代写 BX2174 Research and Decision-Making for Business
 


 
 
Subject Name: Research and Decision-Making for Business
 
Subject Code: BX2174
 
Study Period: 1
 
Study Mode:Internal (Flipped)
 
Campus: Townsville
 
Subject Coordinator: Associate Professor Darren Lee-Ross.
 
Subject Lecturer: Prof. Gianna Moscardo
 
 
 
 
We acknowledge the Traditional Owners of the lands and waters where our university is located and actively seek to contribute and support the JCU Reconciliation Statement, which exemplifies respect for Australian Aboriginal and Torres Strait cultures, heritage, knowledge and the valuing of justice and equity for all Australians.
 
 
 

Townsville Cairns Singapore Brisbane Online Online

 
College of Business, Law & Governance
Division of Tropical Environments and Societies       www.jcu.edu.au
CIRCOS Provider Number 00117

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Pre-requisites:
 
For prerequisites for BX2174, see
 
https://secure.jcu.edu.au/app/studyfinder/index.cfm?subject=BX2174&year=2016&transform=subjectwebview.xslt
 
 
Note that where a subject is offered across different campuses and/or modes and/or teaching periods within the one calendar year, the learning outcomes will be the same and, other than in exceptional circumstances, there will be no variation in assessment type or weighting. Any minor variation in assessment type or weighting must be authorised through relevant College/Division processes and by the relevant Heads of Discipline/Group, and documented in the subject outline/s, prior to the commencement of the subject. The design of course content and learning experiences across different campuses and/or modes and/or teaching periods within the one calendar year will ensure equivalent opportunity for students to achieve the stated learning outcomes.
 
 
 
This subject outline has been prepared by Gianna Moscardofor the College of Business, Law and Governance, Division of Tropical Environments and Societies, James Cook University.  Updated [15/02/2016].

Q1. This subject is offered across more than one campus and/or mode and/or teaching period within the one calendar year.	YesX	No
Q2. If yes [Q1], the design of all offerings of this subject ensure the same learning outcomes and assessment types and weightings.	Yes	No
Q3. If no [Q2], _________________________ has authorised any variations, in terms of equivalence.

 
© Copyright 2016
This publication is copyright. Apart from any fair dealing for the purpose of private study, research, criticism, or review as permitted under the Copyright Act, no part may be reproduced by any process or placed in computer memory without written permission.

 
Staff Contact Details. 5
Section 1. Subject at a glance. 5
1.1 Student participation requirements. 5
1.2 Key dates. 5
Section 2. Subject details. 6
2.1 Subject description. 6
2.2 Subject and Course learning outcomes. 6
2.3 Learning and teaching in this subject 6
2.4 Student feedback on subject 7
2.5 Subject resources and special requirements. 7
Section 3. Assessment details. 7
3.1 Requirements for completion of subject 7
3.2 Feedback on student learning. 8
3.3 Assessment Tasks. 8
Section 4. Other information about assessment and student support 11
4.1 Submission and return of assessment 11
4.3 Important advice relating to examinations. 12
Section 5. Subject calendar 14
Section 6. Rubrics. 16
Section 7. LearnJCU and Technology Support 21
Assessment Cover Sheets................................................................................................. End of Document

 
 
 

Teaching team	Staff member	Room	Phone	Email	Consultation times*
Subject Coordinator	Dr. Darren Lee-Ross	NA	(07) 423 21452	Darren.leeross@jcu.edu.au	NA
Lecturer	Dr. Gianna Moscardo	27-211a	47814254	Gianna.moscardo@jcu.edu.au	Tuesdays 1-3pm

*Other consultation times by appointment only.
 
 
1.1 Student participationrequirements
The JCU Learning, Teaching and Assessment Policy (4.3) indicates that,“a 3 credit point subject will require a 130 hour work load of study-related participation including class attendance over the duration of the study period, irrespective of mode of delivery”. This work load comprises timetabled hours and other attendance requirements, as well as personal study hours, including completion of assessment requirements. Note that “attendance at specified classes will be a mandatory requirement for satisfactory completion of some subjects” (Learning, Teaching and Assessment Policy, 5.10); and that additional hours may be required per week for those students in need of English language, numeracy or other learning support.
 

Key subject activities	Time	Day/ Date	Room/ Location
Recorded lectures	Are available for each week in the relevant folder in the Subject Materials section of the learnjcu site for BX2174
Workshops Students should attend one  of the following workshops each week
Workshop 1: Wednesday	9:00 – 10:50am	Commences: 24 February, 2016		027-001
Workshop 2: Thursday	10:00 – 11:50am	Commences: 25 February, 2016		015-144
Workshop 3: Tuesday	6:00 – 8:00pm	Commences: 23 February, 2016		027-001

For information on the days and times when lectures, tutorials, workshops, etc. are scheduled for all of your subjects, visit JCU Lecture Timetablesat http://www.jcu.edu.au/ttable/
1.2 Key dates
 

Key dates	Date
Census date	see2016 Study Period and Census Dates
Last date to withdraw without academic penalty	see2016 Study Period and Census Dates
Assessment Task 1 Research Proposal (case based)(20%)	Due Monday 11th of April 5pm
Assessment Task 2 Research Report (case based) (30%)	Due Monday 16th of May 5pm
Assessment Task 3 End of semester exam(50%)	Official SP 1 Examinations Period

 
 
 
2.1 Subject description
A superior ability to collect, process, and interpret information for decision making is a major source of competitive advantage in the business marketplace. The focus of this subject is to develop knowledge and basic skills of business research concepts and methods. Specific topics include the role of information systems, knowledge management, formulation of the research problem, research design and methods including qualitative and quantitative approaches, data collection, data analysis and the interpretation and use of research results. Students gain a view of business research from the buyer's and seller's perspectives and an understanding of the code of practice which regulates business market research activities.
2.2 Subject and Course learning outcomes
 
Asastudentitis importantfor youto understandhowthe courselearningoutcomesarebeingaddressedbythe subjectthoughspecificsubjectlearningthatyouaretoachieve.Thefollowingtableshowsthealignment betweenthelearningoutcomesatthecourseandsubjectlevel.Studentswhosuccessfullycompletethissubject willbeableto
 
 

SubjectLearningOutcomes	Assessment
1.     explain the critical importance of research for superior business performance	Exam, Research proposal
2.     analyse a business situation, formulate a research problem and devise an appropriate research design	Exam, Research proposal
3.  interpret findings in a manner that facilitates business decision making	Research report, exam
4.  analyse data using basic qualitative and quantitative methods	Research report, exam
5.  explain basic data collection methods, outline when the method is most suited, and evaluate the related strengths and limitations of each method in a business context; and demonstrate effective written communication skills	Research report, research proposal, exam

 
 
 

CourseLearningOutcomes	Assessment
K2. Synthesize underlying principles and concepts for making business decisions	Research report, research proposal, exam

2.3 Learning and teaching in this subject
 
Being a student is something like being a tourist in a very exotic place you’ve never visited before.  Being a teacher is like being a guide to that exotic place. The guide’s job is to:-
•      Provide a structure to the tour by highlighting the key elements (major issues, concepts and theories);
•      Help with the language of the area (definitions and terminology);
•      Direct students to key places (key references and resource materials sites;
•      Answer questions that arise; and
•      Use their knowledge of the area to organise an efficient itinerary to cover the essential sites (organisation of the lecture and practical material to cover the core elements of the topic area)
A really good guide gives their tourists the skills and abilities to explore on their own. A good student tourist pays attention, asks questions, is polite to the guide, their fellow students and the other people they meet along the way and makes the most of the experiences offered and the guide’s skills and knowledge.
The teaching approach to this subject is about providing sufficient orientation, structure and skills that students feel confident and motivated to explore the area on their own. In this subject we will try to achieve this by using a variety of different resources, learning activities and options. Students should make the most of these opportunities and try and participate in as many of the offered learning activities as possible.
2.4 Student feedback on subject
As part of our commitment at JCU to improving the quality of our courses and teaching, we regularly seek feedback on your learning experiences. Student feedback informs evaluation of subject and teaching strengths and areas that may need refinement or change. YourJCU Subject and Teaching Surveys provide a formal and confidential method for you to provide feedback about your subjects and the staff members teaching within them. These surveys are available to all students through LearnJCU. You will receive an email invitation when the survey opens. We value your feedback and ask that you to provide considered feedback for each of your subjects.
Student feedback in previous years has been used in the development of the topics for assessments 1 & 2 in this subject and the selection of data for use in some of the workshop activities
2.5 Subject resources and special requirements
 
Prescribed Text
»     Sekaran, U., &Bougie, R. (2013).  Research Methods for Business: A Skills Building Approach 6th Edn. Wiley.
 
Further Reading
Additional readings for some topics will be made available in the relevant folder on the subject learnjcu site and listed in each module’s overview.
 
Online and Electronic Resources
 
The following libguides available from the JCU Library website will provide details on referencing, plagiarism, findings marketing books and journals
 
http://libguides.jcu.edu.au/referencing
http://libguides.jcu.edu.au/content.php?pid=63980&sid=472370
 
Learning & Writing Skills workshops and notes to assist with writing an essay; presentations etc
 
http://www.jcu.edu.au/learningskills/index.htm
 
Subject Website on LearnJCU
Access the subject website through LearnJCUat learnjcu.jcu.edu.au for recorded lectures, readings, powerpoints, quizzes, handouts, assessment summaries and more!
 
 
 
3.1 Requirements for completion of subject
In order to pass this subject, you must:
·         You must obtain a final mark of at least 50% to pass the subject. In addition, the expectation is to obtain at least an average of 50% over all invigilated components (supervised individual assessment) within a subject to pass the subject overall.
·         Any student who does not achieve a pass in the invigilated components may, in exceptional circumstances, be reviewed by the College Assessment Committee. 
·         A fail result may be given if a student did not sit for major assessment task(s), or did not complete assessment requirements worth at least 80% of the total possible marks.
 
It is important to be aware that assessment “is always subject to final ratification following the examination period and that no single result represents a final grade in a subject” (Learning, Teaching and AssessmentPolicy 5.22.). Assessment in this subject will be subjected to the standard SoB subject assessment moderation process.
 
3.2 Feedbackon student learning
Students will receive written feedback on their assessment within 21 days of submission.
 
3.3 Assessment Tasks
 
Additional information on assessment will be provided in class and many workshop activities will focus on skills and content relevant to the completion of the first two assessments.  Student responses gathered through previous evaluations of this subject indicate clear preferences for the use of real world research data and projects, especially data of direct relevance to the class itself.  Therefore the first two assessments will build upon a project commenced in 2015 with the Museum ofTropical Queensland at Reef HQ.  In 2015 students participated in a field experiment at the Museum testing differences in behaviour and evaluations between students with and without access to their mobile phones and with and without instructions on how to manage their visit.  One of the themes that emerged from analyses of this data and evaluations of the overall project was that very few young people (aged 18-30) visit museums and it was suggested that this may be due to the images they have of these attractions and/or their childhood experiences.  Given the need for museums to attract a greater number and a wider range of visitors in order to meet their management objectives and financial targets, it is important to have a better understanding of the museum images and experiences of young people.  This is the topic area for both assessment 1 and 2.
 
ASSESSMENT TASK 1: RESEARCH PROPOSAL (CASE BASED)
 

Aligned subject learning outcomes	·          explain the critical importance of research for superior business performance ·          analyse a business situation, formulate a research problem and devise an appropriate research design ·          demonstrate effective communication skills ·          synthesise underlying principles and concepts for making business decisions ·          convey information clearly and fluently, in high quality written form appropriate for the audience ·         demonstrate an awareness of ethical and social responsibility in professional practice ·         explain basic data collection methods, outline when the method is most suited to research questions, and evaluate the related strengths and limitations of each method in a business research context
Group or individual	Individual, or pairs or trios (see note below this table)
Weighting	20%
Due date	Monday 11thApril 2016 5pm

NOTE: - This is designed to be an individual assessment, but students may choose to work in a pair or trio and submit a single assignment.  If this option is chosen all students in the pair or trio will get the same mark and the lecturer will not be involved in disputes or issues between the students.   If students decide to work ina pair or trio they must advise the lecturer by email listing the members in their pair or trio nolater than 5 pm Friday the 1^st of April.
 
ASSESSMENT TASK 1: DESCRIPTION
Students will prepare a research proposal that addresses the problem in the following scenario.
 
Changing patterns of work and leisure have given rise to what has been called the experience economy in which people are increasingly seeking and paying for personalised and meaningful experiences during their leisure time.  This is occurring at the same time as many museums are having to move to a more commercial business orientation and are seeking to introduce or increase entry fees.  There is a widespread belief that museums should be attracting both more and a wider range of visitors and that visitation rates are very low amongst people aged 18-30.  A major challenge for museums is to understand the factors associated with young people and their decisions to visit museums so that they can develop appropriate products, services and marketing campaigns to encourage more visitors in this age group.
 
The proposal should be 2500-3000 words in length excluding references and it must include the following sections.
 
-       Analyzing the Business Decision or Problem
In this section you should write in your own words a brief description of the business and the decision or problem that needs to be addressed.  You should then describe your analysis of the decision or problem (you may use a diagram to assist in this explanation) and identify and describe the information that you would need to address it.   You should finish with a set of three general research questions that you would need to answer to get this information.  (250-300 words)
 
-       What is Already Known about the Decision or Problem
In this section you should report on the steps you have taken to search for existing information about the decision or problem.  These should include a formal academic literature review of academic papers available through internet search engines.  Find and read 10 articles from the academic journals relevant to the research problem area. You need to find articles to help you understand relevant research in this field and to assist in formulating research questions and your approach to tackling the research problem.
From your search for existing information summarize the type of information found and any key conclusions that you can draw relevant to the decision or problem.  At the end you should have a section summarizing the gaps and limitations in the information found and a few sentences describing your overall conclusions and what these mean for conducting further research to answer the questions listed in the previous section.  Clear and logical links between the summarized information and three overall research questions should also be provided (1,000 words).
 
-       The Overall Research Design – Evaluating Options
In this section you should assess some major research designs in terms of how well they fit your research questions. At the end of the section you should use this assessment to decide on the design that you would use to address your research questions and why you think this is the best option.  (250-300 words)
 
-       What are the Key Variables and How Will you Measure Them?
Here you will use the information and conclusions from all previous sections to identify and describe the main variables that you need to include or consider in the proposed research. Then take each of these variables and describe how you will measure them and explain their interrelationships.  (250-300 words)
 
-       Sample Requirements & Sampling Options
In this section you must describe the details of the sample that you require to answer the research questions and describe options for accessing this sample. Explain your decisions in detail.  Where appropriate, discuss what sample size might be needed and why – use of the appropriate formula must be explained and justified.  (300-500 words)
 
-       Ethical Issues
Here, identify and discuss the ethical issues associated with research design and sampling procedure you have chosen for your proposed research. You should also suggest options for dealing with these issues. You must explain your decisions in detail 250-300 words)
 
-       References
You must list here any references in APA style that you have used in the body of the proposal to support your statements.  References are not included in the word count.
 
ASSESSMENT TASK 1: CRITERIA SHEET
See the rubric in section 6 for the criteria

 代写 BX2174 Research and Decision-Making for Business
 
ASSESSMENT TASK 2: Research Report (Case Based)

Aligned subject learning outcomes	·         Synthesize underlying principles and concepts for making business decisions ·         interpret findings in a manner that facilitates business decision making ·         analyse data using basic qualitative and quantitative methods ·         explain basic data collection methods, outline when the method is most suited, and evaluate the related strengths and limitations of each method in a business context; and demonstrate effective written communication skills
Group or individual	Individual, or pairs or trios
Weighting	30%
Due date	Monday 16th May 2016 5pm

NOTE: - This is designed to be an individual assessment, but students may choose to work in a pair or trio and submit a single assignment.  If this option is chosen all students in the pair or trio will get the same mark and the lecturer will not be involved in disputes or issues between the students.   If students decide to work in a pair or trio they must advise the lecturer by email listing the members in their pair or trio no later than 5 pm Friday the 6th of May.
 
ASSESSMENT TASK 2: DESCRIPTION
This research report will present results and descriptive statistics from a survey of young people and their images of, and experiences with, museums. Details of the data will be provided and discussed during workshops starting in week 8 and the data analysis will be conducted as exercises in the relevant workshops.
The report should be 3000-3500 words in length excluding the executive summary, references, tables and figures and it must include the following sections.
 
-       Executive Summary
An executive summary provides a clear summary of the most important information in the report that is easily accessible to the intended audience.Students should provide a standard executive summary which covers the reasons for the research, a very brief description of the methodology, the main results and key conclusions. It should be presented as dot points and should not be more than 6 dot points.
 
-       Overview of the method used including a description of the sample (approx. 700 words)
Provide a succinct description of the method used to collect the data presented in this report.  This description must have the following three subsections
              - An overview of the research study methodology
- A description of the data collection methods
- A description of the sampling procedure used and the actual sample (using relevant statistics and tables or figures as appropriate)
 
-       Results and Discussion (approximately 1000 words)
This section reports on the analyses of the data collected. You should select the results that you believe are most relevant for answering the research questions. You should use tables and diagrams to present the results and you must discuss why the results are relevant and what the statistics mean.
 
-       Limitations (approximately 300 words)
In this section you should identify and briefly describe any limitations in the study.
 
-       Conclusions and implications(approximately 1000 words).
This section should provide an accurate summary of the research results, make logical connections to the research questions/business problems and provide detailed practical recommendations that are based on the evidence presented.
 
ASSESSMENT TASK 2: CRITERIA SHEET
See rubric in section 6 for the criteria
 
ASSESSMENT TASK 3: End of Semester Examination
 

Aligned subject learning outcomes	·         explain the critical importance of research for superior business performance ·         explain basic data collection methods, outline when the method is most suited to research questions, and evaluate the related strengths and limitations of each method in a business research context ·         analyse research data using basic qualitative and quantitative methods ·         synthesise underlying principles and concepts for making business decisions ·         critically evaluate data & resources in the context of relevant academic literature ·         convey information clearly and fluently, in high quality written form appropriate for the audience
Weighting	50%
Date	In examination period
Duration	2 hours
see Special Consideration, Supplementary, Deferred and Special Examinations Requirements <http://www.jcu.edu.au/policy/allitoz/JCUDEV_005344.html>

 
ASSESSMENT TASK 3: DESCRIPTION
A mix of multiple choice, short answer questions, scenarios and essay type questions.
 
ASSESSMENT TASK 3: CRITERIA
Students must obtain a mark of 50% to pass the exam.Students can review their exam script following the exam and a marking guide will be used to explain how their mark was calculated.
 
4.1 Submission and return of assessment
Theabilitytoadheretodeadlinesisahighlydesirableattributethatemployersseek inourgraduates.Rightfrom thebeginning,newstudentsshouldacquirethehabitofmeetingdeadlinesfortheirwork,byorganisingtheir studytimeappropriately.Thefollowingpoints applyto thesubmissionofassessment
1.     Extensionswillbegrantedincasesof illnessor personalissues(medicalcertificate/counsellor’s statementrequired).It is atthediscretionof thesubjectco-ordinator/lecturerthatextensionswillbe grantedfor inescapable,unexpected,documentedworkcommitments(providedocumentation).You shouldcontact yourlecturerbeforetheduedateifyouarelikelytorequireanextension.
2.     Wherenopriorextensionhasbeenapproved,latesubmissionswillincurapenaltyof5% of the total mark available perdayincluding part-days, weekends and public holidays.Assessmenttaskswillgenerallynotbe graded after14dayspasttheduedate. Assessments must be submitted by 5pm on designated due date.
3.     Assignments must be submitted both to the relevant Safe Assignment drop box on the LearnJCU subject site, and in hard copy.  Students may not email or fax an assignment without prior approval from the Subject Coordinator/Lecturer.  The hard copies of the research report and research proposal are to be submitted to the assignment box located in the College of Business, Law & Governance, Building 27, Level 3 at top of spiral stairs in subject labelled box.
4.     Please ensure that you have attached the Business Assignment Cover sheet and date stamped your assignment with the date stamp. A copy of the cover sheet isavailable at the end of this document.
5.     The assessment will be returned with feedback no later than 21 days after submission.

4.2 Plagiarism and referencing

Plagiarism occurs when writers claim ownership of written words or ideas that are not their own. Plagiarism is a form of cheating and any instances of plagiarism will be dealt with promptly according to University procedures.
Please see the JCU Student Academic Misconduct Requirements Policy
·         www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy
Also see the definition of self plagiarism in the JCU Learning, Teaching and Assessment Policy and note policy statement 5.9 in regard to submission of one’s own work that has been previously submitted for assessment and received a grade www.jcu.edu.au/policy/learning-and-teaching/learning-teaching-and-assessment-policy
 
Referencing is a systematic way of acknowledging the sources that you have used. Students should check out the very helpful online resources relating to academic writing, referencing and avoiding plagiarism at:
·         Writing and Maths Skills Online www.jcu.edu.au/students/learning-skills/learning-skills-online(In particular, the booklet Summarising, Paraphrasing & Avoiding Plagiarismis a very useful guide).
·         The Referencing Libguidehttp://libguides.jcu.edu.au/referencing
·         What is Plagiarism? www.jcu.edu.au/students/exams-and-results/what-is-plagiarism
4.3 Important advice relating to examinations
If you experience difficulties or serious circumstancesbefore or up to the day of your exam, which you believe may affect your ability to sit the exam successfully or perform at your best, you can apply for special consideration in the marking of your exam. Please see the JCU Special Consideration, Supplementary, Deferred and Special Examinations Requirements http://www.jcu.edu.au/policy/allitoz/JCUDEV_005344.html
If you are unable to attend an exam at the scheduled time due to extenuating circumstances/circumstances beyond your control, you may apply for a deferred exam. Deferred exams are granted in exceptional circumstances such as severe medical conditions or family or personal trauma. For further information, visit
http://www.jcu.edu.au/student/assessmentexams/exams/JCU_096513.html

4.4 Student support

James Cook University is committed to ensuring people with disabilities, injuries, illnesses or health conditions are able to participate to the fullest possible extent in the educational programs offered by the University and all other aspects of University life. Students with disabilities, injuries, illnesses or health conditions, who require special arrangements or consideration, should contact AccessAbility Services(see table below).
Provide any additional campus-specific information relating to student support.

If you want further information regarding:	Visit the URL
AccessAbility Services	www.jcu.edu.au/accessability-services
Accommodation	www.jcu.edu.au/accommodation
Careers and employment	www.jcu.edu.au/careers-and-employment
Childcare	www.jcu.edu.au/students/support/childcare-and-schooling
Counselling	www.jcu.edu.au/counselling
Enrolment	www.jcu.edu.au/students/enrolment
Feedback and complaints	www.jcu.edu.au/students/feedback-and-complaints
Fees and financial support	www.jcu.edu.au/students/fees-and-financial-support
Inclusion and engagement	www.jcu.edu.au/inclusion-and-engagement
Indigenous student support	www.jcu.edu.au/australian-aboriginal-and-torres-strait-islander-information/student-support
Information for current students	www.jcu.edu.au/students
International student support	www.jcu.edu.au/international-students
Learning skills/ Language support	www.jcu.edu.au/students/learning-skills
Library and computing services	www.jcu.edu.au/library
Librarians – Liaison	www.jcu.edu.au/library/about/library-contact-details/liaison-librarian-discipline-responsibilities
Off-campus students	www.jcu.edu.au/off-campus-students
Responsibilities and rights	www.jcu.edu.au/students/support/student-support
Review of Assessment and Student Access to Scripts and Materials Policy	www.jcu.edu.au/policy/student-services/review-of-assessment-and-student-access-to-scripts-and-materials-policy
Special Consideration, Supplementary, Deferred and Special Examinations Requirements	www.jcu.edu.au/policy/student-services/special-consideration,-supplementary,-deferred-and-special-examinations-policy
Student Academic Misconduct Requirements	www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy
Student Policies	www.jcu.edu.au/policy/student-services
Student Association	www.jcusa.edu.au/

 

Week/ Starting		Weekly Topic & Recorded Lectures[1]	Workshop Activities	Readings/Preparation[2]	Relationship to Assessment
1	22/02/2016	Introduction to the subject & business research -       Subject welcome and overview -       Role of research in business decisions -       Business Research basics -       Scientific method in business research	Understanding the nature of knowledge Analysing business problems and decisions	Textbook chapters 1 & 2	All assessment
2	29/02/2016	Getting started  - problem statements & elements of research design -       Getting from a business problem to a research question -       Introduction to research traditions, approaches, designs and strategies -       -Understanding research designs and strategies	Introduction to assessment 1 Exercises identifying research designs, traditions and approaches used in existing business research studies	Textbook chapters 3 & 6	Exam, research proposal
3	07/03/2016	Literature reviews, theoretical frameworks and hypothesis development -       Literature Reviews -       Finding literature -       Theoretical frameworks & hypotheses	Exercises in reading and summarising literature Exercises related to theoretical frameworks and hypotheses	Textbook chapters 4 & 5	Exam, research proposal
4	14/03/2016	Introduction to data collection methods – interviews and observations -       Interviews and focus groups (3 recordings on this topic) -       Observations ( 2 recordings on this topic)	Conducting interviews and observing focus groups	Textbook chapters 7 & 8	Exam, research proposal
5	21/03/2016	Data collection methods - questionnaires	Designing and critiquing questionnaires	Textbook chapter 9& Chapter 12, pp. 218-224	All assessment
6	28/03/2016	Sampling	Exercises in sampling	Textbook chapter 13	All assessment
7	04/04/2016	Mid semester review	Assistance with assessment 1 and revision exercises on the first 6 weeks Focus on ethics		All assessment
8	11/04/2016	Research Reports	Introduction to assessment 2 Critiquing research reports	Textbook chapter 17	Research report
	18/04/2016 LECTURE RECESS
9	25/04/2016	Measurement of Variables	Developing measures and scales	Textbook chapter 11 & Chapter 12, pp 210-218, pp. 224 to end of chapter	Exam
10	02/05/2016	Quantitative data analysis	Analysing data	Textbook chapter 14	Exam & Research report
11	09/05/2016	Qualitative data analysis	Coding and analysing data	Textbook chapter 16	Exam & research report
12	16/05/2016	Experimental designs	Designing and evaluating experiments	Textbook chapter 10	Exam
13	23/05/2016	Quantitative data analysis: Hypothesis testing	Testing hypotheses Exam revision exercises	Textbook chapter 15	Exam
	30/05/2016 LECTURE RECESS
	06/06/2016 EXAMS
	13/06/2016 EXAMS	Monday 13/06/2016 – Public Holiday

 
Please note that the sequence of some topics may change due to availability of staff, resources or due to unforeseen circumstances.
 

Rubric Grading Criteria for Assessment 1: Research Proposal (20% BX2174)
 

Criteria	Unsatisfactory 0-49%	Pass 50 – 64%	Credit 65 – 74%	Distinction 75 – 84%	High distinction 85 – 100%
Quality of writing Demonstrate effective communication skills/ Convey information clearly and fluently in high quality written form appropriate for the audience CLO3 SLO6   10	Poor grammar and sentence construction Little or no use of coherent paragraphs No logical order to information Lacks critical analysis and use of evidence	Sentences are clear and correct grammatically and organized into reasonable paragraphs There is a basic logical order to information Limited connection to evidence and little critical analysis	Uses clear sentences, organized into coherent paragraphs that follow a logical order. Some connections to evidence and some but limited critical analysis	Uses clear sentences, organized into coherent paragraphs that follow a logical order. Clear connections to evidence and critical analysis	Uses clear sentences, organized into coherent paragraphs that follow a logical order A high level of ability to organise content in a logical , concise and cohesive manner with high level critical analysis supported by evidence
Analysis of the decision or problem & identification of required information Synthesize underlying principles & concepts for making business decisions SLO2   20	Limited and or logically flawed consideration of the  decision and problem, identifies  the limited or irrelevant  information with no logical connection to a set of clearly described relevant research questions	Demonstrates a sound consideration of the  decision and problem, identifies  some of the  most important sets of information necessary – Limited logical connections are made to a set of relevant research questions	Demonstrates a sound consideration of the  decision and problem, identifies some of the most important sets of information necessary and establishes a clear logical connection to a set relevant research questions	Demonstrates a sound consideration of the  decision and problem, identifies  the most important sets of information necessary and establishes a logical connection to a set of clearly described relevant research questions	Demonstrates a thorough consideration of the  decision and problem, clearly identifies  the most important set of information necessary and establishes a detailed and logical connection to a set of clearly described relevant research questions
Review of what is already known Critically evaluate data and resources in the context of academic literature CLOK2 SLO1     20	Limited and/or inadequate number of  sources Summary does not identify key relevant information No awareness of limitations and gaps No links between summary and research questions	Identifies/selects and uses minimal number of reasonably relevant existing information, provides a sound summary of key information, demonstrates awareness of some limitations and gaps in the available evidence and makes initial links between the summarized information and the research questions	Identifies/selects and uses reasonably relevant existing information, provides a sound summary of key information, demonstrates some awareness of major limitations and gaps in the available evidence and makes some links between the summarized information and the research questions	Identifies/selects and uses relevant existing information, provides an accurate summary of key information, demonstrates awareness of major limitations and gaps in the available evidence and provides clear links between the summarized information and the research questions	Identifies/selects and uses highly relevant existing information, provides an accurate and succinct summary of key information, demonstrates awareness of major limitations and gaps in the available evidence and provides clear and detailed links between the summarized information and the research questions
Assessment of research designs, identification of variables, their relationship to each other and how to measure SLO2   20	Does not show a clear understanding of the different research designs are There is no clear and/or logical argument to support the selection of the research design for the research questions.  Variables not identified.	Demonstrates an acceptable understanding of what the different research designs are Provides some  argument to support the selection of the research design for the research questions.  Variables identified with basic ideas about measurement	Demonstrates a clear understanding of what the different research designs are  and provides a clear and logical argument to support the selection of the research design for the research questions. Variables identified, measured and relationships basically explained	Demonstrates a clear understanding of what the different research designs are and the different sorts of data they generate and provides a clear and logical argument to support the selection of the research design for the research questions. Variables identified, measured and relationships explained.	Demonstrates a clear understanding of what the different research designs are and the different sorts of data they generate and provides a clear and logical argument to support the selection of the research design for the research questions. Variables identified, measured and relationships fully explained
Description of sample & sampling SLO5   10	The required sample described is inappropriate for the research questions, the proposed sampling procedure is not explained or is inappropriate for this sample	The required sample described is acceptable for the research questions, the proposed sampling procedure is appropriate for this sample	The required sample described is appropriate for the research questions, the proposed sampling procedure is appropriate for this sample Some awareness of sample size determination	The required sample described is very appropriate for the research questions, the proposed sampling procedure is appropriate for this sample Includes some information on sample size and demonstrates awareness of procedures for determining sample size	The required sample described is very appropriate for the research questions, the proposed sampling procedure is appropriate for this sample Includes information on sample size , including calculations where appropriate, and awareness of relevant issues in sampling
Awareness of ethical & social responsibility in professional practice CLOA2   20	Does not identify relevant ethical issues associated with the research design and sampling procedure chosen for this proposed research. Does not suggests appropriate options for responding to these issues	Identifies most of the key ethical issues associated with the research design and sampling procedure chosen for this proposed research and provides limited suggestions  for options to responding to these issues	Identifies most of the key ethical issues associated with the research design and sampling procedure chosen for this proposed research and suggests appropriate options for responding to these issues	Identifies most of the key ethical issues associated with the research design and sampling procedure chosen for this proposed research and suggests appropriate options for responding to these issues Some discussion of the need to balance the different principles	Identifies all the key ethical issues associated with the research design and sampling procedure chosen for this proposed research and suggests appropriate options for responding to these issues Can discriminate between the ethical issues and balance the different principles
					Grade

 

 
Rubric Grading Criteria for Research Report (30% of BX2174)
 

Criteria	Unsatisfactory 0-49%	Pass 50 – 64%	Credit 65 – 74%	Distinction 75 – 84%	High distinction 85 – 100%
Presentation & Style Demonstrate effective communication skills by conveying  information clearly and fluently, in high quality written form appropriate for target audiences 10	Presented work that demonstrates a lack of literacy and rudimentary writing skills. Does not convey specific meaning	Uses a basic understanding of language that conveys ideas with a number of discrepancies pertaining to grammar and/or referencing	Incorporates appropriate language that generally conveys meaning to readers. Writing may include some errors in grammar and/or referencing	Employs appropriate language and accepted principles of English and APA citation. Communicates clearly and concisely with minimal errors	Presented work is expressed coherently and concisely with zero English and/or referencing errors
Critical thinking Synthesize underlying principles & concepts for making business decisions CLO K2 10	Limited and or logically flawed consideration of the  decisions, identifies  limited or irrelevant  information	Demonstrates a sound consideration of the  decisions, identifies  some of the most important sets of information	Demonstrates a sound consideration of the  decisions, identifies some of the most important sets of information necessary and establishes a clear logical connection between relevant information	Demonstrates a sound consideration of the  decisions, identifies  the most important sets of information necessary and establishes a logical connection to clearly described relevant information	Demonstrates a thorough consideration of the  decisions, clearly identifies  the most important set of information necessary and establishes a detailed and logical connections to clearly described relevant information
Executive summary Easily to read summary of critical information including a clear and logical connection to sound research objectives 5	Summary does not include important information, includes unnecessary details and/or information is poorly presented without a coherent structure	Summary includes minimal but important information, presentation is acceptable, may include unnecessary details	Summary includes most of the critical information and overall presentation is acceptable	A clear summary of the most important information in the report that is logically and clearly presented	A very succinct summary of all critical information, no unnecessary information included, good, clear and coherent organisation of the main points
Method Provides a clear description of how the study was conducted including an overall description of the procedure, the measurement instruments and the sample 10	Insufficient or inaccurate  description of the method	Correct but limited description of the method. No critical reflection on  method decisions	Correct and adequate description of method. Limited critical reflection on method decisions	Correct and detailed description of method. Demonstrates some awareness of reasoning behind the method decisions	Correct and detailed description of method. Demonstrates sophisticated understanding of` the method decisions
Results – choice and scope   SLO 4 Analyse research data using basic qualitative and quantitative methods 15	Use of inappropriate and/or insufficient statistics to answer the research questions	Use of appropriate descriptive statistics sufficient to address most aspects of the research question	Use of both appropriate and sufficient descriptive and inferential statistics to address most parts of the research question	Good use of both appropriate and sufficient descriptive and inferential statistics to address all parts of the research question Attempts to use multivariate statistics	Extensive use of appropriate descriptive,  inferential and multivariate statistics to address all parts of the research question Sophisticated combinations of statistics to develop detailed answers to the questions
Results – presentation   Demonstrates the ability to communicate information clearly using a mixture of text, tables and diagrams 10	Presentation of results lacks coherent or logical structure. Inappropriate or limited use of tables and diagrams to present results Insufficient detail for the reader to follow what was done	Results in basic but logical sequence. Some limited use of tables and diagrams to present results Just sufficient detail for the reader to follow what was done	Results presented in coherent, logical sequence Adequate use of tables and diagrams to present all results More details provided for the reader	Results presented in coherent, logical sequence Good use of tables and diagrams to present all results Good details provided for the reader	Results presented in coherent, logical sequence Sophisticated use of complex tables and diagrams to present all results Extensive details provided for the reader
Discussion   Demonstrates understanding of the statistics used and what the results indicate 15	Inappropriate and/or accurate interpretations of the meanings of the results Limited description of how the results provide answers to the research question	Acceptable interpretations of the meanings of the results Adequate description of how the results provide answers to the research question	Appropriate and accurate interpretations of the meanings of the results Adequate description providing some detail of how the results provide answers to the research question	Appropriate and accurate interpretations of the meanings of the results Adequate description  providing detail of how the results provide answers to the research question	Sophisticated and accurate interpretations of the meanings of the results Extensive description of how the results provide detailed answers to the research question
Conclusions and recommendations   SLO 3 Interpret research findings in a manner that facilitates business decision making 15	Poor or no summary of the research results Limited, or inappropriate connections to the original issue Poor or no recommendations	Adequate summary of a limited set of research results Sufficient but limited  connections to the original issue Some recommendations based on the evidence presented	Adequate summary of the main critical research results Logical connections to the original issue Adequate recommendations based on the evidence presented	Accurate summary of the main critical research results Logical connections to the original issue Detailed recommendations based on the evidence presented	Sophisticated but succinct & accurate summary of all of the critical research results Detailed logical connections to the original issue Detailed and extensive recommendations based on the evidence presented
Limitations    SLO 5 Evaluate the related strengths and limitations of methods in a business research context 10	Insufficient or inappropriate Identification of  key limitations to the research	Minimal identification of  some research limitations, not always the most critical	Identification of  the key limitations	Identification and some discussion of all key limitations	Identification  and detailed discussion of all key limitations
					Grade

 
 
 
 代写 BX2174 Research and Decision-Making for Business
 

 

All Internal and External subject offerings utilise the Blackboard learning management system. External study is study that does not require on-campus attendance, however all other rules, guidelines and expectations apply. Assessment due dates, learner responsibility and independent learning skills are necessary. Here is a link to the JCU Off-Campus Student Information Guide: http://www.jcu.edu.au/offcampusstudents/public/groups/everyone/documents/guide/jcu_116065.pdf.
 
As with all College of Business, Law and Governance students please email businessonline@jcu.edu.au for assistance with all educational technology/online challenges. Please also be aware that the College of Law, Business and Governance has Student Support Officers (SSO’s) available to you. SSO’s offer personalised support to students for a whole range of things including connecting students to relevant services, helping students attain their educational goals or helping you find ways to succeed at university. Here are the contact details:
 
Townsville Campus:       Susan Wright        Contact: 47 814 163      cblgstudentsupport@jcu.edu.au
 
Cairns Campus:            Natasha Garvey     Contact: 42 321 087      cblgstudentsupport@jcu.edu.au

 
 

Online Tutorials
Logging in to an online tutorial is through LearnJCU. The link under Tutorials provided by your lecturer will open up Blackboard Collaborate. You will need the following in order to participate and fully benefit from the sessions.
ü  Collaborate Launcher: When you attempt to join a Collaborate session you will be prompted to download the launcher. Email businessonline@jcu.edu.au if you need assistance.
ü  Reliable internet connection
ü  The optimal browser to work with LearnJCU is Mozilla Firefox
ü  Headset with noise cancelling capabilities and USB connection
ü  Webcam (optional)
 
 
Online Tests and Quizzes
If your subject includes an online test or quiz you will need to log in to your LearnJCU subject site to access the link. Typically these links will be positioned within the Assessment area of the LearnJCU subject site.
To avoid any technical problems such as internet drop out or screen freeze, please ensure you are working on a PC/Mac desktop or laptop with a fast and reliable internet connection. Do not attempt this test on Internet Explorer; use only Firefox Mozilla as your web browser. Do not attempt this test on a mobile device, tablet or smart phone.
The test attempt must be your own work.   Do not copy from another student. Refer to the JCU Policy
 
 
 
Library –Student Academic Misconduct Requirements policy, which can be accessed at: https://www.jcu.edu.au/policy/student-services/student-academic-misconduct-requirements-policy.
 
By submitting your answers online you are acknowledging that the answers are entirely your own work.
 
 
Submitting Assessments
As an Online student all of the on course assessment that you do will need to be submitted electronically. You will not be expected to forward hardcopies of your assignments to your lecturer.
Specific instructions with respect to how to submit your different assessment pieces can be found in section 4.1 of your Subject Outline.
 
 
Release of Marks/Results
In most instances your lecturer will publish the assessment related scores that you achieve via the MyGrades facility within LearnJCU. Typically they will advise the class via an announcement or email that such scores are available for viewing.
To access MyGrades you need to first click on the Tools option in the LearnJCU left hand side menu area and then look for the link titled MyGrades. Clicking on this link will result in your individual Grade Centre record displaying.
If your lecturer is using an alternative approach with respect to releasing assessment related scores they will advise you accordingly. 
 
 
Online Presentations
If you are required to do an online presentation there are various platforms available to help facilitate this process.Explore the group tools available to you in LearnJCU.  You can also explore the following:
·       Blackboard Collaborate
·       YouTube
·       Windows Movie Maker
·       Macs iMovie
·       Powtoon
·       iOS & Android
·       Zoom.us
 
 
Final Examination
If your subject requires you to sit a Final Exam, JCU has arranged external exam centres around Australia.
Your exam centre will be assigned to you based on your Semester Residential Address in eStudent and you will be sent a letter advising the centre details.Thereforeit is vitally important that you have the correct address details lodged on e-student.
If you are an external student living in reasonable proximity to Cairns or Townsville, your exam location [campus + room details] will be published via the Students Online area of the JCU website. Visiting this area of the website will provide you with an access path to your personal exam timetable.
Please note that a draft exam timetable is published 7 weeks prior to the scheduled commencement date of the exam period. The final exam timetable is published 5 weeks before the commencement of the exam period. The examination period for the current semester has been scheduled to commence on 07/11/2015and conclude on 20/11/2015.
If you have any questions with respect to your exam arrangements you should contact the Flexible Delivery Exams Officer on (07) 4781 6212 or email Exams-townsville@jcu.edu.au
 
 
Technical Support
If at any time you are experiencing difficulties and issues with technology, send an email to businessonline@jcu.edu.au  for assistance.

 
 

ASSESSMENT TASK [?]      COLLEGE OF BUSINESS, LAW & GOVERNANCE

ASSESSMENT TASK [?]      COLLEGE OF BUSINESS, LAW & GOVERNANCE

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