代写 240.887 Research Report assignment

100%原创包过,高质量代写&免费提供Turnitin报告--24小时客服QQ&微信：273427

 代写 240.887 Research Report                                                                                                                                                       
 
Duration           
Start          23^rdof July 2016                 
Finish                  11^th of April 2016     
 
An empirical supply chain management research investigation. During this paper students will develop intellectual independence by conducting supply chain research. Supervision will be provided to guide students, however, the responsibility for framing and conducting the investigation will be the students alone. Students will develop the skills to articulate, analyse and evaluate their research findings.
 
The process of scientific discovery will be explored through the pursuit of a self-directed research investigation. The primary role of the paper is to developresearch skills through application.  Particular emphasis is placed on conducting research on supply chains. During the paper students will develop the skills to synthesis literature, design research processes, collect and analysis data and extract meaning from research findings.
 
Teaching & Learning Process
Students are expected to take responsibility for their own learning. Self-directed means students will be provided with sufficient support to aid their decision making, but the objectives and methods applied are at the student’s discretion. Supervision will be available throughout the process and regular meetings recommended to ensure consistent progress towards producing a high quality research report. 
 
On successful completion of this paper, students are expected to be able to:

1. critically investigate a supply chain management phenomena
2. synthesise literature into coherent frameworks and models
3. select and apply appropriate research methodologies
4. accurately analyse research data
5. succinctly present research findings
6. evaluate the value of findings in relation to previous research
    

 

Assessment	Learning Outcome	Weighting	Submission Mode	Due Date (Midnight)
Progress Reporting	LO 1, 2, 3	5%	email to lecturer	Last day of the Month (Aug to Dec)
Data Analysis	LO 4	10%	email to lecturer	17th of August
Draft Report	LO 1, 2, 3, 4, 6	10%	email to lecturer	14th of September
Research Report	LO 1, 2, 3, 4, 6	50%	email to lecturer	12th of October
Journal Article	LO1, 2, 4, 5, 6	25%	email to lecturer	11th of November

 
Online Test 1 5% online
Online Test 2 5% online
Group Questions 9% in class
Group Tasks 10% in class
Group Presentation 8% other
Group Review 8% online, Web Submit, compulsory
Test 1 10% in class
Test 2 15% in class
Test 3 30% in class
Notes:
The assessment is designed as an iterative learning process. Each assignment builds into the next. The feedback from one assessment is focused on ways to enhance the next step. The paper summary (page 3) illustrates how the research report is built up over each assessment.
  代写 240.887 Research Report assignment
Online Test 1 5% online
Online Test 2 5% online
Group Questions 9% in class
Group Tasks 10% in class
Group Presentation 8% other
Group Review 8% online, Web Submit, compulsory
Test 1 10% in class
Test 2 15% in class
Test 3 30% in class
Notes:
Tardiness
Contact the paper coordinator if you wish to apply for an extension. 5% will be deducted per day for overdue assessments.
 
Plagiarism
It is mandatory that any assessment items that you submit during your University study are your own work.  Massey University takes a firm stance on academic misconduct, such as plagiarism and any form of cheating.
Plagiarism is the copying or paraphrasing of another person’s work, whether published or unpublished, without clearly acknowledging it.  It includes copying the work of other students and reusing work previously submitted by yourself for another paper.
Academic integrity breaches impact on students as it disadvantages honest students and undermines the credibility of your qualification.  Massey has purchased a licence to utilise Turnitin®, a text matching web application to assist with the detection of copying.  Assignments submitted to Turnitin will be compared with material available on the world wide web including electronic books, journals, newspapers, cheat sites (or paper mills), web pages and previously submitted assignments. 
Please see the Academic Integrity Guide for Students on the University website for more information.  The Guide steps you through the University Academic Integrity Policy and Procedures.  For example you will find definitions of academic integrity misconduct, such as plagiarism; how misconduct is determined and managed; and where to find resources and assistance to help develop the skills of academic writing, exam preparation and time management.  These skills will help you approach university study with academic integrity.Online Test 1 5% online
Online Test 2 5% online
Group Questions 9% in class
Group Tasks 10% in class
Group Presentation 8% other
Group Review 8% online, Web Submit, compulsory
Test 1 10% in class
Test 2 15% in class
Test 3 30% in class
Notes:
 
 
Online Test 1 5% online
Online Test 2 5% online
Group Questions 9% in class
Group Tasks 10% in class
Group Presentation 8% other
Group Review 8% online, Web Submit, compulsory
Test 1 10% in class
Test 2 15% in class
Test 3 30% in class
Notes:
In order to maintain consistent progress on the research, monthly reports are required. The first progress report will consist of the following:
·         Revised research proposal (in line with the paper summary)
·         Research budget (appendix A)
·         Ethics application (http://www.massey.ac.nz/massey/research/research-ethics/human-ethics/forms-and-procedures.cfm)
After these three documents have been electronically submitted a supervisor will be assigned to guide students through the research process, Appendix B states the expectations for both the student and supervisor during Masterate research. The next four progress reports should explain what has been accomplished during that month and what is planned for the next month. A single page submitted electronically to the lecturer and supervisor is sufficient, report chapters/ sections as they are written can also be submitted as a progress report.

 

Proposal Chapters	Sub-Sections	Research Proposal	Data Analysis	Draft Report	ResearchReport	Word Count	Journal Article	Word Count
Structured Abstract	Purpose Design/methodology/approach Findings Research limitations/implications Practical implications  Originality/value						X X X X X X	200 to 300
1.Introduction	1.1 Research topic 1.2 Research questions/ objective 1.3 Scope and boundaries of the research 1.4 The importance of the research 1.5 Research method overview 1.6 Potential contribution to knowledge 1.7 Limitations of the study 1.8 Flow and contents of remaining chapters	X X X X X X X X		X X X X X X   X	X X X X X X   X	700 to 1200	X X   X X X   X	400 to 700
2. Literature review	2.1 Introduction highlighting why each section is included 2.2 -2.6 Major contributions in the research field 2.7 Conceptual model (Synthesized from literature) 2.8 Research gap 2.9 Summary of the most important aspects of the literature	X X X X X		X X X X X	X X X X X	2500 to 3500	X X X	1000 to 1500
3.Research Methodology	3.1 Detailed descriptions of research questions/ hypotheses 3.2 Ontological and epistemological perspectives 3.3 Appraisal of alternative research methodologies 3.4 Selection of research methodology 3.5 Detailed description of research approach 3.6 Planned measurement technique and associated analysis 3.7 Ethical considerations 3.8 Critical review of the chosen research methodology	X X X X X X X X		X X X X X X X X	X X X X X X X X	1500 to 2500	X     X X	400 to 600
4.Data Analysis	4.1 Overview of data collected, sample coverage 4.2 Visual displays summarising empirical data 4.3 Analysis of quantitative or syntheses of qualitative data 4.5 Explanation of the major findings/ insights		X X X X	X X X X	X X X X	2500 to 4500	X X X X	1000 to 2000
5. Discussion	5.1 Review of conceptual model in light of data 5.2 Correlation of findings with previous literature 5.3 Managerial/ policy implications 5.4 Critique of the research 5.5 Further research			X X X X X	X X X X X	1000 to 1500	X X X X X	500 to 800
6. Conclusion	6.1 Succinct answers to the research questions 6.2 Original contribution			X X	X X	400 to 700	X X	200 to 400
References	30 to 80 Citations	X	X	X	X	≈10000	X	≈5000
Appendices	Essential information that reinforces the research quality			X	X

 
 
The sense making of empirical data is a critical component of academic research. This assessment is focused only on the analysis/ findings chapter of the research report. Continued within should be a summary of the data collected and appropriate analysis that draws out the insights. The following rubric provides detailed guidance on what is expected. The shaded area has a higher assessment weighting. Suggested content is also stated in the paper summary.
 

Criteria	0	30	40	50	60	70	80	100
Data Presentation	Students inconsistently and inappropriately make use of labels, highlights, font weight and underline. Students select inappropriate visual methods of presenting data.		Students use labels, highlights, font weight and underline. Students select visual methods of presenting data. Some presentation methods are suitable for the type of data and purpose ofpresentation and audience.		Students appropriately use labels, highlights, font weight and underline. Students select visual methods of presenting data. The presentation methods are mostly suitable for the type of data and purpose of presentation and audience.		Students appropriatelyand consistently uselabels, highlights, fontweight and underline.Students selectsuitable visual methodsof presenting data. Thepresentation methodsaresuitable for the type ofdata and purpose ofpresentation andaudience.
Data Processing	Students attempt to arrange data into fields. Most Fields are named. Data entered has some inaccuracies. Little understanding of data types.		Students arrange data into fields. Fields are named. Data entered has some inaccuracies Students have some understanding data types.		Students arrange data into fields. Fields are appropriately named. Data entered is mostly accurately. Students recognize data types.		Students arrange data into suitable fields. Fields are appropriately named. Data is entered accurately. Students recognize data types.
Data Manipulation	Students make noattempt to manipulatedata or manipulation isfundamentally flawed.		Students canmanipulate data withuse of formula orequations. Some errors arepresent in datamanipulation		Students canmanipulate data usingformula or equations.The data manipulationmakes analysis possible..		Students canappropriately manipulatedata using suitableformula or equations.The data manipulationmakes analysis possible.
Data Analysis	Students make noattempt to analyse dataor draw conclusions orthe analysis isfundamentally flawed.Students make noattempt to link to priorknowledge.		Students attempts toidentify trends to drawconclusions from thedata. There areinaccuracies inanalysisStudents attempt tomake some links toprior knowledge.		Students identify trendsand are able to drawconclusions from thedata. There are fewinaccuracies inanalysis.Students can recognisesome errors andinaccuracies in theprocessed,manipulated andpresented data.Students are able tomake some links toprior knowledge.		Students correctlyidentify trends and are able to draw suitableaccurate conclusionsfrom the data.Students can recogniseerrors and inaccuraciesin the processed,manipulated andpresented data andtheir analysis.Students are able torelate presented datato other knowledge.

1.       Data Analysis Rubric
 
Thedraft report should be as complete as possible and is mainly required to enable both supervisors to review the research in its totality. The paper summary provides chapter and section headings together with indicative word counts for each. The research report rubric once more illustrates what is expected and the basis of the assessment. Detailed feedback will be provided on the draft report that should be incorporated into the final research report.
 
This is the major comment of assessment and should be informed by regular meetings with a supervisor and the feedback from the draft. The same overall contents as the draft is expected, likewise the same rubric will be used for assessment.In total this report should not exceed 13,000 words and ideally should be around the 10,000 word mark. The shaded areas in the research report rubric indicate the areas of higher weighting. Thus focus attention around the academic rigour of the report, in terms of the conceptual model, analysis and resultant contribution to knowledge.  
 

	Criteria	0	50	60	70	80	100
Presentation	Concisely and clearly written	Rambling, some irrelevancies and errors, incomplete statements		Reasonably succinct, simple and understandable		Succinct and poignant, clear and grammatically correct
	Format and diagrams	Difficult to interpret diagrams, poorly formatted report, sloppy presentation		Organised report with clear diagrams and a tidy presentation		Well-presented report with self-explanatory diagrams and professional appearance
Clarity of Purpose	Introduction	Vague rambling, limited clarity on direction or purpose, uncertain potential contribution		Direction and objectives clearly stated, some acknowledgement of potential outcomes		Clear mandate for the research, precise direction & scope together with potential contribution
	Alignment	Disjointed and dysfunctional, separate sections not linked, no signposting		Single report reasonably well put together, focus on topic maintained throughout		Fully integrated report, single thesis under investigation, well signposted throughout
	Research gap	Unjustified research gap plucked out of the air, disjointed and only partially related research questions/ propositions		Research gap is identified by previous research that logically link to the associated questions/ propositions		Clearly defined research questions/ propositions that fully align to the research gap that is well justified and linked to previous studies
Context for Research	Review of major contributions	List of points or sweeping statements, large blocks of referenced material, missing some significant contributions		Somewhat complete, mainly from own perspective, literature is used reasonably well to justify perspective		Comprehensive critical review of the current state of knowledge in own words, paraphrasing used to convey key concepts
	Synthesis of literature	Not integrated, points and statements are not brought together, no storyline		Partially integrated, two viewpoints built from several materials inter-linked		Fully integrated, points and statements linked together comprehensively, a clear narrative
	Conceptual model of the literature	List of concepts partially related in a complex model with questionable causal links		Two significant authors work integrated into a combined model that highlights the key factors for further investigation		Considered yet simple model that draws out the main points from previous research and highlights their interaction
Appropriate Methods	Ontology, epistemology and methodology	Vague review of ontology and epistemology, the authors beliefs and not explored, followed by a bland list of alternative methods		Clearly articulated views of ontology and epistemology followed by a partially linked research method		Comprehensive review of research philosophy, both conceptually and personal beliefs, well integrated into the research methodology
	Research process	Process not in line with the research questions or ontology, disjointed measurement and analysis processes, actual method differs from planned		Sensible approach to conducting the research, logically linked to the research questions, reasonable analytical and measurement approach applied		Well aligned and fully justified research process, fully considered and conducted data collection and analysis process
Analysis & Reflection	Data analysis	Analysis contains errors in process and/or calculations, poorly displayed information that is difficult to interpret/misleading		Accurate data analysis that extracts the key findings, well displayed information		Rigorous analysis of the empirical data, clearly displayed to highlight the most significant insights
	Reflective critique	Limited appreciation of the value of the findings, superficially linked to previous research		Value of the findings recognised and reasonably well linked to previous research, some conceptual model refinement		The most significant insights are liked to previous research, the conceptual model is refined in the light of these new insights
Successful Outcomes	Overall design and execution	Clear shortcomings in either the method, the data quality or accuracy of the analysis		Some high quality research elements mixed in with some undermining areas of weakness		A rigorous investigation of a focussed research topic that is conducted precisely throughout
	Original contribution	Limited new theoretical or practical insights, a partial extension/ verification of a known concept in a new context		A valuable contribution to knowledge, of interest to either practitioners or academics, worthy of publication in a journal		A distinct and unique contribution to the research field, worthy of publication in an international journal

2.       Research ReportRubric
Research is disseminatedvia journal publication. The final assignment is to convert the large research report into a journal article format. Feedback will be provided on the research report that indicates how to compress the narrative to around 5000 words. As illustrated in the paper summary most of the same content is required, plus the addition of a structured abstract. The focus for this assignment is to provide a succinct research contribution in line with the expected format of an academic journal, such as the International Journal of Logistics Management. Both the style of writing and formatting should be modified to align with a target journal selected by the supervisor. The follow rubric provides an explanation of what is expected and how the journal article will be assessed. As always the shaded areas indicate crucial elements.
 
 

	Criteria	0	50	60	70	80	100
Presentation	Concisely and clearly written	Rambling, some irrelevancies and errors, incomplete statements		Reasonably succinct, simple and understandable		Succinct and poignant, clear and grammatically correct
	Format and diagrams	Difficult to interpret diagrams, poorly formatted article, sloppy presentation		Organised article, formatted in line with the target journal with clear diagrams and a tidy presentation		Well-presented article, self-explanatory diagrams and journal article appearance
Clarity of Purpose	Abstract	Difficult to understand, disjointed abstract that is poorly linked to the article contents		Accurate abstract that succinctly summaries the journal article and the objectives of the research		Interesting and engaging abstract that draws the reader into the journal article
	Introduction	Vague rambling, limited clarity on direction or purpose, uncertain potential contribution		Direction and objectives clearly stated, some acknowledgement of potential outcomes		Clear mandate for the research, precise direction & scope together with potential contribution
	Research gap	Unjustified research gap plucked out of the air, disjointed and only partially related research questions/ propositions		Research gap is identified by previous research that logically link to the associated questions/ propositions		Clearly defined research questions/ propositions that fully align to the research gap that is well justified and linked to previous studies
Literature Review	Synthesis of literature	Not integrated, points and statements are not brought together, no storyline		Partially integrated, two viewpoints built from several materials inter-linked		Fully integrated, points and statements linked together comprehensively, a clear narrative
	Conceptual model of the literature	List of concepts partially related in a complex model with questionable causal links		Two significant authors work integrated into a combined model that highlights the key factors for further investigation		Considered yet simple model that draws out the main points from previous research and highlights there interaction
Method	Research process	Process not in line with the research questions or ontology, disjointed measurement and analysis processes, actual method differs from planned		Sensible approach to conducting the research, logically linked to the research questions, reasonable analytical and measurement approach applied		Well aligned and fully justified research process, fully considered and conducted data collection and analysis process
Analysis & Reflection	Data analysis	Analysis contains errors in process and/or calculations, poorly displayed information that is difficult to interpret/misleading		Accurate data analysis that extracts the key findings, well displayed information		Rigorous analysis of the empirical data, clearly displayed to highlight the most significant insights
	Reflective critique	Limited appreciation of the value of the findings, superficially linked to previous research		Value of the findings recognised and reasonably well linked to previous research, some conceptual model refinement		The most significant insights are liked to previous research, the conceptual model is refined in the light of these new insights
Value	Original contribution	Limited new theoretical or practical insights, a partial extension/ verification of a known concept in a new context		A valuable contribution to knowledge, of interest to either practitioners or academics, worthy of publication in a journal		A distinct and unique contribution to the research field, worthy of publication in an international journal

3.       Journal Article Rubric
I am a firm believer in lifelong learning. It is a privilege to be an academic and have the opportunity to help others develop and grow. I very much enjoy co-learning with my students and extending the boundaries of knowledge. During my own learning journey I have been very fortunate to have worked with a number of generous and open minded scholars who have helped me develop a systematic perspective of business. Through my work with professionals and students I attempt to help others broaden their views and consider the wider context of the problems they encounter.
I obtained a PhD in 2002 for my research into supply chain integration and market-orientation whilst at Cardiff University. My major research interests are in supply chain networks and culture. I am practitioner focused and enjoy auditing and advising organizations on how to improve their supply chain practices. I have published over 40 articles in quality journals including: Journal of Business Logistics, Journal of Operations Management, Supply Chain Management: an International Journal, International Journal of Production Economics and OMEGA.
Over the years I have researched a wide range of industries in a number of countries. In the 90’s I worked on a UK automotive sponsored project looking at developing supply chain for the 21^st century. Subsequently I conducted research in the construction and aerospace sectors. Before leaving the UK in 2002 I was part of a team that analysed Tesco’s and Sainsbury’s supply chains. Whilst in New Zealand I have been broadening my industrial experience further with research projects in the health, agricultural and engineering sectors to name but a few.
I enjoy collaborative researcher and over the years it has been a real pleasure to work with some of the best known experts in the field. Using a constructivist approach we have developed, and globally tested a rigorous supply chain auditing methodology. Outputs from these audits are codified, and the resulting insight into real-world supply chain integration is arguably my best known area of research. Over time I have increasingly become interested in the behavioural aspects of supply chain management. For example I have been working with scholars from around the world for the past three years investigating the effects of different national cultures on supply chain management. A large amount of my current research energy is spent on exploring supply chain relational networks. Together with my doctoral students we are investigating the fundamental role social network ties contribute towards successful supply chain collaboration.
 
Teaching Philosophy
As teachers I believe we play an important role in society and have a responsibility to nurture understanding and help others fulfill their potential. I believe every student is individual, they learn in different ways and respond to different forms of facilitation and it is our role as teachers to provide appropriate scaffolding for these different learning styles. I began to learn how to be a scholar as a researcher at the University of Cardiff. The research group and wider institution is very much focused on research excellence and the discovery of new knowledge. In retrospect I realize now that this introduction into academia was somewhat limited and lacked the critical component of teaching.
When I joined the University of Waikato in 2002 I was very much a management scientist first and I saw teaching as somewhat of a necessary burden. I was very fortunate to be assigned John Buchanan as a teaching mentor and over several years develop a keen interest in pedagogy. Over time my teaching approach moved from a behaviourist approach in which I talked down to the students from a position of discipline excellence to one of a facilitator who provides scaffolding for learners on which they construct their own understanding. In relation Pratt (1998), this can be seen as move from transmission to development/nurturing.
I try to continually improve as a scholar, starting off as a researcher focused on my own selfish discovery of knowledge and have now come to embrace teaching and the critical role I play in the learning of my students. The direct tangible feedback of student growth and development is now the most rewarding part of my vocation. As somebody labelled with a learning disability (dyslexia) I was initially unsure of my capabilities as a teacher, however I have come to believe this is actually an advantage as my visual approach to teaching and my empathy for learners means I truly connect with my students. In order to continue this learning journey I recently completed a postgraduate certificate in tertiary teaching.  
 
 
The concepts discussed in this paper are the subject of on-going academic research, currently being carried out by the coordinator and other staff members of Massey University.
 
 
Student Centred Learning 
Student centred learning (SCL) tries to encourage more autonomous, or independent learning.  There are several reasons for this:
·         The first is our ability to cope with ever increasing rates of change.  Most of you will change career paths (not just jobs) 3-5 times in your working lifetime.  Skills and particularly knowledge learnt today have limited life.  What is therefore more important is that you acquire the skills of learning - to learn how to learn - beyond the University environment.   
·         The second is the clear evidence from all levels of educational experience and research, that people gain knowledge and skill more effectively when learning by doing.  Thus this paper will emphasise active learning - involving experimenting, self-study, discussion, and experiencing a wider range of activities.
·         Thirdly, a parliamentary act requires of a University that it be concerned with more advanced learning, the principal aim being to develop intellectual independence.
In order that you grasp the material effectively you will learn by actively doing. This will be a key emphasis in class—it won’t be just listening to the teacher talk. A great deal of your learning will take place outside the block course.  Here you will be encouraged to make use of the resource material, and work both with your fellow students and alone. Mastery of the material is, finally, your responsibility.  My responsibility is to respond to your needs as you actively work with the material.  Thus the key to success in this paper – as in life-long learning – is active and thoughtful participation.