Faculty of Management & Commerce

Department of Business Management

LEARNING GUIDE
YEAR: 2022
(1st Semester)

Module / Course Title: Advanced Marketing Research

Module / Course Code: BEC516

Module / Course Credit Value: 32

National Qualifications Framework (NQF) Level: 8

Date of Approval of Module / Course by Faculty: February 2021

Name of Lecturer: Dr. Africa Makasi

Name of Module / Course Coordinator: Dr. Africa Makasi

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 1

 Table of Contents:
Cover Page 1
Table of Contents 2

PART A: ORGANISATIONAL COMPONENT 3

1. Welcome statement 3
2. Contact Details 3
2.1 Role Players 3
3 Overview of the Module 3
3.1 Rationale for the Module 3

PART B: LEARNING COMPONENT 4

1. Structure of the Course / Module 4

2. Level descriptors of the Course / Module 4
3. Learning Outcomes and Topics 5
4. Content Outline 5
5. Teaching-Learning Methods 6
6. Assessment Methods 6
7. Learning Activities 6
8. Resources 7
9. Course Expectations 7
10. Assessment Information 8
10.1 Assessment plan and timetable 8
10.2 Late submission of assessment 8
10.3 Assiessment extensions 8
11. Conclusion 8
List of Annexures
A. List of Topics, Outcomes, References and Required Preparation 10
B. Module Schedule 16
C. Evaluation of Research Proposal 18
D. Research Process Workshops for Honours Students 21

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 2

 PART A: ORGANISATIONAL COMPONENT
1. WELCOME STATEMENT
Welcome to the Department of Business Management. We trust that you will find this module
interesting, meaningful and enriching to your academic life. It is important that you adopt a
positive attitude and give your best to ensure that you pass the module. Please feel free to
consult the Lecturer whenever you encounter a challenge with regard to this module.

2. CONTACT DETAILS
2.1 Role Players

Person Name Room Tel ext Email address

Lecturer & Course Co-ordinator Dr A. Makasi n/a n/a amakasi@ufh.ac.za
Departmental Secretary Zikhona Dlaza B113 1721 zdlaza@ufh.ac.za
Class Representative (full-time) To be elected.

3. OVERVIEW OF THE MODULE

The BEC516/E module is an approved postgraduate module of study. This module is an

advanced research module building on the research-based knowledge and skills gained at
undergraduate (third-year level). This module is a core component towards the curricula for the
Bachelor of Commerce Honours in Business Management (60501).

3.1 Rationale for the Module:

This course builds on the knowledge gained in other undergraduate marketing research modules
and the assumption is made that you have an understanding of the concepts and knowledge
contained in the undergraduate module, Business Research (BEC 322/BEC 322E). The onus is
on the student to ensure that their knowledge is brought up to speed.

The aim of this course is to extend the knowledge gained at undergraduate level and to enable
students to not only discuss and critically evaluate marketing research concepts, but to be able to
conduct research and interpret results within a particular research context. As such much of the
in-class activities will be ‘student driven’. As far as possible, the knowledge disseminated by this
course will be way of presentations and practical exercises, by the students. The role of the
lecturer is, broadly, to facilitate the process and fill in any gaps that might be lacking in the
student presentations.

Marketing research comprises both qualitative and quantitative elements and integral to this

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 3

course is that students need to appreciate the philosophical underpinnings of the different
approaches used to gather marketing intelligence. As such, this course differentiates itself from
other marketing research courses presented at other top South African and international
universities, which generally tend to focus only on the quantitative elements of marketing
research. Nevertheless, the quantitative elements are not ignored and the course aims to provide
a better understanding of the various data collection and sampling methods as well as the
construction of survey instruments (questionnaire design). In addition to case studies, which will
show the application of marketing research, this course also equips students with the skills to
manipulate quantitative data to generate both descriptive as well as basic inferential statistics.

PART B: LEARNING COMPONENT

1. STRUCTURE OF THE COURSE / MODULE
The BEC516/BEC516E consists of eight (8) sub-modules:
A. Introduction to Research
B. Research Process & Problem Formulation
C. Research Design & Research Approach
D. Data Collection – Primary & Secondary Data
E. Data Collection Techniques
F. Sampling
G. Data Analysis
H. Proposal & Academic Writing

2. LEVEL DESCRIPTORS OF THE COURSE / MODULE

At this level (NQF level 8), you should demonstrate:
 Scope of knowledge, in respect of which a learner is able to demonstrate knowledge of
and engagement in an area at the forefront of a field, discipline or practice; an
understanding of the theories, research methodologies, methods and techniques relevant
to the field, discipline or practice; and an understanding of how to apply such knowledge
in a particular context.
 Knowledge literacy, in respect of which a learner is able to demonstrate the ability to
interrogate multiple sources of knowledge in an area of specialisation and to evaluate
knowledge and processes of knowledge production.
 Method and procedure, in respect of which a learner is able to demonstrate an
understanding of the complexities and uncertainties of selecting, applying or transferring
appropriate standard procedures, processes or techniques to unfamiliar problems in a
specialised field, discipline or practice.

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  Problem solving, in respect of which a learner is able to demonstrate the ability to use a
range of specialised skills to identify, analyse and address complex or abstract problems
drawing systematically on the body of knowledge and methods appropriate to a field,
discipline or practice.
 Ethics and professional practice, in respect of which a learner is able to demonstrate the
ability to identify and address ethical issues based on critical reflection on the suitability of
different ethical value systems to specific contexts.
 Accessing, processing and managing information, in respect of which a learner is able to
demonstrate the ability to critically review information gathering, synthesis of data,
evaluation and management processes in specialised contexts in order to develop
creative responses to problems and issues.
 Producing and communicating information, in respect of which a learner is able to
demonstrate the ability to present and communicate academic, professional or
occupational ideas and texts effectively to a range of audiences, offering creative insights,
rigorous interpretations and solutions to problems and issues appropriate to the context.
 Context and systems, in respect of which a learner is able to demonstrate the ability to
operate effectively within a system, or manage a system based on an understanding of
the roles and relationships between elements within the system.
 Management of learning, in respect of which a learner is able to demonstrate the ability to
apply, in a self-critical manner, learning strategies which effectively address his or her
professional and ongoing learning needs and the professional and ongoing learning needs
of others.
 Accountability, in respect of which a learner is able to demonstrate the ability to take full
responsibility for his or her work, decision-making and use of resources, and full
accountability for the decisions and actions of others where appropriate.

3. LEARNING OUTCOMES AND TOPICS

See Appendix A

4. CONTENT OUTLINE

Learning is by its very nature a dynamic process and as such the course will not
necessarily follow a linear approach when realizing the stated outcomes. We may vary
the sequence with which we deal with topics. In addition, the schedule is fluid in terms
of the dates that topics are considered. We will, of course, keep you updated and
amend the Module Schedule (Appendix B) as and when changes are made.

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 5. TEACHING-LEARNING METHODS
 Self-study,
 Online Blackboard (BB) meetings,
 Group BB discussions and
 Online workshops.

Online BB meetings are compulsory. We assume that students have negotiated their
study plans with their employers who are prepared to accommodate students in respect
of their study commitments. In addition, students are expected to comply with all
requirements and tasks prescribed and failure to do so may result in the withdrawal of
the DP. Failure to submit any task or assignment will result in a 10% penalty of the mark
awarded.

6. ASSESSMENT METHODS
In line with the continuous assessment modality prescribed by the university the following
assessments will apply to attain the final mark:
 Four Blackboard tests,
 Two online tests,
 One individual assignment, and
 Research proposal assessment.

7. LEARNING ACTIVITIES

The outline of the online BB meetings are indicated in Appendix C.

We may vary the sequence with which we deal with topics. In addition, the schedule is
fluid in terms of the dates that topics are considered. We will, of course, keep you
updated and amend the Module Schedule (Appendix C) as and when changes are
made.

A series of workshop has also been planned to assist you throughout the implementation of
your research project. These workshops will commence in the Marketing Research module
and extend until near the end of the academic year. See Appendix D for a proposed outline for
these workshops. Your competence on the aspects discussed in this series of workshops will
be assessed through the various AMR assessments as well as through your mini—
dissertation.

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 8. RESOURCES

8.1. Prescribed Textbook:

The prescribed textbook for this course is:

Iacobucci, D. & Churchill, G. A. (2010). Marketing Research: Methodological Foundations

(10th ed). South-Western Cengage Learning, Canada.

However, in respect of most of the topics (and concomitant outcomes) additional

readings are prescribed. In some cases, copies of articles or chapters will be provided
on BB.

8.2. Additional Reading:

1. Bryman, A & Bell, E. (2011). Business Research Methods (3rd Edition). Oxford
University Press: Oxford (on the V-drive/short loan).
2. Malhotra, N.K. (1996). Marketing Research – An Applied Orientation (3 rd edition).
Prentice Hall: New Jersey (on short loan)

A further useful book (which is on short loan) is:

Carson, D., Gilmore, A., Perry,C & Kjell, G. (2001). Qualitative Marketing Research.
Sage: London (on short loan)

9. COURSE EXPECTATIONS
The course adopts an adult learning approach where you are seen as adults responsible for
your own learning and development and where the lecturer plays the part of facilitating the
learning process. You are expected to be able to function at the higher cognitive levels as
identified by Bloom in his taxonomy of skills. This means that mere regurgitation of textbook
information is not what is expected and you will be penalised. A good starting point for
understanding how you are assessed is the Assignment Marking Guide contained in the
department’s Student Handbook.

This course will require you to draw on all the knowledge that you have acquired through your
years of studying marketing. In addition, you are expected to consult seminal and recent works
on seminar topics to be presented and be equipped to contribute to intellectual discussions on
the state-of-the-art. In other words, while I have given you a number of references, you would
be expected to find additional references, where the text book is inadequate. You will also be
expected to draw your own conclusions and make original contributions in your papers and in

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 class.

The course norms and expectations (other than are contained in this document) will be
established at the first lecture. It is also anticipated that a dialogue will take place and tasks
completed to ensure that both the lecturer and the students both have the same understanding
of the assessment process. In addition, the allocation of individuals to specific presentations
will also be decided and where applicable, readings will be distributed, either physically or by
reference to an electronic repository.

Case Studies
Case studies will be used to illustrate and integrate the material covered this course as well as
other courses at both the honours years and undergraduate years. In other words, although
the focus of these case studies is on marketing research, you should be prepared to draw on
learning’s from other management courses in order to address the issues raised. You will be
required to submit a written individual report detailing your analysis and recommendations
pertaining to the case study.

10. ASSESSMENT INFORMATION

10.1. Assessment Plan and Timetable
11.

You will be assessed in the following ways:

Assessment method Due Dates Mark allocation Weighting

BB test 1 Wednesday, 16th March 2022 100 25%

Final Semester BB test Thursday, 7th April 2022 100 25%

Case Study Test 1 Thursday, 24th March 2021 100 25%

Assignment 1 Friday, 15th April 2022 100 25%

Total 400 100%

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 8

10.2. Late submission of assessments

The following rules apply to the late submission of assessments:-

1 Assessment handed in up to 24 hours late (calculated Minus 20% from mark awarded
from 12h01 on the submission date)
2 Assessment handed in from 24 - 48 hours late Minus 50% from mark awarded
(calculated from 12h01 on the submission date)
3 Assessment handed in 48 – 72 hours late (calculated Will receive 0% but must be submitted
from 12h01 on the submission date) for semester mark purposes
4 Assessment handed in more than 72 hours late
No entrance to examination
(calculated from 12h01 on the submission date)

10.2. Assessment extensions

Extensions for assignments will only be granted in exceptional circumstances [on the basis of a Leave
of Absence (LOA) being submitted & approved) at the discretion of the lecturer concerned. A
maximum extension of 7 working days will be granted.

11. Conclusion
The department trusts that you will find the course rewarding. The key to this course being
successful is open and honest communication. If you have any queries relating to the course,
please contact Dr Townes timeously. If you wish to consult with Dr Townes, please email (using
the email address set out on page 3) to set up a time.

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 Appendix A: List of Topics, Outcomes, References and the Required Preparation
Topic Outcomes
1.Introduction Appreciate the difference
between Academic, Business and
Practitioner Research
Discuss the role of marketing
research
Appreciate the alternative
approaches to marketing
research
2.The Appreciate the steps in
management Marketing research
decision
problem and Distinguish between the
the marketing management decision problem
research and the marketing research
problem problem and be able to articulate
these two elements of the
marketing research process.
Understand the importance of
and the process used for defining
the marketing research problem
Explain the structure of a well-
defined marketing research
problem including broad
statement and the specific
components
Identify characteristics
influencing marketing research
Translate a decision
(management) problem to a
research problem
Appreciate when marketing
research is justified
Draft a research proposal
3.Research Distinguish between qualitative
design, and quantitative methods.
Exploratory
research and Appreciate the differences
Qualitative between the different types of
data research design
Explore the relationship between
exploratory research and
qualitative data
Distinguish between descriptive,
exploratory and causal research
AMR Learning Guide: BEC516E/BEC516 (2021) v3
References
Iacobucci and Churchill: Chapter 1
and Chapter 2
Malhotra Chapter 2
Iacobucci and Churchill: Chapter 3
Malhotra Chapter 2
Iacobucci and Churchill: Chapter
4 Iacobucci and Churchill (2010).
Malhotra Chapter 3, 4 and 5
Marilyn Healy, Chad Perry,
(2000),"Comprehensive criteria
to judge validity and reliability of
qualitative research within the
realism paradigm", Qualitative
Market Research: An
Preparation
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.
All groups to read and consider
Cases 1.1, 1.2, 1.3, 1.4, 1.5 and
1.7 contained in pp 48-55 in
Iacobucci and Churchill (2010).
Case Studies:
Case 1.1 and Case 1.2
Case 1.3 and Case 1.4
Case 1.5 and Case 1.7
Read relevant chapter/s in
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.
Page 10
 Understand and apply the basic International Journal, 3: (3) pp.
types of exploratory research. 118 – 126 (see V drive)

Appreciate the different types of Deshpande, R. (1983).

qualitative data gathering "Paradigms Lost": On Theory and
research methods Method in Research in
Marketing. Journal of Marketing ,
Identify the circumstances (in 47 (4): 101-110 (See V drive)
terms of research
problem/hypotheses) that justify
the use of a qualitative research
methodology

4.Descriptive Describe the nature of Iacobucci and Churchill: Chapter Read relevant chapter/s in
and causal descriptive research and 5 and Chapter 6 Iacobucci and Churchill (2010).
research articulate when it can used. Read and consider the
designs Bryman and Bell Chapter 6 (See V “Questions” and “Applications
Identify which hypotheses can be drive) and Problems” sections at the
tested using descriptive end of each chapter.
techniques. Malhotra Chapter 6 and 7

Decide which research questions

would require a longitudinal All groups to read and consider
study as opposed to a cross- Cases 2.1, 2.2, 2.3, 2.4, 2.5 and
sectional one 2.7 contained in pp127-139 in
Iacobucci and Churchill (2010).
Discuss the importance of Case Studies:
measurement, causality, Case 2.1 and Case 2.2
generalisation and replication
within the context of marketing Case 2.3 and Case 2.4
research.
Case 2.5 and Case 2.7
Appreciate the type of evidence
than can be used to infer causal
relationships

Distinguish between lab and field

experiments

Identify extraneous factors which

might confound the
interpretation of results

Distinguish between standard

test markets, electronic test
markets and simulated test
marketing

5. Primary and Appreciate the advantages and
Secondary disadvantages of secondary data
Data
Distinguish between internal and
external sources of secondary
data
Iacobucci and Churchill: Chapter
7 (including appendix) and
Chapter 8
Malhotra Chapter 3, 4 and 5
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.

Recognize the sources of free and

commercial secondary data

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 11

 Assess the usefulness of
secondary and primary data in
answering a particular research
problems

Identify the methods which can

be used to collect of quantitative
data and the challenges
associated with each technique.

6.Collecting the Be able to draft a questionnaire
data to contribute to answering a
particular research problem
Appreciate the pitfalls of
associated with the drafting of
questions in a cross-cultural
context
Discuss the considerations
involved in designing
questionnaires for cross-cultural
marketing research
Articulate and compare the
different types of data collection
forms
Iacobucci and Churchill: Chapter
9 and Chapter 10 (including
appendix)
Malhotra Chapter 9 and 10
Bryman and Bell Chapter 6 (See V
drive)
Malhotra Chapter 8, 9 and 10
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.
All groups to read and consider
Cases 3.1, 3.2, 3.3, 3.4 and 3.7
contained in pp 263-279 in
Iacobucci and Churchill (2010).
Case Studies:
Case 3.1 and Case 3.2
Case 3.3 and Case 3.4
Case 3.7

Understand the concept of

attitude and the psychological
components of an attitude

Critically evaluate the use of the

different types of scales to collect
data.

Critically evaluate the different

types of level of measurement.

Appreciate the objectives of a

questionnaire, its limitations and
how to minimize response error

Critically evaluate the design of

questionnaire.

Appreciate the importance of

scales for marketing research.

Discuss how to assess the

reliability, validity and
generalizability of scales.

Distinguish between content,

construct and predictive validity.

Discuss the considerations

involved in implementing non-
comparative scales in an
international setting

Describe the guidelines for

coding questionnaires including

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 12

 the coding of structured and
unstructured questions

Appreciate what is meant by a

construct (and its
operationalisation)

7.Sampling Distinguish between populations
and samples
Explain the concepts of the
sampling distribution, statistical
inference, and standard error
Iacobucci and Churchill: Chapter
11, Chapter 12 and Chapter 13
(including appendix)
Malhotra Chapter 11 and 12
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.

Discuss the approaches for All groups to read and consider

determining the sample size for Cases 4.1, 4.2, 4.3, 4.4, 4.5 and
both quantitative and qualitative 4.6 contained in pp 344-347 in
research Iacobucci and Churchill (2010).

Determine sample size to Case Studies:

determine a desired level of Case 4.1 and Case 4.2
confidence Case 4.3 and Case 4.4
Case 4.5 and Case 4.6
Appreciate the formulas to
statistically determine the sample
size for estimating means and
proportions

Discuss the non-response issues

in sampling and the procedures
for improving response rates and
adjusting for non-response

Appreciate the different

strategies to collect a sample
which will answer the research
question.

Distinguish between sampling

errors and non-sampling errors

8.Generate, Distinguish between the
manipulate different types of data:
and basic categorical (nominal and
descriptive ordinal); continuous (interval,
statistics ratio and scale) and be able to
input the data into a statistical
computer program (SPSS)
Iacobucci and Churchill: Chapter
14 (and appendix)
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.

Discuss the nature and scope of

data preparation for analysis,
including the treatment of
missing values (substitution of a
neutral value, imputed response,
case wise deletion, and pairwise
deletion) and unsatisfactory
responses and missing values.

Code, edit and tabulate

categorical data (including
frequencies, standardising Chart
Axis and creating Bar Charts and
Pie Charts)

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 13

 Appreciate the importance of
summarising single variables

Generate the measures of central

tendency and dispersion and
appreciate their importance for
interpreting scale data

Determine whether continuous

data follows a normal
distribution

Appreciate the importance of a

normal distribution for the
decisions relating to which
inferential tests to use in
marketing research

Appreciate the difference

between parametric and non-
parametric statistical tests

Interpret basic descriptive

statistics

Understand and interpret Z

scores

Calculate and interpret

confidence intervals

9. Inferential Generate and interpret Chi-
tests for Square tests for categorical data,
categorical together with control variables
data
Generate tables to illustrate cross
tabulation results.
Iacobucci and Churchill Chapter
14 (plus appendix) and Chapter
15 (plus appendix)
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.

Explain data analysis associated

with cross—tabulations and the
associated statistics: chi-square,
phi coefficient, contingency
coefficient, Cramer’s K and
lambda coefficient.

Interpret the SPSS output

associated with cross tabulations,
draw conclusions and make
recommendations.

Assess hypotheses using Chi-

squared tests

10. Multivariate State the reasons for and
analysis methods of statistically adjusting
data: weighting, variable re-
specification, and scale
transformation
Describe the procedure for
selecting a data analysis strategy
(parametric vs non-parametric
analyses) and the
factors/assumptions influencing
Iacobucci and Churchill Chapter
14 (plus appendix) and Chapter
15 (plus appendix)
Read relevant chapter/s in
Iacobucci and Churchill (2010).
Read and consider the
“Questions” and “Applications
and Problems” sections at the
end of each chapter.
Cases to be supplied by the
lecturer.

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 14

 the process (normal distribution,
equality of variance and sample
size)

Classify statistical techniques and

give a detailed classification of
univariate techniques as well as a
classification of multivariate
techniques, which can be used in
marketing research.

Appreciate the importance of the

broader suite of statistical and
data mining techniques for
marketing research

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 15

 APPENDIX B
AMR Module Schedule 2021 (V3)

Term Start Topic

Wee
Date
k
1 21/02 Self-Study: Introduction to Research - ch 1 & 2
Review PP slides
& readings
2 22/02 Self-Study: Research Process & Problem Formulation - ch 3
Review PP slides & Case study ch 3
readings
3 25/02 BB meeting: Introductory lecture on expectations; discussion on
AM (Both assessments; Honours research project expectations;
campuses) project topics & supervisors
Research Process Workshop Series overview
Review ch 1 – 3

Self-Study: Research Design & Research Approach – ch 4, 5 & 6

Review PP slides & Case study ch 5 & 6
readings
4 28/02 BB meeting: Review ch 4 - 6
& AM (both Discuss Test 1 (on ch 1- 6)
campuses)
04/03 Finalisation of supervisors

Self-Study: Data Collection – Primary & Secondary Data – ch 7 &

Review PP slides & 8
readings
5 16/03 BB Test 1 due 16th March 2022

BB meeting: Proposal writing workshop 1:

AM (both Finding a topic & developing a concept document
campuses) Discuss Assignment 1

6 18/03 BB meeting: Academic Writing workshop 1

AM (both Review ch 7 – 8
campuses)

Self-Study: Data Collection Techniques – ch 9 & 10

Review PP slides & Case study ch 9 & 10
readings

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 16

Term Start Topic
Wee
Date
k
7 21/03 BB meeting: Review ch 9 – 10
AM (both Discuss Test 2 (on ch 1- 10)
campuses)
TBC Academic Writing workshop 2 (Referencing)

8 24/03 Case study Test 2 due 24th March 2022

25/03 Self-Study: Sampling – ch 11, 12 & 13

Review PP slides & Case study ch 11 - 13
readings
BB meeting: Proposal writing workshop 2:
AM (both Putting together the research proposal
campuses) Review ch 11 – 13
Discuss Assignment 1
9 07/04 BB test 2 1 due 7th April 2022

Self-Study: Data Analysis – ch 14 & 15

Review PP slides &
readings
08/04 BB meeting: Review ch 14 & 15
AM (both
campuses)
10 14/04 BB meeting: Proposal writing review
AM (Both
campuses)
15/04 Assignment (Research proposal) due 15th April 2022

APPENDIX C

Evaluation of a Research Proposal

Student:

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 17

 Title of Paper:

Supervisor:
1 = Unacceptable 2 = Requires 3 = Satisfactory, 4 = Has much merit; 5 = As good as
and leaves much much but needs some leaves a little room for possible
room for improvement attention improvement
improvement

PROPOSAL CHECKLIST QUESTIONS Score

The title:

1 is a true reflection of the contents of the proposal and contains the important
variables.

2 is not too long yet descriptive.

The statement of the problem:

3 is formulated clearly and understandably.

4 is formulated adequately in terms of defined concepts relevant to the topic and

field of study.

5 does not relate to something trivial, but is of scientific theoretical and/or

practical significance (so that it holds the prospect of an expansion of subject
knowledge).

6 the theory, practical problem or previous research from which it proceeds

logically, is clearly described.

7 is congruent to the title as well as the aim of the study (addresses the same
issue/s).

8 culminates in research hypotheses or research questions which are formulated

clearly in terms of the relationship between the important variables.

The literature review:

9 is relevant to the aim and problem statement of the study and makes use of key
words/terms/concepts.

10 is sufficiently comprehensive, notices theories relevant to the aim of the study

and uses essential information sources.

11 offers a logically organised and integrated summary (in the student’s own words,
of course).

12 presents previous research technically correctly and provides justified criticisms

of flaws in it.

(Continues overleaf)

Includes sufficient overview of the following aspects:

13 (i) underpinning theoretical framework,

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 18

 PROPOSAL CHECKLIST QUESTIONS Score

14 (ii) literature review on constructs and

15 (iii) review of empirical work done on the constructs.

The research methodology:

16 is appropriate for the problem in question (survey or experimental- or case study

design, and so on).

is described clearly in respect of the following aspects (so that it is replicable):

17 (i) Research paradigm – defined and justification for selection

18 (ii) Research design – defined and justification for selection

19 (iii) Research approach – defined and justification for selection

20 (iv) Population & sampling procedures (so that, for example, the
experimentally accessible population is clear) - defined and
justification for selection

The measuring instruments:

21 contents are described briefly.

22 administering and/or data gathering procedures are described.

23 reliability and validity is discussed.

The analytical/statistical techniques:

24 are briefly described.

25 are appropriate for the given problem (descriptive and/or inferential).

Academic writing:

26 is limited to 10- 12 typed pages.

27 includes a reference list that is correctly referenced.

28 Overall presentation is neat with clear layout

29 Conforms to layout requirements

30 Logical development - develops a logical, coherent sequence of material.

Thorough.

31 Communicative competence - no errors and the writing flows from start to

finish. Clear communication.

Number of relevant items Total Score Total Score\Number of items

expressed as a percentage

Adapted from Welman, J. C. & Kruger, S. J. (1999) Research Methodology for the Business and Administrative Sciences.

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 19

Johannesburg: International Thomson Publishing Southern Africa (Pty) Ltd.

Business Management Honours Mini-Dissertation Evaluation

Student:
Title of
Paper/Report:

Supervisor:

Category Mark Mark

allocation awarded
Research Effort: The extent to which the student demonstrates critical 45
thought in making sense of, and given meaning to the findings of the
study.
Content: The inclusion of information in the paper based on its relevance 30
to the study and its findings, so that the dissertation’s content
demonstrates a coherence.
Structure: The extent to which the student has followed the prescribed 10
format for a mini-dissertation/ article.
Presentation: Clear flow of argument through the various sections of the 15
paper. Clarity of thought and language. Neatness in the appearance of
the document and its layout. Correct referencing in text and in listing of
references.
Total 100

APPENDIX D

AMR Learning Guide: BEC516E/BEC516 (2021) v3 Page 20