Module Synopsis

The Independent Research Project is the capstone module of the programme. It provides the opportunity to apply, integrate, and deepen the knowledge, insights, and skills you have learned throughout the programme of study. You will have the opportunity to demonstrate your capacity to work independently on a major project, through real-world issues or a research topic. You will work with your supervisor to research, develop and present the research project for assessment in compliance with the agreed formats prescribed by Work-Based Distance Learning (WBDL) and the Lincoln International Business School.

Learning Outcomes

On completion of the Independent Research Project you will be able to:

LO1: Communicate the aims, objectives and work plan associated with the final project.

LO2: Select, collect, present, analyse, and interpret data and information to support decision making, in accordance with sound principles of research and investigation including ethics.

LO3: Critically evaluate and apply theoretical and methodological approaches in ways which augment understanding of the topic.

LO4: Demonstrate depth of knowledge, expertise and critical understanding of the chosen topic area.

LO5: Critically reflect on research practice and intellectual argument particularly in the context of contemporary debates in management or business. 

LO6: Synthesise and critically evaluate different sources of knowledge in order to articulate logical and cogent argumentation.

 

Students will, as part of the CMI Diploma, need to take note of Appendix On

Transferable Skills

The module enhances your employability by developing the following transferable skills:

§  Organisation	§  Commercial Awareness
§  Communication	§  Researching and Analysing
§  Learning and Adaptability	§  Problem Solving
§  Perseverance and Initiative	§  Critical Thinking

Principles of Responsible Management Education

The Lincoln International Business School is committed to the Principles of Responsible Management Education (PRME) to develop future leaders that are socially responsible who will create sustainable environmental and economic value.

 

This module contributes to the PRME agenda by LIBS, which has been a member since 2010.  PRME is the largest voluntary engagement platform for academic institutions to transform their teaching, research, and thought leadership in support of universal values of sustainability, responsibility, and ethics.  PRME is framed around six principles which place sustainable development at the core of responsible management education and is based on the premise that graduates with sustainability skills are in high demand.

 

Feedback Strategy

Receiving formative feedback during your learning is essential to ensure you are prepared for your final assessments. To support your learning throughout the module the following formative feedback strategies may be used:

• Feedback on draft work via email
• One-to-one meetings with tutors via virtual collaboration
• Telephone conversations

 

Assessment Summary

The module is assessed by a five-minute proposal presentation (10%) and a 10,000-word Independent Research Project (90%).  As an appendix entry, you will need to complete four questions as set by CMI to evidence reflection relating to learning gained from your studies and include the personal progress and supervision log (Appendix Four)

 

Formative Assessments

Draft submissions via a word document will be shared through Microsoft OneDrive by your tutor at times discussed during initial contact.

 

Weighted Assessments

Presentation Proposal (10%) summative assessment will be via the criterion provided at Appendix Two.

Independent Research Project (90%) summative assessment will be via the criterion provided at Appendix Three.

 

Assessment Criteria

The Assessment Criterion Grid will be used to provide feedback to indicate how marks were allocated, they are included at Appendix Two and Appendix Three

 

 

Assessment Method	Weighting (%)	Week Due	LO’s Assessed
			1	2	3	4	5	6
Presentation	10%	Unit Three	x
Independent Research Project	90%	Unit Fourteen (or as instructed by admin)		x	x	x	x	x

 

Dishonesty and Plagiarism

 

The University Regulations define plagiarism as the passing off of another person’s thoughts, ideas, writings or images as one’s own. Examples of plagiarism include the unacknowledged use of another person’s material whether in original or summary form. Plagiarism also includes the copying of another student’s work.

 

Plagiarism is a serious offence and is treated by the University as a form of dishonest means in assessment. Students are directed to the University Regulations for details of the procedures and penalties involved. Plagiarism is, however, easily avoided by the full and correct use of referencing.

 

When available, always check your ‘similarity’ rating index on Turnitin submissions to ensure you percentage rating is in the ‘green’. Please note however, that such a rating is indicative only and tutors will consider other evidence in assessing the academic integrity of your work.  Where there are doubts about your work you may be called in for an interview.

Plagiarism can be avoided by referencing correctly. Please follow the referencing format outlined in the University of Lincoln (2013) Harvard Referencing Handbook and Appendix Five.

 

Learning Resources

Reading

The key text(s) and other recommended reading for this module are contained within the reading list on Blackboard.  Additionally, you are also expected to read independently for this module from appropriate peer reviewed books and journals.

Subject librarians

The WBDL Subject Librarian is Helen Williams.  She can assist you with library and resource queries. However do look to utilise the Library guidance resources in the first instance.

 

What is an Independent Research Project?

The Independent Research Project is a self-managed programme of study which requires a range of skills to be developed and used, such as organisation and planning, time management, research skills, intellectual enquiry and analysis, and producing effective documentation.

You will be required to undertake both primary and secondary research to inform your research project. The extent of this research will be dependent on your research project type. Primary research is developed from data collected specifically for the research project being undertaken. Secondary research is information which is already available to you from a range of sources; the data which underpins this research was originally collected for a purpose other than your research project.

 

You will be allocated an academic supervisor who will guide you through and advise you on your research and final submission.

 

Research Types

There are two types of research you may undertake:

 

1. Applied Research: also known as action research, aims to find solution for immediate and specific problems, as such, findings of applied research studies are applicable at a practical level providing recommendations to address specific problems. This research type is appropriate for work-based projects, however to achieve this research type you must be in a stable position, where you have the authority and resources to action a change.

 

2. Fundamental Research: also known as basic research, aims to contribute to the overall field of knowledge without immediate practical implications. As such, findings of fundamental research studies are applicable at a theoretical level adding to knowledge development within the research area. This research type is appropriate for research projects.

 

If you are unsure which approach to take, please contact your supervisor who will be more than happy to explore your options in greater detail.

 

You must study the ethical guidelines, and unit three of the self-guided learning resources available on Blackboard, to inform your ethical procedures.  You will be required to complete an EA2H form which will need approval from your supervisor prior to commencing any primary research. Please ensure you follow the guidance provided.

 

Supervision

 

Although the Independent Research Project is a student-led module, do look to utilise your supervisor as a resource, for both guidance and support.

 

Responsibility of the Supervisor

 

The supervisor will:

 

• Provide guidance about the nature and planning of the work and the standard expected
• Remind students about the problems of plagiarism or use of dishonest means, as outlined in the University regulations
• Be accessible to students for regular tutorial sessions, as agreed with the student
• Request written work and accounts of progress as appropriate, and return any work with constructive comments within a reasonable period of time
• Ensure that the student is clearly informed of any inadequacies of progress and of any standards of work which fall below the level generally expected
• Supervisors cannot give indications of the mark or classification the independent research project is likely to receive

Responsibility of the Student

 

The student will:

 

• Initiate contact with the tutor to discuss how to proceed with the Independent Research Project
• Engage with the online self-guided learning resources
• Upload their EA2H to the Approved area prior commencing any primary data collection (this should only be done when the document has the required three approved signatures)
• Undertake primary research
• Take the initiative in raising problems or difficulties, however elementary they may seem
• Maintain the progress of the work in accordance with the schedule agreed with the University, including the presentation of written work, in sufficient time for comments and discussion to inform subsequent work.

 

How to Proceed

Start by exploring the blackboard site, familiarising yourself with the module requirements, module schedule and start to access and complete the self-guided learning units. These should be completed in sequential order. Please do note: you are able to access and revisit the resources as many times as you need.

 

Planning

 

1. Plan ahead if you need to order inter-library loans for material not accessible from the Library and if you are intending to carry out any fieldwork, allow enough time not only for the data collection but also for the analysis and interpretation of your findings.

 

1. Make a full record of all your references as you go along, pay particular attention to the University of Lincoln Harvard Referencing Handbook and Appendix Five including the page numbers wherever applicable. This will enable you to construct an accurate and comprehensive reference list and bibliography.

 

1. Agree a schedule of appointments with your supervisor and advise them in advance if you are not able to make a meeting.  These may take the form of telephone conversations, virtual collaborations or email updates.

 

1. The independent research project is a significant element of your final level of study and degree award. Allocate your time to it accordingly.

 

1. Leave enough time to reflect on, edit and proof read your completed work. Last minute computer failure will not be accepted as a mitigating circumstance. You are strongly advised to back up your work regularly.

 

Style

 

You are expected to write in a concise, informative, lively but formal, style.  Jargon, slang, first and second person narrative (I, we, our, your), use of the word the author (take note of Appendix Six), use of stereotypes and generalisations should all be avoided. You should be analytical rather than descriptive in your approach and communicate clear, coherent arguments in a narrative style.

 

Referencing

 

Referencing identifies the source of ideas, texts, tables, and diagrams etc. that have been drawn from authors other than you. It enables the reader to follow up on sources that may interest them and also protects you from allegations of plagiarism.

 

• You are required to use the Harvard referencing system
• Follow the University of Lincoln Harvard referencing handbook which is available via blackboard and the library website
• Give a list of all cited references in alphabetical order (of the author) at the end of the independent research project, prior to the bibliography and any appendices
• Follow this with a bibliography, this should include all references for sources consulted but not referred to directly in the text.

 

Plagiarism

 

• Consult the University General Regulations Part A which can be accessed via http://secretariat.blogs.lincoln.ac.uk/files/2013/03/University-General-Regulations-2017-182.pdf for full guidelines on plagiarism and academic offences
• Correct referencing avoids inadvertent plagiarism
• You are required to submit an electronic copy of your Research Project via Blackboard using the Turnitin UK software. This enables you and tutors to check your work for plagiarism
• Do look to utilise your draft Turnitin submission to identify any poor academic practice within your referencing and paraphrasing.

 

If you are found to have plagiarised, your work may be awarded a mark of zero.

 

Submitting your Independent Research Project

 

Format for Submission

 

The following is a brief description which may be used to inform the independent research project structure:

 

Research Project	Work-Based Research Project
Cover Page	Cover Page
Title Page	Title Page
Acknowledgements	Acknowledgements
Abstract	Executive Summary
Table of Contents	Table of Contents
List of tables and figures	List of tables and figures
Introduction	Introduction
Literature Review	Project Plan (Research Questions, Literature Review and Methodology)
Methodology Chapter
Findings	Project Implementation (Activity, Findings and Analysis)
Discussion and Analysis
Conclusions	Project Outcomes (Interventions, Dissemination and Impact)
Reference List	Conclusions and Recommendations
Bibliography	Reference List
Appendices	Bibliography
	Appendices

 

The cover page should include:

 

• The title of the work;
• Your full name
• Your enrolment number
• The title of your award (degree name)
• Name of supervisor
• The date of submission.
• The total word count for the Project excluding the reference list, bibliography and appendices.

 

On the first page inside the cover the title of the independent research project and your name should appear again.

 

The second page should be the Acknowledgements page – state here the name(s) of any person(s) who assisted you in the preparation of this work and briefly state how they helped you e.g. contacts in organisations.  Acknowledgements should be brief and factual.  Though, remember not to list any names you may have offered anonymity and confidentiality to.

 

On the third page there should be an Abstract or Executive Summary of the research project.  This should be a summary of the aims and scope of the work, when and how it was carried out, and the results and conclusions emerging from the work.  It should be approximately 250 words.

 

The fourth page should be the Contents page, showing the titles of the different sections of the research project and corresponding page numbers.  This is the final task you will complete when the whole of the work is finished and checked.  Word does have the facility to insert a table of contents via the References option.

 

On the fifth page put a List of tables and figures and the numbers of the pages on which they occur.  If the tables or figures are referred to more than once, they should be placed in the appendices; if you refer to them just once, you may place the table or figures within the texts.  However, it is advised that summaries may appear in the main body of the text and more extensive information should be placed into the appendices.

 

On the sixth page start the main chapters

 

Following the main body of the text should be the Reference List and, starting on a new page, the Bibliography.

 

Finally, add any Appendices and Annexes.  These can include material such as long tables, lengthy quotations, and other material used in the study which gives additional evidence, but which is too cumbersome to include in the main body of the text. The material must be referred to in the main body of the text (for example, depending upon the content of the sentence either a simple addition of a bracket such as (Appendix XX) or incorporated as part of the narrative “Appendix XX details”) without explicit linkage the content will not be acknowledged in the assessment of the work.

 

You must include your approved EA2H, Four answered CMI questions and Personal Progress & Supervision Log as part of your appendices.

 

An annex is a document produced by another author and its pages are usually independently numbered

The entire work must be paginated.

 

You must ensure your formatting is set out as per the University of Lincoln guidelines, your font should be a consistent black and type Arial, Size 11, Line spacing should be 1.5, a clear line is required between paragraphs and text alignment should be justified. The Reference List and Bibliography should not be justified, please select align left for this element.

 

Margins must be even on the left-hand side, right-hand side, top, and bottom of the page.

 

Submission Arrangements

 

You will need to submit your proposal presentation video within the assessment area on blackboard, this can be either via a video recording such as Panopto or utilising a recorded collaborate session.

 

You will need to submit assessment two, the Independent Research Project through Turnitin. Help guides for Turnitin can be found within the Blackboard site.

 

Important:  Please allow enough time to generate, interpret and act upon your Turnitin report.

 

You are required to submit one electronic copy of your independent research project submitted via Turnitin accessed via Blackboard. This will also be used to check for plagiarism. You are strongly advised to make an extra copy for yourself.

 

Ensure you submit your independent research project by the end of unit fourteen (or as per the date WBDL administration has informed you of).  Failure to do so will result in a 10% deduction per day the assignment is late.

 

Assessment

 

The Assessment Criteria

Familiarise yourself with the learning outcomes and the criteria within Appendix Two and Appendix Three as appropriate and use these to assess your progress as you start to produce your work.

 

All independent research projects are double marked and a sample is reviewed by the External Examiner. You will be notified of your mark following either the December or Summer Award Board. Supervisors are not able to indicate the mark or classification in advance.

Some Common Problems

 

Check the following points which might help you to avoid some commonly recurring problems.

 

No engagement with supervisor: A lack of engagement during this capstone piece of work has been encountered and as such students are encouraged to communicate with supervisors wherever possible via email, media or phone conversations.  Take advantage of the draft work opportunities to gain valuable formative feedback.

 

Lacks critical analysis: one of the most common criticisms is that the work lacks critical and analytical thought.  In your approach, always question ‘why’ rather than ‘what’.

 

Too descriptive: descriptive writing will prevent you from accessing the higher marks associated to critical writing. Students using their own experiences often produce descriptive work. Your findings must be critically interpreted and examined and must include academic underpinning. Do also ensure you are writing in a concise manner. Include only information which is pertinent.

 

Not making good use of information: students often put a lot of effort into researching the topic they have chosen, but then struggle to put the information to good use. Make sure the information you collect is usable.  This means identifying what you wish to collect and determining what you are going to do with it before you start collecting (do look to utilise the self-guided learning resources within unit two to inform this element of the research).

 

Lacks Structure: frequently the work ends up as a number of discrete essays, with either a very fine link, or no link whatsoever. This is inevitably due to a lack of structure and/or focus. The importance of a draft structure cannot be stressed enough, otherwise you have little or no control over the final structure.

 

Makes generalisations: avoid making sweeping statements which cannot be substantiated. Avoid such circumstances by underpinning with academic support.

 

Ignores limitations: if you have encountered limitations of any sort, do not ignore them; acknowledge them, this will link into your critical analysis and demonstrate understanding of research practice.

 

Costing: Lacks costing analysis of recommendations and/or implementation costs.

 

Losing work: save your work on a regular basis (for example every 30 minutes) ideally students should be using the cloud or another appropriate medium such as an external drive. Losing your work will not be accepted as a mitigating circumstance.

 

Plagiarism: this is a serious offence. Plagiarism is detectable and rigorous checks are made.  If proven, a fail grade may be awarded, which has serious implications for your Degree.  Avoid this by attributing all ideas where necessary, cite all material used, ensure adequate time to complete your research project and utilise the Turnitin facilities to review your referencing and paraphrasing.

 

If you need extra help during the supervision process, if any issues arise which cannot be resolved directly with your supervisor you may wish to contact the module coordinator or should you need additional advice and support you may find Appendix Seven useful.

 

Recommended Reading

 

Consult the Reading List on Blackboard.

 

Definitions

 

Accurate:	Consistently correct
Appropriate:	Suitable for the context
Analytical:	Logical reasoning
Assignment Objectives:	Identification of the issues or problems the assignment seeks to explore in a particular context
Clarity/clearly:	Coherent and intelligible
Context:	The defined situation and circumstances the literature/theory will be applied to   throughout the assignment
Coherently:	Logical and consistent
Imaginatively:	The student has formed new ideas and/or concepts
Industry Terminology:	Specific industry terminology for the defined context
New concepts for practice:	Application of literature/theory to the context of the assignment to inform recommendations
Reasonable:	As much as is appropriate
Succinctly:	Briefly and clearly expressed, close attention to word count

 

Appendix 1: CMI Diploma in Management and Leadership Level 5

 

 

For CMI accreditation, you will need to achieve your learning outcomes as these are mapped to the CMI requirements to manage data and information and conduct a research project. As part of the CMI Level 5 Diploma in Management and Leadership, you are encouraged to use Management Direct within your self-directed reading. You will also need to complete the four reflective questions below (in no more than 300 words per question) and include this as an appendix of your final research project submission.

 

1. Looking back over the last 18 months, explain the contribution or influence you have had upon your organisation’s performance.
   Please ensure that your answer makes reference to the management activities and skills that you have used. 
2. Describe how you have applied the learning gained from your recent studies to inform and improve your managerial practice.
   Please ensure that you explain what you have achieved as a result of applying your learning.

 

3. Considering the CMI code of practice, describe your recent management performance from an ethical perspective.
   Explain why is it important to ensure that your behaviour and that of your team members is acceptable in terms of the standards of the wider society in which we operate.

 

4. Describe your planned learning over the next 18 months to further develop your management & leadership skills.
   Please provide at least two examples of planned learning, detailing what activity you will undertake to develop yourself, when and how this relates to your role/development need.

Please Note: Only student’s completing an open route programme (120 credits) with the University of Lincoln are eligible to receive Chartered Manager Status upon completion of their programme; this is because each of the six specific modules have been mapped against CMI requirements.

Appendix 2: The Assessment Grid: Video Proposal Presentation.

Assessment One: Video Proposal Presentation.		0-18% (fail)	19-35% (fail)	35-39% (Borderline)	40-49% (3rd)	50-59% (2:2)	60-69% (2:1)	70-79% (1st)	80-89% (1st)	90-100% (1st)
LO1: Communicate the aims, objectives and work plan associated with the final project.	Delivery	The presentation delivery was difficult to understand, with disinterested/ inappropriate body language/ styling.	The presentation was inaudible/ hard to follow or disjointed.	The presentation is not always clear or easy to follow, with an unimaginative or unengaging delivery.	The presentation conveys meaning but is at times unclear or clumsy. With distracting body language/ styling.	A generally clear, presentation with visual aids used appropriately in part, to produce a good presentation, with minor elements lacking clarity.	A clear and carefully explained presentation, wholly audible with a very good use of visual aids and coherent styling. No significant flaws in presentation.	An excellent, professionally presented presentation as a whole with an enthusiastic and engaged delivery, with a very effective and accurate styling.	An exceptional quality presentation, showing style, personality and eloquence throughout; of a highly professional standard.	An outstanding presentation of professional standard. Exceptional and engaged delivery throughout.
	Structure	The research proposal is not presented in a manner which allows it to be identified as such.	The research proposal deviates significantly from the required inclusions, with little or no attention to detail.	A disorganised research proposal presentation. Many elements missing, incomplete, or unclear.	Some attempt to organise the presentation in a logical manner. Some elements missing or incomplete, with little attention to detail.	The presentation shows organisation and coherence. Submitted within required parameters, with evidence of attention to detail.	Carefully and logically organised research proposal, presented within prescribed parameters, demonstrating clear attention to detail.	Polished and professionally presented project proposal. Attention to detail is clearly evidence throughout.	Polished and professionally presented project proposal of exceptional quality. Structured to a very high standard.	Polished and professionally presented project proposal of an outstanding standard. Structured to an exceptional standard.
	Content	The research project proposal is very limited and does not recognise relevant information to inform the work plan	The project proposal is limited, missing pertinent information. With a lack of understanding of required information/ inappropriate information.	Limited understanding and knowledge base of the enquiry process, ethical issues and concepts underpinning research and the selected topic area.	Demonstrates superficial understanding and knowledge of the subject area to inform the research proposal. Reliant on a limited range of resources.	Provides a descriptive knowledge base of relevant information to support some critical understanding within the production of the proposal, with inconsistent application.	Demonstrates knowledge of research to provide clear evidence and confident analysis, to inform the research proposal; including a good appreciation of limitations and understanding of the field of knowledge.	Synthesises a comprehensive knowledge base of relevant information, to justify own ideas based on a wide range of academic sources and appropriate boundary disciplines, demonstrating excellent understanding of key concepts to inform an original proposal.	Synthesises a robust knowledge base that supports critical, systematic and transformative thinking. Strong and convincing exploration demonstrated, evidencing self-direction and insight to inform the research proposal.	Synthesises an extensive knowledge basis demonstrating exceptionally strong, systematic and creative links with overwhelming evidence of innovation, self-direction and insight, to underpin the work plan.

 

Appendix 3: The Assessment Grid: Independent Research Project.

Assessment Two: Independent Research Project	0-18% (fail)	19-35% (fail)	35-39% (Borderline)	40-49% (3rd)	50-59% (2:2)	60-69% (2:1)	70-79% (1st)	80-89% (1st)	90-100% (1st)
LO2: Select, collect, present, analyse, and interpret data and information to support decision making, in accordance with sound principles of research and investigation including ethics	The research project is not presented in a manner which allows it to be identified as such, with negligible use of references.	Little or no attention to detail. The research project deviates significantly from the required parameters, with inadequate use of referencing.	Disorganised research project. Many elements missing, incomplete, or unclear, with incorrect/absent referencing throughout.	Some attempt to organise the research project in a logical manner. Some elements missing or incomplete, little attention to detail, with some attempt at referencing throughout.	The research project shows organisation and coherence. Submitted within required parameters, with evidence of attention to detail, with inconsistent referencing.	Carefully and logically organised research project, presented within prescribed parameters, demonstrating clear attention to detail, with generally accurate referencing.	Polished and professionally presented research project. Attention to detail is clearly evidence throughout, with consistently accurate referencing.	Polished and professionally presented research project of publishable quality. Presented to a very high standard, with consistently accurate referencing.	Polished and professionally presented research project of publishable standard. Presented to an exceptional standard, with comprehensive, flawless referencing throughout.
	Research project does not recognise relevant data and information.	Lack of understanding of required data and information.	Limited understanding and knowledge base of the enquiry process, ethical issues and concepts underpinning research.	Demonstrates superficial understanding and knowledge of basic research components.	Provides a descriptive and factual knowledge base of relevant information and data to support some critical understanding with inconsistent application.	Demonstrates knowledge of research to provide clear evidence, intelligent interpretation and confident analysis, including a good appreciation of limitations to inform the decision-making process.	Analyses a comprehensive knowledge base, to justify own ideas based on a wide range of academic sources and appropriate boundary disciplines, demonstrating excellent understanding of key concepts to make an original analysis.	Analyses a robust knowledge base that supports critical, systematic and transformative thinking. Strong and substantial exploration demonstrated, evidencing self-direction and insight.	Analyses a vast knowledge basis demonstrating exceptionally strong, systematic and creative links with overwhelming evidence of innovation, self-direction and insight.
LO3: Critically evaluate and apply theoretical and methodological approaches in ways which augment understanding of the topic.	Negligible use of academic intellectual skills.	Inadequate use and reference to resources.	Limited attempt to consider theoretical and methodological approaches, fails to evaluate evidence, demonstrating a limited, descriptive knowledge base.	Basic use of theoretical and methodological approaches identified with limited evaluation demonstrating a satisfactory understanding.	A broad understanding of applicable theory and methodological approaches has been demonstrated, with some attempt to evaluate reliability and relevance, identifying a good knowledge base.	Clear evidence of wider reading surrounding approaches, demonstrating intelligent interpretation of knowledge, including the evaluation of significance between different approaches.	Applies an excellent understanding of a wide range of applicable concepts and theories to inform systematic, critical and original analysis, investigating contradictory information to support a critical approach.	Strong and convincing use of academic and intellectual skills to demonstrate outstanding understanding of the subject.	Exceptional use of academic and intellectual skills, with extensive and sustained reasoning.
LO4: Critically reflect on research practice and intellectual argument particularly in the context of contemporary debates in management or business.	There is a negligible attempt to reflect on the impact of research practice.	There is an inadequate attempt to reflect on the impact of research practice and subject debates.	Limited evidence of reflection upon research practice presented, with little or no exploration of debates within the chosen topic area.	Superficial evidence of reflection within research practice, with limited intellectual arguments explored in the subject area.	Evidence of some reflection on research practices evident, with a good range of current literature explored, with inconsistent application.	Clear evidence of critical reflection, including a detailed understanding of intellectual arguments, with very good links to appropriate contemporary debates.	Comprehensive evidence of an in-depth reflection upon research practice. Demonstrating a strong understanding of intellectual arguments.	In-depth and critical reflection evidenced, with excellent links to a vast knowledge base exploring contemporary debates.	In-depth, effective and critical reflection upon research practice undertaken. With an exceptional range of contemporary debates explored demonstrating outstanding understanding.
LO5: Demonstrate depth of knowledge, expertise and critical understanding of the student’s chosen topic area.	Negligible knowledge base and understanding demonstrated within the chosen topic area	Lack of understanding on the specific field of knowledge demonstrated.	Demonstrates limited knowledge on the specific field of knowledge.	Demonstrates a broad position within the field of knowledge with limited connection to the topic area.	Demonstrates a descriptive position from the field of knowledge, with some critical application undertaken.	Demonstrates a detailed understanding of the field of knowledge, with consistent application to the topic area with a good appreciation of limitations.	Demonstrates an excellent depth of knowledge, synthesising information creatively within the context; with very good appreciation of limitations.	Demonstrates an outstanding depth of knowledge, supporting critical and systematic understanding of the subject area, to a publishable standard.	Demonstrates an exceptional depth of knowledge, supporting critical and systematic understanding to a professional standard.
LO6: Synthesise and critically evaluate different sources of knowledge in order to articulate logical and cogent argumentation.	The research project does not recognise relevant information to inform persuasive arguments.	Insufficient sources explored to undertake effective evaluation, producing very weak lines of reasoning.	The research project utilises, limited, irrelevant or inappropriate sources and fails to evaluate resources used.	The research project is reliant on a limited range of resources with minimal or partially accurate evaluation of the academic research.	The research project provides a descriptive account of the subject area including pertinent information to support restricted critical understanding with uneven application to the wider discussion.	The research project identifies a range of evidence and evaluates reliability, relevance and significance of academic research and appropriate sources, to inform clear, rational arguments.	Synthesises a comprehensive knowledge base, to inform systematic reasoning based on a wide range of appropriate sources including boundary disciplines, demonstrating excellent understanding of key concepts to make original, compelling arguments	Synthesises and evaluates a robust resource base to supports critical, systematic and transformative thinking. Convincing exploration demonstrated to inform logical reasoning, and the progression of arguments.	Synthesises an extensive knowledge base demonstrating outstanding, systematic and creative links with overwhelming evidence of comprehension, innovation, and self-direction, informed by the forefront of the defined aspects of the discipline.

 

 

Appendix 4: Personal Progress & Supervision Log

 

Record of Supervision
Date	DD/MM/YYYY
Issues Discussed	· · ·
Actions	· · ·
Next meeting	DD/MM/YYYY

 

 

Record of Reflective Learning
What Knowledge and Skills have I engaged with?	· ·
Why were they important?	· ·
What have I learnt about myself?	· ·
Later Reflections: How has my learning on these issues progressed?	· · ·

 

 

 

 

 

 

 

Record of Supervision
Date	DD/MM/YYYY
Issues Discussed	· · ·
Actions	· · ·
Next meeting	DD/MM/YYYY

 

 

Record of Reflective Learning
What Knowledge and Skills have I engaged with?	· ·
Why were they important?	· ·
What have I learnt about myself?	· ·
Later Reflections: How has my learning on these issues progressed?	· · ·

Appendix 5: Harvard Referencing System Summary Sheet

Please read in conjunction with the University of Lincoln Harvard Referencing Handbook, pages 1-7

Remember the handbook has full guidelines on how to reference a range of other information sources. 

 

References within academic work (see pages 2-3 and 7 of the Harvard Referencing Handbook)

• Assessed work must be informed with appropriate academic research. Whether taken from books, the Internet, journals or any other source, all sources must be referenced.
• For direct quotes, use double quotation marks “…” and give (author’s surname, year and page number). Use direct quotations sparingly e.g. academic definitions.

Example of a direct quote:

(see above)le Reing generally to a model/concept:

for information on how to present JournalsSaunders et al. (2016, 8) suggest “many managers and academics perceive the gap between research undertaken by academics and the practice of management as a problem”.

• Aim to paraphrase to demonstrate understanding of the information, rather than rely on direct quotations: to do this, use your own words and then give (author’s surname, year and page number).

Example of in-text citation when paraphrasing:

Some perceive the difference between the theory and the practice of management as being problematic (Saunders et al., 2016, 8).

• If referring generally to a model/concept, give (author surname, year).

Example of referring generally to a model/concept:

When considering Maslow’s Hierarchy of Needs (1943), it might be worth the manager …

• When the surname forms a part of the sentence it should not be within the brackets.
• See pages 35-41 of the Harvard Referencing Handbook for information on how to present in-text citations taken from Journals.

Secondary Referencing (see page 7 of the Harvard Referencing Handbook)

• Avoid secondary referencing – always access/use the original source where possible.
• If this is not possible, the original author and year of publication should be cited, followed by ‘cited in’ and then author surname, year of publication and page number of the text.

Example of secondary referencing in a direct quote:

Transfield and Starkey (1998, cited in Saunders et al., 2016, 6) assert “research should complete a virtuous circle of theory and practice”.

Using Multiple Sources

• It is good practice to use multiple sources to develop points within your assessment.
• Multiple sources can only be used to develop in-text citations.
• Listing multiple sources indicates that you have accessed/read each one: if you have taken all sources from, say, an article, then it should be presented as a secondary source (see above).
• List the names in brackets in alphabetical order, separated by a semi-colon.

Example of using multiple sources:

Management research must be practically relevant as well as both theoretically and methodologically rigorous (Hodgkinson et al., 2001; Saunders et al., 2016; Wensley, 2011).

The Reference List (see pages 3-6 of the Harvard Referencing Handbook)

• The Reference List must be presented alphabetically by author’s surname at the end of the document, before appendices and before the Bibliography (if included).
• The Reference List gives the precise source of all references included in the work: only sources cited in the main body should appear in the Reference List; background reading should go in a Bibliography (see page 6 of the Harvard Referencing Handbook).
• Insert a clear line space between each item to separate entries.
• Give the author’s surname and initial, year of publication, title of the text (in italics for a book), edition (if not first edition), place of publication and name of publisher.

Example of a Reference List:

Hodgkinson, G.P., Herriot, P. and Anderson, N. (2001) Re-aligning the stakeholders in management research: lessons from industrial, work and organizational psychology. British Journal of Management, 12(Special Issue) 41-48.

Moon, J.A. (2006) A handbook of reflective and experiential learning: theory and practice. London: Routledge.

Saunders, M., Lewis, P. and Thornhill, A. (2016) Research Methods for Business Students, 7^th edition. London: Pearson.

 

Appendix 6: Guidance on Academic Writing and Reflective Writing

 

Independent Research Project students need to:

• Be familiar with the Blackboard VLE site, all Independent Research Project resources and the Independent Research Project Handbook.
• Understand the Leaning Objectives and follow the correct format and word count of the Independent Research Project.

Academic writing style:

• The Independent Research Project should be written objectively in 3^rd person narrative throughout and should focus on addressing the title and objectives.
• Should the student wish to include a reflection of learning then this should be included as an appendix and use 1^st person narrative.
• Work must be informed by academic research – as a guide, aim for one in-text citation per 100 words
• Academic research must be contextualised: the research needs analysis/consideration/comment on implications for the workplace or area under investigation.
• The language used in academic work must be appropriate and ‘cautious’, avoiding generalisations/unsupported assertions or statements of ‘fact’.
• A focused/concise style of writing addressing the assessment title/answering the question should be adopted throughout.
• In-text citations must be correctly presented, in line with the UoL Harvard Referencing Handbook and Summary Sheet (Appendix Five)
• Double quotation marks “…” should be used for direct quotes (not single quotes ‘…’)
• The Reference List should include only sources used in the work and must be correctly presented in line with the UoL Harvard Referencing Handbook, this does not need to be justified and can be aligned left to aid presentation
• ‘Readability’ with correct use of appropriate punctuation is important – reading work out loud can help identify where work needs careful editing for clarity
• Attention to detail is very important: time and effort should be invested editing the work (to enhance it) and then proofreading it (to detect/correct all errors, check grammar/punctuation and general readability).

 

Students should avoid …

• Using ‘the author’/‘the writer’/‘one’, 2^nd person (you/your/we/our/us etc.), informal vocabulary/in-house terminology and abbreviations at all times
• Asking rhetorical questions
• Relating quote after quote – aim to contextualise the information; for example what might the outcome(s)/implication(s) be?
• Using direct quotes – although acceptable for things like academic definitions (from academic books, do not use dictionary entries), students should use their own words to paraphrase and demonstrate understanding of the academic research
• Writing over-long/difficult to digest sentences; also avoid one-sentence and overly long paragraphs
• Basing work on personal experiences/observations/opinions – use academic books/journals and the findings to inform the work

 

Tutor Feedback:

• Students are strongly encouraged to take advantage of the opportunity to submit drafts, but note that it is the student’s responsibility to edit, proofread and spellcheck both formative and summative work prior to submission
• Tutor feedback aims to help the student improve the work and engage in personal development by enhancing their academic writing style
• Tutor feedback should not be interpreted as criticism of the student or the student’s work
• When formative (draft) work is returned, students should review the work and take feedback on board: the feedback comments should be implemented and then learning demonstrated as the work progresses

 

 

Appendix 7: Advice and Support Services

 

Advice Service

 

The Advice Service can offer telephone appointments to all students enrolled on a course at the University of Lincoln. There is a website which has a wealth of information available to everyone, accessed by following the link below:

Http://adviceguidancefunding.blogs.lincoln.ac.uk/

 

This website also has information available from the three teams that are part on the Advice Service: Student Funding Team, International Advice Team and the Specialist Advice Team.

 

 

Careers and Employability Service

 

The Careers and Employability Service has a website, which has a great deal of information/resources about job hunting, CV writing, what to do with your course and much more:

 

Email:  www.uolcareers.co.uk

 

They are also able to offer students and graduates telephone appointments, so if students are unable to attend a face to face appointment, we are able to offer this service and our interview room has a telephone that has international capabilities.

 

 

Student Wellbeing Centre

 

This centre addresses the Chaplaincy, Counselling and Disability needs of students, local and international. The Disability Service (previously known as DART) supports any student with a disability, learning difficulty or medical condition. They can provide advice in relation to study skills and other learning strategies and can also arrange diagnostic assessments for Dyslexia. British students with a formal diagnosis of Dyslexia may be eligible for computer resources and special funding.