Research methodologies Order Description In a paper, answer the following questions: Jackson (2012) even-numbered Chapter Exercises (p. 244). What is the purpose of conducting an experiment? How does an experimental design accomplish its purpose? What are the advantages and disadvantages of an experimental design in an educational study? What is more important in an experimental study, designing the study in order to make strong internal validity claims or strong external validity claims? Why? In an experiment, what is a control? What is the purpose of a control group? Of single or multiple comparison groups? What are confounds? Give an example of a design that has three confounds. Describe three ways to alter the design to address these confounds and explain the advantages and disadvantages of each. What does “cause” mean and why is it an important concept in research? How are correlation and causation related? You are a researcher interested in addressing the question: does smiling cause mood to rise (i.e., become more positive)? Sketch between-participants, within-participants, and matched-participants designs that address this question and discuss the advantages and disadvantages of each to yielding data that help you answer the question. Describe and discuss each design in 4-5 sentences. Support your paper with a minimum of 5 resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included. Length: 5-7 pages not including title and reference pages References: Minimum of 5 scholarly resources.
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Business Processes and Systems Further information about general assessment criteria, ARNA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow this information. Instructions on Assessment: Pars Food ltd Four questions set Candidates should answer only TWO questions. • Each question represents 25% of your final module mark. • Each question has a maximum word count of 1000 words. • Each question should be presented as an academic essay using appropriate referencing throughout. • Each essay should refer to material presented in the Pars Food Limited case study. • Students should use lecture notes, material from the core text book and other recommended readings or other sources (preferably academic journal articles) to support their answer. • Both questions MUST be submitted together as HARDCOPY in one single pack, but under a separate heading. • Students MUST NOT submit these tasks separately. Any consequence as a result of this is the student’s responsibility. This assessment in total represents 50% of your final module mark. All questions have been designed based on topics covered in lectures from semester one and require candidates to integrate their knowledge and understanding of all of the business processes. Note – It is strongly recommended to refer to “academic writing” and “referencing” guidelines before starting to answer the questions, as appropriate referencing is expected in answering the questions. Task 1 – Sustainability and business processes (Max 1000 words): Describe the importance of considering Three-Dimensional Sustainability for Pars Food Ltd. and its impact on Pars’ future stakeholders. You are required to look at lecture notes and other sources (such as textbooks and journal articles) to describe the impact that the three dimensions of sustainability may have on Pars existing and future business strategy and also on its future stakeholders. You are expected to look at different business processes within the organisation when describing the importance of three-dimensional sustainability. Task 2 – Role of Operations and Marketing Management on Business (Max 1000 words): Describe how a culture of Total Quality Management (TQM), Supply Chain Management (SCM) practice and Pars’ Marketing strategy (4Ps) could create value for Pars Food Ltd.’s customers. You are required to look at lecture notes and other sources (such as textbooks and journal articles) to describe how and where TQM, SCM and the 4Ps may impact on the customer value chain. Task 3 – Role of HRM in all business processes (Max 1000 words): Describe how the Human Resource function could support the promotion of Pars’ philosophy, “Pars Food, It’s all good” throughout its organisation. You are required to look at lecture notes and other sources (such as textbooks and journal articles) to describe how Human Resource Management (HRM) practices can support the development of core values, ethical values and codes of conduct in all activities in the different departments of Pars Food Ltd including purchasing, manufacturing, sales, marketing, delivery and finance. Task 4 - Role of Finance management in all business processes (Max 1000 words): Investigate the suitability of different sources of finance to facilitate Par Foods Ltd.’s short term objectives. You are required to look at lecture notes and other sources (such as textbooks and journal articles) to identify and describe the different sources of finance that are available to Pars and discuss the suitability, benefits and drawbacks of those sources of finance with specific reference to Pars’ short term objectives. It is envisaged that your answer will contain detailed and explicit recommendations of the most appropriate finance to meet specific objectives. Better answers will discuss their options in more depth. Note – You must answer TWO of the above questions. As a minimum you are expected to refer to lecture notes, seminar notes and chapters of the core text book to demonstrate understanding. Better students will use additional sources such as other text books and journal articles. All work should be referenced correctly using the APA style. (For further detail, please refer to the generic assessment brief, referencing guidelines and seminar sessions.) Further guidance relating to the detail of the above will be provided in seminars and on Blackboard for this module. Word limits and penalties for assignments If the assignment is within +10% of the stated word limit no penalty will apply. The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include: • Title and Contents page • Reference list • Appendices • Appropriate tables, figures and illustrations • Glossary • Bibliography • Quotes from interviews and focus groups. Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count. If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct. If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63. Students are advised that they may be asked to submit an electronic version of their assignment. Important note about ARNA regulations The regulations specify that students must complete every assessment component contributing to the modules on their programme. This applies to all forms of assessment as defined in the module descriptor. Please note that: • if any assessment component is not completed, students will be failed in the module even if the module pass mark has been achieved; • if the requirements for referral specified in section 5 of ARNA1 are met, a resit opportunity will be given; • if unable to complete an assessment component because of extenuating circumstances, students should follow the procedure described in the Student Guide to Extenuating Circumstances1. This change was approved by Academic Board on 12 October 2009 in consultation with the Students’ Union. Students should consult their Programme Leader or Guidance Tutor if they have any queries. Independent advice and support is also available from the Students’ Union Advice & Representation Centre ([email protected]) or from a student adviser in Student Services. 1ARNA and the Student Guide to Extenuating Circumstances Affecting Assessed Work are available from http://www.northumbria.ac.uk/sd/central/ar/lts/assess/assproc/assdocstud/ Referencing your work The APA method of referencing uses the author's name and the date of the publication. In-text citations give brief details of the work you are referring to in your text. References are listed at the end of the text in alphabetical order by the author's name. The general format of an electronic journal reference in the APA style is shown below: Coutu, D. (2009). Why Teams Don't Work. Harvard Business Review, 87(5), 98-105.Retrieved 29th April 2012 from EBSCO http://searchebscohost.com Author/s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where the article appears, which is in italics. Then state the volume and issue number (in brackets) along with the pages where article can be located. Finally add the date the article was retrieved and then the name of the database, followed by the web address. Wherever possible use the homepage URL rather than the full and extended web address. For further information on why it is important to reference accurately go to the Referencing and Plagiarism topic in Skills Plus available from the Library website: www.northumbria.ac.uk/skillsplus You will find other useful help guides on Skills Plus to help you with the skills involved in writing your assessments and preparing for exams. For further information on the APA style of referencing see the Concise Rules of APA style and the APA website http://www.apastyle.org/learn. Plagiarism and Cheating Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief). Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated. For further information on Plagiarism, see the Referencing and Plagiarism topic on Skills Plus. www.northumbria.ac.uk/skillsplus Time limits and penalties for presentations The time allocated for the presentation must be adhered to. At the end of this time, the presentation will be stopped and will be marked based on what has been delivered within the time limit. Submission of Assessment: All assignments must be submitted via the Undergraduate Programme Office. Each assignment must be accompanied by an Assessed Work Form which must be completed in full. The assignment will not be accepted by the Undergraduate Programme Office unless the form is completed correctly. Marked assignments will be returned to students. It is advisable to retain a copy of your assignment for you own records. Your mark will be returned on the Assessed Work Form via the Undergraduate Programme Office. Mapping to Programme Goals and Objectives: This assessment will contribute directly to the following Undergraduate programme goals and objectives. (Insert an ‘X’ in boxes where applicable, referring to Undergraduate Programme Specification Appendix X for mapping details) 1. Knowledgeable about the theory and practice of international business and management Objectives: Students will be able to: X 1. Acquire knowledge of functional areas of business and management. 2. Acquire knowledge of specialist areas of business. X 3. Apply their knowledge to business and management contexts. X 4. Conduct contemporary research into business and management. 2. Skilful in the use of professional and managerial techniques and processes Objectives: Students will be able to: X 1. Provide evidence of self reflection as a means of informing personal development planning. X 2. Demonstrate effective interpersonal communication skills and the ability to work in a team. X 3. Demonstrate critical thinking skills . X 4. Demonstrate problem solving skills. 3. Aware of ethical issues impacting on business and professional practice Objectives: Students will be able to: X 1. Identify an ethical dilemma in a business situation X 2. Suggest ethical solutions to this dilemma 4. Employable as graduates Objectives: Students will be able to: X 1. In the context of securing graduate employment demonstrate the skills of self presentation. Assessment Criteria (NBS) Module Specific Assessment Criteria Trait 0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100 Knowledge and Understanding Unable to grasp concepts and focus on questions, irrelevant to the concept Some elements of knowledge apparent but question/s inadequately addressed. Poor link to the literature and practice Basic knowledge-and understanding of subject shown. Basic level of link to literature and practice, enough focus on elements of question, evidence of understanding the concept Work is relevant, however, confusion shown at times. Evidence of understanding business management concept, evidence of integration of business functions, evidence of link to literature and practice in appropriate level The knowledge base is judged sound and relevant. Good evidence of understanding business management concept, good evidence of integration of business functions, good evidence of link to literature and practice in appropriate level Thorough knowledge and understanding demonstrated. Excellent evidence of understanding business management concept, excellent evidence of integration of business functions, excellent evidence of link to literature and practice in appropriate level Exceptional comprehension of knowledge demonstrated. Outstanding evidence of understanding business management concept, outstanding evidence of integration of business functions, outstanding evidence of link to literature and practice in appropriate level Structure and Alignment Often inarticulate and can be incomprehensible. Poor structure. Content often irrelevant. Work can lack focus, and is prone to unsubstantiated assertion or logic. Over reliance on description rather than analysis. Perhaps some evidence of unstructured argument or illogical reasoning. Material is well presented and organised. Occasionally, conclusions are reached on the basis of insufficient information. Fluent and focused. Shows ability to contextualise knowledge and sustain a relevant argument or logical reasoning. Sophisticated skill shown in formation of relevant argument or analytical reasoning. Note: For those assessments or partial assessments based on calculation, multiple choice etc. Marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear. Students must retain an electronic copy of this assignment and it must be made available within 24 hours of them requesting it be submitted.
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Engineering Paper details: You are asked to provide a response to the following ethics question. The raw material for your answer will come from your reading of: Kidder, Chapter 1 Ford, Chapter 11 Your ethics essay should be 1½ single-spaced pages (or 3 double-spaced pages). Be specific and use examples from the readings or from your own experience. If you would rather write about an ethics topic or event of more immediate concern to you, please do so. Ethics is the study of how decisions are made. Kidder provides us with three frameworks, or mindsets, by which he suggested humans make decisions. (One is ‘Ends-based thinking’. What are the other two?) David Brooks, columnist for the New York Times suggests a very different view about how moral decisions are made. This is from a column he wrote in April, 2009, entitled, “The end of philosophy”: “Think of what happens when you put a new food in your mouth. You don’t have to decide if it is disgusting. You just know. You don’t have to decide if a landscape is beautiful. You just know. Moral judgments are like that. They are rapid, intuitive decisions and evolve the emotion-processing parts of the brain. Most of us make snap judgments about what feels fair or not, or what feels good or not. We start doing this when we are babies, before we have language. And even as adults, we often can’t explain to ourselves why something feels wrong. In other words, reasoning comes later and is often guided by the emotions that preceded it. Or as Jonathan Haidt of the University of Virginia memorably wrote, ‘The emotions are, in fact, in charge of the temple of morality and … moral reasoning is really just a servant masquerading as a high priest.’” As engineers, we try to make judgments based on data rather than emotion. Is this defensible? Does this result in the best possible outcomes? Or should an engineer allow emotional response to play a role in decision-making? “Engineer’s Lament” is a fascinating article by Malcolm Gladwell (The New Yorker, May 4, 2015) that deals with this question. You can find the article on ANGEL under the lessons tab. Gladwell makes the point that engineers train themselves to focus on the problems, not the circumstances. What is the problem? Is there a traceable pattern of causation? Can it realistically be fixed? Consider the story of the Ford Pinto. It had a tendency to burst into flame when rear-ended. To view the carcass of such an inferno was horrifying. What should be the response of an engineer? Is this a clear case of a car company marketing a car with a defect as Ralph Nader and the media would suggest? With the benefit of hindsight, what seems clear to us now was not so clear in the moment. What was the problem? Was there an engineering fix to the problem? “Engineer’s Lament” tells the story from the point of view of those responsible for spotting defects in Ford products at the time. There are lessons here for all engineers. There are facts and there are facts. As an engineer working for Ford, when should you be swayed by numbers and graphs? As the father of daughters, when should the horror of the tragedy guide your response, even if the likelihood is vanishingly small? The question for you to consider in your ethics essay is this: “What is the role of emotion in ethical decision-making?”
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