply are:
     
    ·         You must initiate an original research topic, not just something that you have researched previously
    ·         It must have a significant link to the Fashion Industry
    ·         A substantial amount of preliminary research is required so that you can demonstrate the nature and scope of your intended Topic to your mentor
    ·         Your mentor can exercise the right to re-direct your research effort if he/she is not convinced that you have done enough thinking and ground-work in order to validate your intended Topic.
     
    Some broad themes that could warrant further investigation which may crystallise into a Major A proposal are:
     
    ·         Fashion trend determination and analysis (who decides what we buy?)
     
    ·         The future of Fashion retailing (where is it heading?)
     
    ·         What impact will Gen Z buying behaviour have on the marketing of fashion apparel?
     
    ·         Why are fashion businesses paying so much attention to the concept of critical talent?
     
    ·         Should copyright laws in the fashion industry be more stringently enforced to outlaw the myriad of ‘knock-off’ products that we see every year or should the imitation of intellectual property be celebrated?
     
    ·         Business of Fashion reports that women make up more than 70% of the fashion industry's workforce, yet hold just 25% of the top positions in fashion firms.  Is it time for the glass ceiling problem (that exists in many industries) to be redressed and what solutions are possible?
     
    ·         Have product endorsement fees in the fashion industry reached a level where they are now bordering on unethical in terms of how much ‘informal’ influence they can have on ‘unsuspecting’ consumers?
     
    ·         Is the fashion industry’s obsession with social media doing it more harm than good?
     
     
     
    *        These terms are to be used only to ‘kick-start’ your research.  They should not be used as an exhaustive guide to your theme or topic ‘area’, but possibly could be used as part of the major ‘skeletal’ structure of your concept map.  Be prepared to do some preliminary research in these broader fields so that you can drill down into areas that attract your interest or that you are passionate about.
    NB:      In Week 1 you will be given a ‘helicopter view’ of the issues and concepts involved in each of the above Research themes.  This should assist you in making a choice as you may be able to see where your own interests and curiosity aligns with a particular topic ‘area’.
    By Week 2 you should be ready to submit your name for one of the above as your theme/topic preference.  Please ensure that you make a considered selection as once you have made this decision, it is time to start your preliminary research.
                By Week 3 your Theme will be confirmed and you will be placed with a teaching mentor…it is your responsibility to determine how and when your mentoring sessions will be conducted, so make sure that you make contact with your mentor.

    Assessment Item 1

    mIND MAP (10%) – dUE wEEK 4

    As a way of scoping out and planning an approach to your Research Topic you are required to construct a mind map, concept map or similar project-scoping device.  In this you should place your topic in the middle of a blank page and commence some research into the elements that stem from or support your central notion.  Thought bubbles will be required and importantly, you should make an attempt to provide links and relationships that apply to the many sub-topics and other aspects that you discover.
    The 10% will be awarded by your mentor in Week 4.

    Assessment Item 2

    research proposal (80%) – dUE wEEK 12 (3.30 pm,26thmay, 2017)

    research proposal (MAJOR A) structure & guide

    Word count: 5500 - 6000 words (not including Appendices).  Font: Arial 11 pt, with double line spacing.
    Part (Heading) Guide to Requirement
    Table of contents Headings listed (in order) for the Sections in your Research Proposal with corresponding page numbers for each.
    (Tip: Generally completed once the entire Proposal is written)
    Abstract
     
     
     
     
     
     
    4% - (300 words)
    An abridged summary/overview of:
    ·         what you are researching
    ·         why you are researching it, and,
    ·         how you did your research for this proposal
    (Tip: This Is a work in progress, you may continually refine it as your thoughts and reflections change through this process, but when completed it will be placed straight after the Table of Contents in this Proposal)
    1.   Title Title of Project: This will be something to decide as you approach completion.
    (Tip: It is customary to allow for a more creative title that should aim to capture your reader’s interest.)
    2.    Introduction & Rationale



     
     
     
     
     
     
     
     
     
     
     

    4% - (300 words)
    Introduction:
    Brief description of what you will intend to examine within this Proposal, possible scoping out of your Topic.  This is your opportunity to provide a macro view of your Research topic, to set the scene or scenario for your interpretation of the Topic.
    Rationale: (Reason for or purpose of the research)
    Provide the reason(s) as to whyyou have elected to examine this topic.
    (Tip: It is imperative here that you are able to convince your reader of the importance and significance of this Project.  Imagine that you are writing this so that you can justify the relevance of your research to a line manager in a workplace setting.  Importance, significance, justification and relevance are all poignant considerations here.)
    3.     Research Aim & Objectives
     
     
     

     
     
    WHAT?
     
     
     
     
     
     
     
     
     
     
     
     
     

    6% - (50 – 100 words)
    Aim: This is a concise statement of the hypothesis or research question that you are going to investigate.
    Objectives: State the 3 objectives which enable you to demonstrate your research actions to facilitate the study. These comprise:
    1.       “To Identify…” (to be able to determine the key elements/components within your chosen topic)
    2.       “To Analyse…” (to be able to explain the key elements/components you have determined)
    3.       “To Evaluate…” (to be able to evaluate the findings of your research in Major B in order to conclude and make recommendations concerning the elements and components you have identified and analysed in the above objectives).
    (Tip: Aim & Objectives will be ‘shaped’ as you progress through the process of constructing this Proposal.  Your work on the Introduction, Rationale, Literature Review, Framework and Research Design will inform this Section, so hold off writing your Aim & Objectives until you have completed these subsequent sections.)
     
    4. Literature Review
     
    Suggested structure:
    Intro (what is this topic  about? Themes...include 2 references)
    Analysis (themes become headings that are explored…at least two refs each)
    Interpret(summary of analysis, conclusion, affirmation of research AIM)

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

    30% - (3000 words)
     
     
    Your topic should be divided up into approximately three – four themes, streams or components that you have discovered as your research and mapping has enabled a more ‘deep’ and sophisticated understanding of your topic.  These sub-themes should be explored and investigated by looking at multiple (12-15) separate pieces of literature that provide perspective on each sub-theme.  Remember that you should make every attempt to paraphrase the supporting points and arguments you have found from the scholarly articles you have discovered.  Try to avoid using direct quotations unless they are regarded as ‘classic’ remarks.
    The overarching aim of this section is to ‘shed light’ on each of the sub-themes you have developed.  These are to be identified, explored and prepared for the evaluation you will undertake in your Major B research.
    (Tip1: Ensure that you select relevant scholarly and highly credible secondary sources to inform the sub-themes you have created, it is preferable to include a mix of books, journals and articles as opposed to blogs, newspapers items or unsubstantiated opinion pieces.  Keep asking yourself exactly how does each of your sources relate (specifically) to your topic themes?)
    You can distribute the 3000 words for this sectionas you see fit in terms of how you allocate them to each sub-theme.
    Ensure that you use ‘research-based language’ throughout this and the previous section.
    Tip2: Research-based language is where you avoid using “I”, “Me”, “My” etc. An example is “Brown (2012) suggests that fashion seasons are still based on distinct climatic seasons” or “Smith and Jones (2013) propose a slightly different view that a year is just one big, ’dynamic’ season with new ranges injected virtually monthly”.  In other words, your opinions should not be present anywhere, you are analysing and reporting on the opinions of other, more credible, experts.
    NB: You will receive advice from your mentor on performing a successful Literature Review.
     
    5. Framework
     
     

     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

    10%- (300 words)
    Stakeholders and broader audience: State who will contribute to and who will benefit from this (Major B) study and why they will benefit from the outcomes.
    Option 1 – Develop a flow chart that shows each primary and secondary data source that you will need to collect data from in your Major B research and show the relationship between this source and the research objectives you have established (in other words…why you require data from each source).
    AND/OR
    Option 2 - Construct a table in which the stakeholders and broader audience members are clearly identified.  Column headings should  reflect:
    (a)    Who you have chosen
    (b)   What  they will contribute to your study
    (c)    Why you have chosen them
    (d)   How will you gather the data form them
    Tip: This section involves thinking about the people you may need to interview or involve in focus groups in order to gain the information that will satisfy your research objectives and also identifying the audience that may be interested in reading the findings of your (Major B) research project.
     

    WHAT
    methods
    are available?
    6. Research concepts /Proposed Research Design (for Major B)
     
     
     
     
     
     
     
     
     
     
     
     
     

               
       
    WHAT
    methods am I proposing to use ?
     
     
    WHAT?
     
       
    HOW?
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

    12% - (1200 words)
    6.1  Research Concepts:
    Define (using two or more sources) and give an example for each of the following research terms and concepts:
     
    6.1.1 Qualitative research
    Tip: briefly discuss the positives and negatives of this form of research
    6.1.2 Quantitative research
                 Tip: briefly discuss the positives and negatives of this form of research
    6.1.3 Secondary data
     
    6.1.4 Primary Data
     
    6.1.5 Data Triangulation
                 Tip: don’t forget to triangulate your definition here and state WHY triangulation is necessary
    6.1.6 Validity
                 Tip: there are multiple forms of validity, select the types that fit the context of your own research
     
    6.2  Proposed Research Design (Major B)
    Tip1: this is where you provide some detail about WHATmethods you are going to use in your Major B Project and WHY you have elected to use them, remember your data collection for Major B will involve a majority of primary sources
    Tip2: you should also state HOW you intend to collect your data by using the various data collection techniques available (observation, experiment, interview – personal (depth) interview, focus group, group survey (in person), group survey (online), etc.
    Again, you need to be able to explain the relevance of using each particular data collection technique to the research objectives you have established.
    6.2.1 Information required
    Using your research objectives as a starting point, state precisely the type(s) of information that you will need to obtain a conclusion concerning the themes, concepts or relationships that you are researching.
            Tip: this will of course be consistent with the stakeholders you have already identified in “Part 4. Framework”, moreover, it should also demonstrate a ‘link’ to your findings (ideas, concepts, expert opinions) within “Part 2. Intro/Background” and “Part 3. Literature Review”
    6.2.2 Data Collection techniques
    State the data collection technique you envisage using in order to obtain each separate piece of data you will need to satisfy your research objectives.
    Tip: use as much detail as you can here, you should be predicting:  WHERE and HOW you will collect data, SAMPLE SIZE(S) (where appropriate) and a brief statement of how you propose to ANALYSE the data collected.
    Survey Questionnaire(s)/Focus Group Discussion Guide(s)/ Interview Question(s)
      A draft of each research instrument (above) you will be using should be developed and placed in the Appendices of this Proposal.
    6.2.3 Limitations – Discuss any factors, conditions or circumstances that may limit or prevent you from achieving your stated research objectives.
    Tip: once a limitation is identified, be prepared to be creative in terms of proposing a solution that may allow you to overcome the issue/problem
    6.2.4Access State how you propose to gain access to the various respondents you have identified.
    Tip: this could simply involve mapping how you will establish contact with respondents and whether you envisage any specific protocols that may be necessary (eg. An appointment necessary to gain access to an industry pundit, or a special Facebook page set up from which a survey can be conducted and controlled, etc)
    6.2.5Ethical Procedures-
    ·         Standards of behaviour
    ·         Written consent by participants
    ·         Commercial confidentiality
    Tip: in general, RMIT students undertaking research on people must adhere to the principles in:National Statement on Ethical Conduct in Human Research (2007) - Updated May 2015 Please study this code of research ethics and use any parts that are relevant to your study ensuring that you acknowledge their source.
    7. Gantt Chart and Budget

     
     
    Major B
    TIMEFRAME?
    COST?
     
     
     
     
     
     
     

    2% (2 pages)
    7.1   Gantt chart for Research Project
              Detailed list of the tasks and activities allocated across a 14 week timeline that demonstrates the work breakdown for the conduct and writing of your Research Project (Major B)
    7.2    Budget for Research Project
              Simple statement indicating any costs that may be associated with the research you have identified for Major B.
    Tip: Set up a simple table in which any costs (travel to interviews, printing of questionnaires, printing of report, small gifts for interviewees etc.) are listed and tallied.
    8. Reference List
     
     
     
     
     
    4%
    References include all sources of information used within your Proposal document, organised in alphabetic order (by family name of the first mentioned author and in strict Harvard Referencing style).
              Tip: If you are unsure as to how to do this, visit: Harvard Extended Guide (DOC, 161 KB, 14 pages). Please ensure you have observed the correct method of inserting citations within your written text, this is also demonstrated in the above document.
    9. Appendices
     
     
     
     
     
    8%
    Appendices
    ·      Place any written or visual information that supports or adds value to elements you have written about.
          Tip: There is no point to an Appendix item if you do not refer to it within your written text.
    ·      Place draft copy of your intended questionnaires, discussion guides or (depth) interview questionshere (as discussed in Part 6)
    ·      Place your Reflective Piece as the last document within this section.
     
     

    Assessment Item 3

    reflective piece (10%) – dUE wEEK 12

     
    Reflective Piece – Major A
    INSTRUCTIONS: To be submitted as a separate document as the final Appendix item in your Research Proposal in Week 12 (3.30 pm Friday, 26thMay, 2017).
    This is an individual assessment piece that will be read and scored by your Mentor only.
    It should be a maximum of two pages written in Arial 11pt typefont with single line spacing.
     
    Context and Task requirement:
     
    From the beginning of Major A this Semester, you have been on a ‘journey’.  When you started the journey you may have had a preconceived notion as to what the journey was going to be like and what outcome it was likely to deliver to/for you.
     
    This task is requesting that you explore and document what you learned as you have progressed through the entire research process during this Semester.
     
    It could be a declaration of how your thinking and appreciation of the research process has impacted you and you may discuss any personal growth and/or development you have experienced.
     
    This will be an entirely subjective piece, so you should document your experience and key learnings in a genuine manner.  Discuss the highs and lows you encountered along the way as well what you learned from these instances.
     
    You may write about when you got inspired or when your enthusiasm was peaking, but also discuss the difficulties, confusion or frustration you encountered.
     
    There is no set structure for this piece.  It should incorporate the ‘head, heart and hands’ elements that, for you, have changed.
     
    That is, the knowledge and acumen you perceive you have acquired; the behaviours and tasks that the journey has enabled you to perform; and, any changes to the way you feel about what you have learned.  (For example, has there been an attitudinal change in your work ethic or even your approach to organising your work.)
     
    Going Forward
     
    As a conclusion and as you move one step closer to embarking on your career, we would like to know how you intend to utilise what you have learned throughout this journey and how you might be thinking about changing your approach to Major B because of the things you have learned.
     
     
     
     

    MAJOR A ASSESSMENT RUBRICs

    Assessment Item 1

    mIND MAP (10%) – dUE wEEK 4 (W/c Mon 20th March, 2017)

     
        Fail Pass Credit Distinction High Distinction
        0>49% 50-59% 60-69% 70-79% 80-100%
    Structure and Format   Weak schematic,
    little or no structure, inadequate range of themes & sub-themes, linkages are random and unclear
    Satisfactory schematic, adequate range of themes & sub-themes, linkages are clear Good schematic, considered range of themes & sub-themes, care taken to demonstrate linkages and relationships between these Very good schematic, well presented, wide range of themes &sub-themes, all linkages are well-considered and demonstrate a hierarchical order Excellent schematic, very well presented, broad range of themes & sub-themes which are clearly linked in a relational hierarchy, abstract relationships may also be evident
    possible score 3 0           1.0 1.5 2 2.5 3
    Preliminary Research   Little or no preliminary research is evident Satisfactory level of preliminary research is evident, themes developed Good level of preliminary research is demonstrated by theme & sub-theme development Very good level of preliminary research supports strong theme & sub-theme development Excellent preliminary research (both broad & deep) supports sophisticated level of detail in theme & sub-theme development
     
    possible score 3 0           1.0 1.5 2 2.5 3
    Underpinning Thinking   Low level analysis, no evidence of broad thinking, no evidence of topic de-construction Satisfactory analysis of topic, evidence of broad thinking, topic de-construction is adequate.  Broad thinking is evident, topic de-construction is considered, detail is prevalent. Very broad approach is demonstrated by detailed topic de-construction with strong detail evident, relational thinking is observed. Excellent & highly thoughtful approach, topic de-construction is well-considered and astute, evidence of relational and abstract thinking is evident.
     
    possible score 4 0           1.5 2 2.5 3 4
    TOTAL  
    10
    Total
     
     
     
     
     
     
     
     

    Assessment Item 2

    research proposal (80%) – dUE wEEK 12 (Fri 26thMay, 2017)

        Fail Pass Credit Distinction High Distinction
        0>49% 50-59% 60-69% 70-79% 80-100%
    Abstract
    (300 words)
      A poorly written summary and a limited understanding of the research study's findings.  
    An adequately written summary showing a few elements with reasonable insight of the research study's findings.
     
    A well written summary showing some key elements with a good understanding of the research study's findings.
    A very well written summary showing a number of key elements with a very good understanding of the research study's findings. An exceptionally well written summary showing various major key elements with an excellent understanding of the research study's findings.
    possible score 4 0           1.5 2 2.5 3 4
    Introduction and Rationale
    (300 words)
      Unclear insight into research study, topic remains vaguely defined, little or no understanding showing inadequate comprehension and inability to identify key issues. Some clarity as to how topic fits within a broader environment, a scenario is apparent, reasons for undertaking study are barely established. A good level of insight and clarity as to how topic fits within a broader scenario, reasons for undertaking study are apparent. A very good level of insight and clarity as to how topic fits into its surrounding environment, reasons for undertaking study are clear and well-developed. An excellent level of insight and clarity as to how topic is related to its macro-environment, reasons for undertaking  study are well developed and demonstrate intrinsic interest and passion.
    possible score 4 0       1.5 2 2.5 3 4
    Research, Aim and Objectives
    (50-100 words)
      Unsatisfactory statement of aims and objectives, totally lacking in insight and clarity. Aimis stated adequately, objectives have been expressed in a satisfactory manner, direction for the ensuing research is barely established. Clear and concise statement of the Research Aim.  Objectives have been clearly stated, but require greater refinement and specificity. Very clear and concise statement of the Research Aim, with objectives clear and concise using a suitable taxonomy. Exceptionally clear and concise statement of the Research Aim.  Objectives are measured and considered with strong relevance to Research Aim and a clear direction for the ensuing investigation is established.
    possible score 6 0       2.5 3 4 5 6
    Literature Review: themes identified and relevant sources consulted
    (3000 words)
     
     
     
     
      No clear themes are developed, literature review is cursory, minimal and sources are questionable. Themes are present and literature review is provided but lacks the scope and depth to support the study Themes are clearly expressed, literature review provided with adequate scope and depth applicable to the study Themes (and sub-themes) are developed, literature review provides sources that are high in:  quality, relevance, scope and depth in supporting the study Themes (and sub-themes) are discussed and integrated, excellent sources are used to support and demonstrate each theme, a deep understanding of the topic and its components is provided
    possible score 30 0            14 15     17.5 18       20.5 21       24.5 25           30
    Framework
    (300 words)
      Poorly defined stakeholders and broader audience. Reasonably well defined stakeholders and broader audience documented. Well defined stakeholders and broader audience documented in some form of structure. Well selected and highly applicable stakeholders and broader audience for the research, all placed into a structured format. Exemplary use of stakeholders with an excellent projection of an applicable broader audience all expressed in a completely structured manner showing detail.
    possible score 10 0       4.5 5       5.5 6       9 9.5          11 10
    Research concepts/ Proposed Research Design (1200 words)   Concepts poorly defined from single sources only, Research Design is poor and prospective data sources are not shown to be related and relevant to Research Aim Adequately defined concepts from credible sources, Research Design appears to include sources that are suited to deriving data that is related and relevant to Research Aim. Research concepts are defined using multiple, credible sources, Research Design considers types of data required and proposes use of appropriate, related and relevant data sources and collection methods. Research concepts are very well defined using multiple, credible sources, Research Design is tuned into Research Aim and sources, collection methods and ‘balance’ are all considered. Research concepts are expertly defined using multiple, credible sources, Research Design is driven by Research Aim and sources, collection methods and ‘balance’ are all considered and expressed in detail.
    possible score 12 0       5.5 10       11.5 11       13.5 14       15.5 12
    Gantt Chart and Budget (2 pages)   Poor work breakdown structure, insensitive timeline, no detail in budget. Basic work breakdown structure, timing of tasks appropriate, adequate budget. Some detail in work breakdown structure, good timing of tasks, some detail in budget. Excellent detail in work breakdown structure, timing is thoughtful, budget is detailed. Exceptional detail in work breakdown structure, considerate timing with contingencies covered, budget is detailed.
    possible score 2 0 2           2.5 3 3.5 2
    Referencing
    Appendices
      No or minimal Harvard referencing, poor Appendices, no or very poor research instruments developed for Major B. Harvard referencing evident but not particularly consistent, minimal effort in developing research instruments for Major B. Harvard referencing used quite consistently throughout, reasonable effort in developing research instruments for Major B. Good Harvard referencing technique used throughout, strong set of research instruments developed for Major B. Excellent and consistent use of Harvard referencing technique, high attention to detail, very strong set of research instruments developed and refined for Major B.
    possible score 12 0 7.5    9 10 12 12
    TOTAL  
    80
    Total
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

    Assessment Item 3

    reflective piece (10%) – dUE wEEK 12 (Fri 26thMay, 2017)

     

    Semester 1, 2017

     
     
     
     
     

    THE IMPORTANCE OF RESEARCH

    The following statement is an excerpt taken from the RMIT Strategic Plan 2015.  It is used here to help set a context for any research that is undertaken by RMIT students, no matter what Faculty or School they are studying within.    
    ReseaRch
    “RMITwillaspiretointernationalexcellenceinresearchinitschosenfields, concentratedbythemeanddiscipline,andalignedtoandworkingwithourglobal network of partnerships, industries andcities.
    Weaspiretohighqualityandhighimpactresearchthroughourfour ResearchInstitutes–design,globalCities,healthInnovationsand Platform Technologies – and through focus on the big questions linkedto:
    The future ofcities
    Improving health andlifestyle
    Smart devices and technologysolutions
    Designing thefuture
    Sustainability and climatechange.
     
    We expect our researchers to be focused on high quality outcomes, connectedwithpartnersandconcernedtounderstandandcommunicate the way their research can transform thefuture.
    We will grow our research higher degree student numbers, encourage postgraduates’engagementwithindustryandourinternationalnetworks,
    andsupportthetranslationoftheirresearchforfuturebenefits.”
     
    It is envisaged that your experiences within the degree program should encourage achievement, excitement and commitment in your field of study.
    RMIT University aspires to foster learning and independent thought and action through industry and work related projects which encourage a focus on an experience of achievement and develops in students the deep knowledge and the skills and attributes required for success in your chosen profession.
    During the first and second level of your education you have been connected to Industry practice through lineal progressive instruction. You have been exposed to a plethora of competitive forces facing the commercial world within a global context. From seminars and projects with industry practitioners you have been shown a range of industry practices. On completion of the Associate Degree in the School of Fashion and Textiles you are competent to carry out enterprise practices standards both from a RMIT and enterprise position.
    The Higher Education (HE) sector, driven by capabilities, fosters your abilities to think beyond the given industry practice. Teaching and learning in HE seeks to develop the academic rigor to identifyglobal forces and issues, analysethelikely impact, and evaluatefuture Merchandising and Textile industry trends. This requires academic rigor through research and debate to speculate and conjure beyond the accepted trade modes and deliver for example; future sustainable options.

    Graduate Capabilities

    RMIT as a University has strongly identified with the principles of educational programs based on innovative design, improvement and curriculum as well the development of graduate capabilities as desired student outcomes.
    The graduate capabilities for the Bachelor of Fashion  (Merchandise Management) program are:
    ·         critical thinking
    ·         critical analysis
    ·         critical interpretation
    ·         reflective practice
    Graduate capabilities are developed in this program through establishing a research skill development framework that can be applied to all subject areas of your course (RSD 2009).

    REFERENCING GUIDELINES

    What is referencing?

    Referencing means acknowledging someone else’s work or ideas. It is sometimes called ‘citing’ or ‘documenting’ another person’s work. Referencing is a basic University requirement.
    As an RMIT Bachelor of Applied Science student, you are required to use the Harvard referencing system as outlined in the following pages. 

    Why reference?

    ·         To draw on the ideas, language, data, and/or facts of others. (You are expected to read and research widely.)
    ·         To provide depth and support to academic work through citation of theories or key writers whose work supports your answer, argument, or contention.
    ·         To demonstrate knowledge of current thinking in the field.
    ·         To support academic writing, essays, business reports, and oral presentations.
    ·         To demonstrate your ability to synthesise and analyse ideas sourced through your research.
    ·         To acknowledge work from others that you have quoted, summarised, paraphrased, synthesised, discussed or mentioned in your assignments.
    ·         To provide a list of the publication details so that your readers can locate the source if necessary.
    ·         To demonstrate the level and breadth of research undertaken by a student.  References used correctly will benefit your work and may add to your final grade.
    Note
    Without appropriate referencing students are in effect “stealing” the work of others- this is tantamount to academic fraud and is called plagiarism.
    Failure to reference your work means that you may be found guilty of plagiarism which incurs academic penalties.
    Failure to use the correct referencing format may affect the grading of your academic work.
    Whenever you rely on someone else’s work you must acknowledge that by providing details of the source. Harvard Referencing has been developed to provide standard, compact ways of conveying this necessary information
    As discussed (2.2.7 and 3.2.7) if you have not used Harvard referencing before, the online tutorial on Study Skills – Writing Skills at http://emedia.rmit.edu.au/learninglab/content/referencing will help you.
    The RMIT Harvard referencing guidelines can be downloaded from http://www.rmit.edu.au/browse;ID=8rwjnkcmfoeez;STATUS=A;PAGE_AUTHOR=Rhonda%20Thomson;SECTION=4;
     
    Harvard screen grab

    Plagiarism

    RMIT has an assessment charter, which elaborates key responsibilities common to all staff and students in relation to assessment and defines the University’s policy on plagiarism. Plagiarism is defined (RMIT University 2006)as stealing somebody’s intellectual property (IP) by presenting their work, thoughts or ideas as though they are your own.  It is cheating.  It is a serious academic offence and can lead to expulsion from RMIT.
    Plagiarism can take many forms - written, graphic and visual forms, and includes use of electronic data and material used in oral presentations. Plagiarism may even occur unintentionally, such as when the origin of the material used is not properly cited.
    What constitutes plagiarism?
    Under the charter, you may be accused of plagiarism if you do any of the following:
    Copy sentences or paragraphs word-for-word from any source, whether published or unpublished (including, but not limited to books, journals, reports, theses, websites, conference papers, course notes, etc.) without proper citation.
    Closely paraphrase sentences, paragraphs, ideas or themes without proper citation.
    Piece together text from one or more sources and add only linking sentences without proper citation.
    Copy or submit whole or parts of computer files without acknowledging their source.
    Copy designs or works of art and submit them as your original work.
    Copy a whole or any part of another student’s work.
    Submit work as your own that someone else has done for you.
    Enabling Plagiarism is ‘the act of assisting or allowing another person to plagiarise or to copy your own work’ (RMIT University 2006). It is also a serious academic offence.
    For more information on RMIT policy on plagiarism refer to:
    http://www.rmit.edu.au/browse/Our%20Organisation%2FBusiness%2FFor%20Staff%2FPlagiarism/
    What is the penalty for plagiarism?
    Plagiarism is not permitted in RMIT University. Any use of another person’s work or ideas must be acknowledged. If you fail to do this, you may be charged with academic misconduct and face a penalty under RMIT Regulations 6.1.1 – Student Discipline. This may be viewed at http://www.rmit.edu.au/browse/Staff%2FAdministration%2FPolicies%20and%20procedures%2FStudent%20administration%2FDiscipline%2FRegulation%206.1.1%20Student%20discipline/
    Penalties for plagiarism (RMIT University 2003b) include:
    recording of a failure for the assignment or course.
    cancellation of any or all results.
    suspension from the program.
    expulsion from the program.
    Examples of plagiarism
    RMIT University’s Learning Skills Unit has developed a range of examples to help you identify the most common forms of plagiarism, such as:
    Direct use of another person's work without citation
    If the sentence opposite appeared in an assessment:
    (It is plagiarism because the words have been copied directly from a book)
    Work motivation and performance increase when employees feel personally accountable for the outcomes of their efforts.
    A properly referenced paper would use the sentence this way: McShane and Travaglione (2003 p.199) state that ‘work motivation and performance increase when employees feel personally accountable for the outcomes of their efforts’.
    Table 8
    Paraphrasing sentences, paragraphs and ideas without citation
    These are your words but not your idea/information. When employees feel responsible for their work, they tend to be more motivated which results in higher performances.
    You MUST show where the idea came from.  Hence…
    (Note: no page number needed as not a direct quote)
    When employees feel responsible for their work, they tend to be more motivated which results in higher performances (McShane & Travaglione 2003).
    Table 9

     
     
    Piecing together texts from one or more sources and linking them
    The following in a paper is plagiarism: Employees must be given control of their work environment to feel responsible for their successes and failures.  This is called employee involvement, designed to encourage increased commitment to the organisation’s success.
    A correct way of referencing the paragraph is: ‘Employees must be assigned control of their work environment to feel responsible for their successes and failures’ (McShane & Travaglione 2003, p. 199).   Robbins, et al. (2001 p. 237) call this ‘employee involvement …designed to encourage increased commitment to the organisation’s success’.
    Table 10
    Integrating ideas from multiple sources
    A good model of how to integrate ideas from multiple sources.
    Read through the example. Note:
    ·         Usually the first sentence is a statement of proposition introducing the ideas that you want to put forward in the paragraph.
    ·         Then support the proposition by at least one or more authorities.
    ·         Include a statement of opinions contrary to the proposition (demonstrates that you have considered all sides to the argument).
    ·         Summarise your argument or proposition in your own words.
    Eunson (1987, p. 67) defines motivation as ‘what is important to you’, and explores the importance of ‘money as a motivator’. However, recent studies outlined by Leonard, Beauvais and Scholl (1999) suggest that personality and disposition play an equally important role in motivation.
    Conversely Robbins et al. (1994, p. 241) put forward the ideathat ‘motivation is a set of processes that stimulate, direct and maintain human behaviour towards attaining a goal’
    In other words ‘motivation’ is a complex concept, which encompasses a variety of competing theories.  There are many reasons why people behave differently in the workplace, but it is because these differences exist that managements pay attention to the theories, which provide them with frameworks for problem solving.
    Table 11

     
     
    How to avoid plagiarism
    Use this checklist to ensure you avoid accusations of plagiarism:
    How to avoid accusations of plagiarism þ
    DO NOT directly copy phrases and / or passages (transcribe) without a reference and / or quotation marks  
    DO NOT paraphrase other writers’ work in your written work without citing references  
    DO NOT make a direct reference to an author or authors you have not read, even if you may have read about them.
    (While the use of secondary sources is not encouraged, if the primary publication is out of print or difficult to obtain, you should cite the secondary source you have actually read rather than the original that you have not read.)
     
    DO NOT copy another person’s work, in part or in whole, or allow someone else to copy part or all of work you have completed.  
    DO NOT write your work in conjunction with other students without prior permission.  (Except in group assignments where wider consultation is expected, you should only meet with other students initially to discuss the essay topic and/or analyse the question.)  
    DO NOT submit written work already submitted for assessment in any other course  
     
    These examples are based on information available at the RMIT Learning Lab web page– Writing Skills at http://emedia.rmit.edu.au/learninglab/
    What is Turnitin?
    Turnitin is an online service, operating on servers in the U.S., into which teachers and students submit student assignments into an online database. The text of a student assignment, or whatever else has been uploaded, is retained in the database. The database compares the text in the assignment against other database content which includes all of the World Wide Web, online e-journals, and previously uploaded assignments. Teachers and their students are then able to review the citation and paraphrasing used throughout the student assignment to see if any improvements are needed.
    At RMIT University, many teaching staff use Turnitin with student assignments. Teaching staff at RMIT endeavour to use the Turnitin service as an educative tool. Turnitin helps teaching staff identify students who need assistance with referencing and research skills. To find out more about this service please visit the website: www.turnitin.com
    To access Turnitin follow these instructions: http://www.rmit.edu.au/academicintegrity/studentprocedures

     

    REFERENCES

    Farrell, C 2005. The Write Approach: Integrating Writing Activities Into Your Teaching in: Emerging Issues in the  Practice of University Learning and Teaching. Creative Commons Licence: Somerights reserved:. Available: http://www.aishe.org/readings/2005-1/ofarrell-The_write_approach.html [Accessed 7 February 2012].
    Gardner, M 2010. Strategic Plan, RMIT 2015: Transforming the Future. 2012. Available: http://mams.rmit.edu.au/j1dc7e7dpkzd.pdf [Accessed 7 February].
    RMIT University 2006. RMIT Plagiarism Policy Definition [Online]. Melbourne: Academic Policy Branch. Available: http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1;STATUS=A;PAGE_AUTHOR=Lara%20Milicia;SECTION=3; [Accessed 7 February 2012].
    RMIT University 2012. EndNote: managing your references [Online]. Available: http://www.rmit.edu.au/browse;ID=np7zfn30nbsz;STATUS=A;PAGE_AUTHOR=Tanya%20Bramley;SECTION=1; [Accessed 6 Feburary 2012].
    RSD 2009. A Handbook for Research Skill Development and Assessment in the Curriculum [Online]. University of Adelaide. Available: http://www.adelaide.edu.au/rsd/docs/rsd_hbk.pdf].

    Bibliography

    RMIT University 2008. Copyright Lib Guide. <http://rmit.libguides.com/content.php?pid=54148&sid=396498> [Accessed 7 February 2012].
    RMIT University 2002. Endnote: Managing your references [Online]. <http://www.rmit.edu.au/browse;ID=np7zfn30nbsz;STATUS=A;PAGE_AUTHOR=Tanya%20Bramley;SECTION=1;> [Accessed 7 February 2012].
    RMIT University 2012. RMIT Harvard referencing [Online]. <http://www.rmit.edu.au/browse;ID=8rwjnkcmfoeez;STATUS=A;SECTION=3;PAGE_AUTHOR=Karen%20Macvean> [Accessed 7 February 2010].
    RMIT University 2012. RMIT Library. [Online]. <http://www.rmit.edu.au/library> [Accessed 7 February 2012]
    RMIT University 2012. Literature Reviews and RMIT Library resources [Online].<http://www.rmit.edu.au/browse;ID=cdb4z3x5a44k> [Accessed 7 February 2012].
    RMIT University 2012. Plagiarism [Online]. <http://www.rmit.edu.au/browse/Our%20Organisation%2FBusiness%2FFor%20Staff%2FPlagiarism/> [Accessed 7 February 2012].
    RMIT University 2012. Regulation 6.1.1 - Student discipline <http://www.rmit.edu.au/browse/Staff%2FAdministration%2FPolicies%20and%20procedures%2FStudent%20administration%2FDiscipline%2FRegulation%206.1.1%20Student%20discipline/> [Accessed 7 February 2012].
    RMIT University 2008. Turnitin student procedures [Online]. Melbourne: <http://www.rmit.edu.au/academicintegrity/studentprocedures>. [Accessed 7 February 2012].
    RMIT University 2012. Writing Skills [Online]. <www.dlsweb.rmit.edu.au/lsu> [Accessed 7 February 2012].
    RMIT University 2011. iSearch [Online]. <http://emedia.rmit.edu.au/isearch/> [Accessed 13 February 2012].
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     BP310Bachelor of Fashion assignment 代写
    Appendix 1:
     
    How to do and write a successful (formal) Literature Review
     
    A literature reviewis:
    ·a reviewofthewritings,orliterature,onaparticularsubject/topic
    ·a reviewofthemostrelevant, recentandscholarlyworkinthesubject/topicarea
    ·apieceofwritingthatsupports,evaluates andcritiquesyourresearchtopic.
     
    Whataliterature reviewis not:
     
    ·Aliterature reviewisnotjustasummaryofarticles, textsorjournals.
    ·Aliterature reviewisnotananalytical,opinionativeorargumentativeessay.
     
    Thepurposeofaliteraturereviewis to:
     
    ·establishatheoreticalframeworkforyourtopic / subjectarea
    ·definekeyterms, definitions and terminology
    ·identifystudies, models, casestudies etcsupporting yourtopic
    ·define/ establish yourareaofstudy, ieyourresearchtopic.
     
    Thethreekeypointsof aliteraturereview
     
    ·Tellwhattheresearchsays (theory).
    ·Tellhow theresearchwas carried out(methodology).
    ·Tellwhatis missing, iethegap that yourresearchintends to fill.

     
    Researchingyour topic
     
    To producea good literaturereviewyou mustshowthat you haveresearched and read widely. This section willtakeyou throughthekeyprocesses of researching yourliteraturereview.
     
    Step1-readingwith&fora purpose
     
    Reading withand fora purposehelps you toquicklylocate, evaluateand read relevantresearch. Therearetwo stages inthis process.
     
    Firststage
     
    Lookatthestructureofthetext/journalarticle, eg theTableofContents, the Abstract, headings and sub-headings, tosee ifthetextis suitableforyour purpose. This willhelp you tolocaterelevantresearchquickly.
     
    Secondstage
     
    Ifthetextappears toberelevantforyourpurposes, then you canread itin- depthto find specific researchtosupport your literaturereview.
     
    Thesetechniques enableyou toidentifyappropriatematerialbyreadingwidely and togaina broad understanding oftheavailableliteratureon yourtopic.
     
    Objectivity
     
    You mustbeobjective in yourresearch. Rememberthereason you arereading is tobeabletogiveanevaluation and critiqueoftheliteraturechosen. Do not justselectthepartsoftheliteraturethatagreewithwhat you thinkis right.

     
    Step2-evaluatingyour readings
     
    Itisimportanttocriticallyevaluateyourreadings toestablishtheirrelevance and credibilityforyourresearchtopic. Afterall, you arebasing yourtheoretical frameworkand yourliteraturereviewon what you haveread.
     
    Here is achecklistofcriticalquestions tokeep in-mind whenyou evaluateyour readings:
     
    Authority
     
    ·Who conducted theresearch?
    ·Is theauthoranauthorityintheirfield ofstudy?
    ·Whatevidenceis theretosupportthis?
     
    Researchers can find information frommanysources, eg volumed journals to companyreports. Atalltimes, you mustchecktheauthorityofwho has written theresearch. TheInternethas givenpeople access to hugeamountsof information. Someofthis is valid, other partsarenot. You cannotsimplyaccept thatallinformation / researchavailableon theInternet, eg throughGoogle, is valid. Manyuniversitylibraries, suchas theRMITlibrary, subscribetoonline, referenced journals whichprovidecurrentacademic writings. Thesearenot always availablethroughGoogle.
     
    Validity(of research&sources)
     
    ·Wherehas this researchcomefrom?
    ·Isit fromavalid source, eg aneducationalinstitution?
    ·           Isitpeerreviewed or beenpassedbyaneditorialpanel, eg isitina refereed journal?
    ·         Ifitis froma website, does itcontaindetails ofauthor, is it froma .edu site, does ithavea publication date?
     
    Manylibraries, including theRMITlibrary, haveaccess to electronic journals and databases. Thesecontainqualified, academic writings. Becarefulofdoing a googlesearchthatbrings up unqualified sites.
     
     
     
    Accuracy
     
    ·  Whatis theliteratureabout?
    ·         Is theliteratureaccurateand howdo you know? Onewayto find outis to checkifthesameresearchis referred toinothersources, oris it inconsistentwithotherfindings?
    ·         Whatmakes the literaturebelievable?Is theliteraturefromcredible sources, seevalidity.

     
    Objectivity
     
    ·      Is thereevidenceofbias inthe article?Forexample, would you trust research from acigarettemanufacturerclaiming thatsmoking does not damageyourhealth?
    ·Do thestatistics matchthoseinother publications?Ifnot,is theargument
    (method,researchdesignetc) on whichtheyarebased convincing?
    ·Howdo you know the data is true?Whatothersupporting datais there?
     
    Currency
     
    ·   Whatis thepublication dateofthematerial?
    ·   Isitlikelythatmore currentinformation is available?
    ·         Haveyou found anymorerecentresearchthatcastsdoubtupon or refutes somefindings?
    ·         Haveyou checked for morerecentinformation / research?Itis advisable tohavesomereferences thatarecurrent.
     
    Coverage
     
    ·Is the information complete?Based on yourresearchso far, does the information appeartocoverthearea beingstudied?
    ·Whatis thesamplesize?Is itadequate?
    ·Is thereanyfurtherresearchthathas notbeenmentioned or deliberately omitted fromthefindings?
     
    Location
     
    ·Inwhichcountrywas thearticlewritten?
    ·Is this location relevant/ importantto yourresearch?
     
    Finalcheck
     
    When you haveconsidered allthequestionsabove, ask yourself:
     
    ·Whatdoes this allmean?
     
    You are looking forthestrengths andweaknesses inwhat you haveread to produceacriticaland sound literaturereview.

     
    Step3-summarising,analysing& organisingyour readings
     
    Itisimportantthat you makenotes as youread. You should thinkaboutand includethefollowing in yournotes.
     
    ·        Whatarethemainpoints / theories / keyissues raised inthetext, eg bookorarticle?
    ·       Summarisethemainpoints thewriteris making.
     
    ·Takedetails ofanyquotes, or pagereferences that you thinkmaybegood touse in yourliteraturereview.
    ·       Makesureyou keep trackofallbibliographic information, eg author, date, titleofbook, publisher/ journal, pagenumbers etc. Forfurther information seeGuidelines for presentation ofwrittenwork.
    ·Notethewaytheauthorhas used theoriginalmaterial. If you havecopied theauthor's words directly, makesureyouplacethem inquotation marks and citethepagenumber.
    ·Whatis theauthor's stated orimplied purpose?
     
    ·Whatconclusions has theauthor made?
     
    ·Whatpoints supporttheconclusions?
     
    Itis also usefultowritedownyourownthoughts on / aboutthereadings. These areusefulwhen you revisitthenotes and / orusethem in your writings.

     
    Step4-analysing& organisingyour summariesand notes
     
    Useyoursummaries and notes toidentifyrelationships and linksintheresearch literature.
     
    You should now beabletoidentify:
     
    ·similarities and differences between various authors and theirresearch
    ·whatresearchagrees anddisagrees?
    ·whatmajor questions remainunanswered?
    ·whatarethepossibledirections forfutureresearch?
     
    Organisingyoursummaries
     
    To organiseyourresearch, clustersimilarresearchtogether, egwhat information is similaror different. Ausefultechniquefor doing this is todrawa mind map and organisetheresearchinto majorpoints undereachtheme.
     
    Structure&planningyour writing- mindmaps
     
    Mindmaps areavisualmap tolinkand organisekeyconceptsof yourresearch. Theyalso showlinks and relationships betweenideas. Sometimes itis a good ideatonumberkeyideas intheorderthat you aregoing toplacethem in your literaturereview.
     
    Example

     
    Writingyour literaturereview
     
    Writing yourliteraturereviewtakes time. You mayneed tocompleteseveral draftsbeforeyourfinalcopy. Itisimportanttohavea good introduction that clearlytells the reader whatthe literature willbeabout.
     
    Anintroduction musttellthereaderthefollowing:
    ·what you aregoing tocoverinthereview
    ·thescopeof yourresearch
    ·how thereviewtiesinwithyourownresearchtopic.
     
    Introduction
    This is a good exampleofanintroduction because ithas atopic sentencewhich indicates whatwillbecovered and also tellsthereaderthespecific focus ofthe literaturereviewintheconcluding sentence.
     
     
    Paragraphs
    Aparagraphis agroupofconnected sentences thatdevelopasinglepoint, argumentoridea. Paragraphsneed tolinkto other paragraphsso thatthe themes, arguments orideasdeveloped arepartofacoherentwholeratherthan separatebits.
     
    Aparagraphshould include:
     
    ·      a mainstatement/ ideathat you areputting forward, ietopic sentence
    ·    evidencefromresearchtosupport/argueyouridea, showing wherethe writers agreeand / or disagree
    ·      studentanalysis oftheresearchliteraturewhereappropriate
    ·      summing upand linking tothenextidea(paragraph).
     
    Intheliteraturereview, you willneed toshowevidenceofintegrating your readings into eachparagraphand analysis ofthereadings wherenecessary

     
    Integrating argumentsinparagraphs
     
    Integrationof multiplesources
     
    To developanintegrated argumentfrom multiplesources, you need tolinkyour arguments together. Themodelbelowis a guide.
     
     
    Integrationof studentanalysis
     
    Itisimportanttointegrateyouranalysis and interpretation ofthe literature in yourliteraturereview. Read thefollowing paragraphand seehowthearguments havebeenintegrated into theparagraphalong withstudentanalysis. Analysis is notjuststudentopinion,itneeds tobesupportedbythe literature.

     
    Verbsfor referencing
     
    To incorporatequotations / references into a literaturereview,you canusea varietyof verbs. Theseverbs areoftenused withprepositions, eg that, by, on. It is poorwriting tousethesameones allthetime, eg says that, states that. Verbs also allowthewritertoindicatethedegreetowhichtheysupporttheauthorof theresearch, eg claims that versusargues that. Thefollowing verbs (and prepositions) canbeused tointroducereferences into yourliteraturereview. Pleasenotethattheycanbeused indifferenttenses.
     
    Suggest(that)   RecentstudiesoutlinedbyLeonardetal(1999)suggestthatpersonalityand
    dispositionplayan equallyimportantroleinmotivation.
       
      Argue(that)     Leonard etal(1999)argue that therearethreeelementsofselfperception.
       
    Contend(s) Mullens(1994)contendsthat motivationto workwellisusuallyrelatedtojobsatisfaction.
       
    Outline   RecentstudiesoutlinedbyMullins(1994)suggestthatpersonalityand
    dispositionplayan equallyimportantroleinmotivation.
       
    Focuson The earlytheoriesofMaslowandMcGregor(Robbinsetal,1998)focusedonpersonalneedsandwantsasthebasisformotivation.
       
    Define(s) Eunson(1987,p.67)definesmotivationas'what isimportanttoyou'.
       
    Conclude(s)(that)   Reviewingtheresultsof thecase study,Taylor(1980)concludesthatthetheoriesof jobenrichmentandemployeemotivationdowork.
       
    State Hefurtherstatesthat there isanincreasing importanceontheroleofautonomyandselfregulationoftasksinincreasingmotivation.
       
    Maintains(that)   Mullins(1994)maintainsthatjobenrichmentcamefrom Herzber'stwofactortheory.
       
    Found(that) Mullins(1994)found that there isanincreasing importanceon therole ofautonomyandselfregulationoftasksinimprovingmotivation.
       
    Promote(s)   This promotestheideathat tensionandstressareimportantexternalsourcesof motivation,whichcanbeeliminatedbycompletingcertaintasks.
       
    Establish(ed)(by) AsestablishedbyCsikszentmihalyi(Yair2000,p.2)'themorestudentsfeelincommandoftheirlearning,themoretheyfulfiltheirlearningpotential'.
       
    Asserts(that) Locke'sGoalSettingTheoryassertsthatsettingspecificgoalstendsto
    encourageworkmotivation(Robbinsetal,1998).
             

    Show(s)   Varioustheoriesofmotivationshowemployersthattherearemanyfactorsthatinfluenceemployeesworkperformance.
       
    Claim(s)(that)   HackmanandOldham(1975)claimthatpeoplewithenrichedjobs,andhighscoresontheJobDiagnosticSurvey,experiencedmoresatisfactionandmotivation.
       
      Report(s)     Mullins(1994)reportsonfourcontenttheoriesofmotivation.
       
    Mention(s) Mullins(1994)mentionstwocommongeneralcriticismsofHerzberg'stheory.
       
    Address Redesigningjobs sothatresponsibilitymovedfromsupervisorstotheworkers,
    was anattempttoaddresstheissuesof jobsatisfaction(Mullins,1994).
             
     
     BP310Bachelor of Fashion assignment 代写