1 Module Assessment

Assessment Description Weighting No of Words

Coursework 1 Research Proposal POSTER 20% --

1.1 Coursework 1: Research Proposal Poster (20%)

Assessment Title Research proposal POSTER presentation

Individual/Group
Submission Format
Submission Date / Time
Submission Procedure
Feedback
Individual
PowerPoint Poster
Friday 28 February 2023 by 1pm (UK time)
1 electronic copy via the GCU Learn digital drop-box
Within three weeks

Purpose of Coursework 1:

You are required to produce a research proposal poster, based on a topic area that
you are interested in and will be the proposal for your research project. This will be
an individual assessment. The recommended format is below – please ensure you
make reference to the recommended content but the visual presentation can be as
you wish.
 Recommended headings for poster presentation:

Introduction and This section sets out the nature of the study, its purpose and
Research Background structure and introduces the topic investigated.

Background and rationale

In this section you should provide summary/ bullet points on:

 the background to the project
 the rationale for your study and its potential contribution to
theory and practice:
o “Why is this study required?”
o “Why is it of importance?”
 Although you do not have to provide a formal literature review
at this stage, it should be clear how you are filling a gap in the
research, and how your understanding and evaluation of the
literature has contributed to the development of your research
aim.
 How is your research located within the existing academic
field?

Research aim and objectives

 The aim of the study and the key objectives.
 The importance of each objective to fulfil the aim should also
be justified.
 Statement of hypothesis(es), if relevant.

Research Methodology Present a summary/bullet points indicating the following:

 What will be your overall research approach/strategy?

 If relevant, what is your research design?
 What are your methods of data collection and why is this
appropriate?
o What kind of data are you collecting?
o If relevant, what is your sampling strategy (sampling
frame and sampling method) OR selection/recruitment

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 criteria?
o How much data do you need?
o How will you collect your data?
 What are your methods of data analysis?
 Justify your choice of methodology and methods of data
collection and analysis (i.e. what is your rationale for
using these methods?)
 What is your epistemological position?
o Based on the above information, what do you think is
your research philosophy and why?

 Gantt Chart (or similar) should be provided to give a detailed

Planning, ethics and timetable of all aspects of research (e.g. ethics application;
critical analysis literature review; background research; data collection; data
analysis; writing deadlines etc.)
 Bullet points regarding ethical considerations relating to the
study.
 Bullet points regarding any anticipated challenges in the
conduct of the study.
 Potential limitations of the study:
o Show that the researcher is aware of any potential
challenges and thus better able to manage the
research process.
o A good proposal will not only show awareness but
also highlight potential options to overcome
challenges and minimise limitations.

Reference List Any sources referred to must be cited in the text and listed in the
References following the Harvard referencing conventions.

Coursework 1: Assessment Criteria

KNOWLEDGE AND UNDERSTANDING (30%)

 Demonstrates a critical understanding of the research topic area, including theories

and concepts, critical awareness of current issues in relevant specialist areas (e.g.
evident in references to literature and presentation of background to research;
development of rationale for the project proposal).
 Demonstrates a critical understanding of research methodology (e.g. evident in
rationale developed for the methodology, including consideration of epistemological
and theoretical underpinnings appropriate and relevant to the project).

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PRACTICE: APPLIED KNOWLEDGE, SKILLS AND UNDERSTANDING (25%)

 Applies appropriate and significant range of theoretical frameworks (e.g. evident in

background to project, development of rationale for project).
 Applies appropriate research skills and techniques in the conduct of research,
including methods of data collection and analysis (e.g. evident in rationale for
methodology).
 Demonstrates appropriate and relevant planning and execution of research (e.g.
evident in the articulation of the justification for methodology development and
understanding of research methodology, methods and analysis).
 Demonstrates originality and/or creativity (e.g. evident in developing rationale for
research project based on understanding of topic area and research methodology
which is relevant to the project).

GENERIC COGNITIVE SKILLS (20%)

 Applies critical analysis, evaluation and synthesis of information, and relevant issues
(e.g. evident in understanding of literature and background and rationale for the
research project).
 Identifies, conceptualises and defines new and abstract problems and issues (can be
demonstrated in developing cogent arguments for rationale for research project,
justification of methodology).

COMMUNICATION, ICT AND NUMERACY SKILLS (10%)

 Poster is presented clearly, in appropriate academic/scientific language; there is a

clearly organised structure and is visually logical and easy-to-follow.
 Meets requirements of presentation, which also supports the structure and clarity of
poster.
 Demonstrates good standards of grammar, punctuation and spelling.

AUTONOMY, ACCOUNTABILITY AND WORKING WITH OTHERS (15%)

 Demonstrates good clear planning (evident throughout the proposal).

 Demonstrates understanding and application of appropriate ethical and professional
practice, makes informed judgements on relevant issues (demonstrated in
articulation of proposed methodology and discussion of planning, ethics and critical
analysis).
 Demonstrates critical reflection on research proposal and implications, including
limitations and weaknesses and potential impact on findings (demonstrated in
planning and critical analysis).

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2 Extensions

While it is expected that all students will submit their assessment on time, students
occasionally face difficulties, which are beyond their control. In such situations
students may apply for an extension. All requests for an extension must be
submitted in advance, of the deadline, providing as much notice as possible to
the Module Leader.

Extensions are not granted automatically and may only be issued in particular
circumstances, such as:

 medical reasons supported by a doctor’s certificate;

 extenuating personal circumstances, such as bereavement - documentary
evidence must normally be submitted to support any request for an extension;
 exceptional and unanticipated additional work commitments, supported by a
letter from the student’s employer.

The only person who can grant you an extension is the Module Leader, Dr Dane
Lukic (for London students), though you should discuss your request with your
Supervisor first. When contacting the module leader about extension queries you
must also copy in your supervisor.

Students should plan their time carefully and remember to back-up their work on a
PC or laptop at frequent intervals. The loss of work due to a crash/ICT failure, loss of
USB pen, etc. is insufficient reason for an extension.

Unless an extension has been granted by Module Leader, any submission which is
handed in after the assignment deadline without written permission will not be
accepted and marked as a non-submission/‘Fail at First attempt’. In such cases
students will have to undertake the second diet assessment.

Students who do not submit an assignment either for the submission date or for an
extended deadline without prior agreement with the Module Leader will be deemed
to have failed that submission and will be required to resubmit if another attempt is
available to the student. Normally students are entitled to two attempts at passing
any piece of coursework.

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3 Non-Submission of the MBA Project

Failure to submit the project on the stipulated due date, or an extended deadline, will
result in a mark of 0% being awarded and the non-submission being treated as a
first attempt.

3.1 Number of Attempts

To pass this module, students are required to achieve a minimum of 50% on

the overall module mark and a minimum of 45% in each module assessment.

Students are allowed two attempts at each coursework.

3.2 Project assessment procedure

The student’s supervisor will initially mark the submitted project. Subsequently, it will
be blind double marked by a second assessor. In the event that both assessors are
unable to arrive at an agreed mark, a third independent assessor, organised by the
Module Leader will reassess the project. A sample of projects submitted will also be
forwarded to the External Examiners for external moderation, approval, observation,
and comment.

3.3 Post-moderation feedback

Students will be notified of their Project marks only after the Assessment
Board has been convened. Feedback concerning the evaluation of the submitted
project will be provided on GCULearn only after the Assessment Board.

4 External Examiner

The University attaches great importance to the role of External Examiners as a key
means of assuring that academic standards are at an appropriate level, comparable
to those of other higher education institutions and that assessment processes are
rigorous and fair. External examiners also make a valuable contribution to the
enhancement of programmes and their associated modules.

The External Examiners for this module are Dr Ian Elliott from Newcastle Business
School, Northumbria University and Chris Mahon from Surrey Business School.

Please note that External Examiners have a specified term of office which means
they may be subject to change within the duration of your studies.

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The details of the External Examiner are for information only. It is inappropriate for
students to make direct contact with External Examiners, in particular regarding their
individual performance in assessments. If you have a concern about your
performance, please note the policies relating to Fit to Sit, Appeals, Complaints and
Section 3.2 Personal Tutor.

5 Assessment Word Count & Penalty for Exceeding Stipulated

Word Count

The word count requirements for all assessments are clearly stipulated in the module
handbook. The word count relates only to the main content of the assessment;
title page, contents page, executive summary, tables and figures, reference list and
appendices are not included in the word count.

Students should ensure that the word count is clearly presented on the title page
of the Project and on the “Avoiding Academic Irregularity: Plagiarism/ghost-writing
checklist”.

In the event a student has been found to exceed the upper limit of tolerance of the
+10% allowed in assessments, the final mark awarded for the assessment will be
subjected to a penalty; 10% deduction of the awarded mark for the work. It is the
student’s responsibility to ensure that the word count restrictions are strictly
adhered to.

6 Your Dissertation Supervisor

The discussion in this section is based on the relevant Glasgow Caledonian

University’s guidelines.

The purpose of supervision is to provide academic guidance and support, and to act
as a sounding board for students, as they progress through the various stages of this
module. The Student-Supervisor relationship is based on professionalism, integrity
and respect, and is vital for effective learning and successful completion of this
module.

The MBA Project is above all your project, and its success or failure will ultimately
depend on your commitment, effort and organisation. The role of the Supervisor is to
offer general advice and guidance and to be an appropriate point of contact during
the researching and writing of the dissertation in terms of discussing ideas, in helping
you to come up with a suitable structure and reading draft chapters. You must be in
regular contact with your supervisor throughout the dissertation process.

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It is the responsibility of the student to initiate and maintain regular contact
with the supervisor and thus be in a position to benefit fully from his/her experience
and knowledge. It is important that the supervisor and the student have a shared
understanding of the evolving project, its strengths and weaknesses, areas that
require further work and issues that remain outstanding. Achieving a shared sense of
the project’s progress is no easy matter. To help bring this about, the supervisor and
student will jointly record meetings and their outcomes in the Supervision Meeting
Summary Form (available on GCU Learn in the folder FORMS). It is the student’s
responsibility to ensure that the form is completed and signed by both the
student and the supervisor at the end of each meeting.

You will not have an infinite amount of access to your Supervisor, so you will need to
prepare well for each meeting you have with them. Responsibility for arranging
meetings and making sure you attend regular consultations is very much
yours. Be sure to establish at the start of the process if there are times when your
supervisor will be unavailable so you can take account of this in your planning.

Experience shows overwhelmingly that students who do not maintain regular contact
with their supervisor do very badly, and in some cases fail, the Dissertation. Though
most tutors are happy to accept e-mail communications from their students, you
must remember that they have many other demands on their time and they cannot
guarantee to respond to unsolicited e-mails quickly.

Students should be aware that the final mark awarded to a piece of submitted work
is subject to both internal and external moderation; external examiners can either
raise or lower marks awarded by internal assessors.

The following is a summary of the responsibilities of each party, student and

Supervisor.

What is expected of students:

 to be independent
 to seek advice and comment on their work
 to have regular meetings with the Supervisor
 to be honest when reporting progress
 to follow advice which has been specifically requested
 to be interested in the work
 to take ultimate responsibility for the direction and content of the dissertation

What students should expect of their supervisors:

 to read the student’s work and be familiar with it

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  to be available when necessary, and within reason, up to thirty minutes per
month
 to be friendly, open and supportive
 to be constructively critical
 to have a fair knowledge of the research area (or to seek advice or direct to
alternative colleagues and/or sources)
 to exchange ideas freely
 to be aware of potential pitfalls in the research topic and methodology

Please do not expect your supervisor to provide feedback on multiple drafts of

chapters or the entire dissertation. It is recommended that you should not expect
feedback on more than one draft of each chapter.

Ultimately, how you organise contact, meetings and feedback, should be negotiated
between you and your supervisor.

Supervisors are expected to warn students where there is a possibility of the student
failing the project, or of not realising their full potential. However, acceptance of the
project by the supervisor does not necessarily imply that the work has achieved a
standard warranting a pass. Additionally, supervisors must avoid raising a student’s
expectation of a particular grade and students should not be given any indication of
the mark the project is likely to be awarded.

6.1 Problems with the Dissertation

For the vast majority of dissertation students, their most immediate source of support
throughout the duration of the project will be their Supervisor. At the same time, the
MBA Project module leader (Dr Dane Lukic for London students) will be available to
deal with any general queries you may have regarding the Project and to offer any
general advice and support you may need over the course of your studies.

In the event that problems arise, you should raise these in the first instance with your
Dissertation Supervisor. If this does not resolve the issue, you should take it up with
the Module Leader, Dr Dane Lukic, who will endeavour to resolve any problems you
raise and if necessary, investigate on your behalf the source of your dissatisfaction,
or refer to other relevant staff if this is deemed necessary.

Please note, however, that for obvious reasons any such problem or grievance,
where it relates to the standard of dissertation supervision, must be initiated prior to
the submission of the final dissertation, and above all in sufficient time for the
issue to be addressed. The University’s general guidelines are explicit on this: no
appeal against the mark awarded for the Dissertation/Project will be
entertained unless the student has initiated the grievance procedure prior to

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submission of the Dissertation/Project (see Section 23 Glasgow Caledonian
University Guidelines on Projects/Dissertations”).

At the same time, students should be aware that you can seek advice from the
Learning Development Centre (Glasgow) or the Academic Development Tutors
(London) and make use of these services, particularly if they are finding work on the
dissertation a struggle.

7 Grievance Procedures

In normal circumstances, the supervisor would be the first point of contact to discuss
issues pertaining to this module. However, should you experience problems that the
supervisor is unable to assist with, or that you do not want to raise with the
supervisor, you should contact the Module Leader, at the earliest opportune
moment.

Students are advised to contact the Module Leader via e-mail to arrange a mutually
convenient meeting to discuss any issues concerning this module.

Please note that students intending to initiate formal grievance procedures on the
grounds of perceived inadequate supervisory support must produce a written
statement in support of their grievance using GCU’s Complaint Form. Please refer to
Glasgow Caledonian University’s guidelines for further detail and documentation.
Student Complaints Guidelines can be found here:

http://www.gcu.ac.uk/gaq/appealscomplaintsandstudentdiscipline/complaints/

NOTE: “where the student's grievance relates to the standard of supervision, no

appeal against the mark awarded for the dissertation/project will be entertained
unless the student has initiated the grievance procedure prior to submission of the
dissertation/project” (Glasgow Caledonian University Policy on Project and
Dissertation Supervision, 2013, Section 4.1)

8 Assessment

In accordance with the University’s Digital Assessment Policy and Online Similarity
Checking Policy all standard academic summative submissions of written
assessment, i.e. those that are primarily text-based, will be submitted through
similarity-checking software, such as Turnitin. This is applicable to written
assessment submissions at all SCQF levels. You may be asked to submit your
written assessment online through similarity-checking software, such as Turnitin.

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Support and guidance in understanding and interpreting a Turnitin originality report
from induction onwards, can be accessed through the Learning Development Centre
in your school. More information about referencing and plagiarism can also be found
at Cite Them Right.

Where plagiarism is detected this will be dealt with under the Code of Student
Conduct.

9 Electronic Submissions and Plagiarism Detection Software

Coursework must be processed through Turnitin in GCULearn to ascertain whether

or not there is a suspicion of plagiarism. Plagiarism is defined in the Assessment
Regulations as the deliberate and substantial unacknowledged incorporation in
students' work of material derived from the work (published or unpublished) of
another (see below for further information on plagiarism). It is considered by the
University to be a very serious offence and can result in severe penalties.

The regulations concerning this area are complex and students are strongly advised
to consult the regulations on the following link:
http://www.gcu.ac.uk/gaq/appealscomplaintsandstudentconduct/

Turnitin will also be set up so you can submit drafts of your work as often as you
want, something we would encourage you to do, in order to check that you have
referenced correctly.

You should not, however, under any circumstances submit work for anyone
else.

10 Plagiarism

Plagiarism is a very serious offence and students are reminded that an academic
irregularity, in breach of the Code of Student Conduct (e.g. plagiarism, collusion
etc.), can result in severe penalties. In will lead at the very least to a reduction in any
mark awarded, including, depending on the degree of plagiarism present, the
possibility of a reduction to zero with a requirement to resubmit the piece of work in
question. In more severe cases it will lead to investigation by a Plagiarism Assessor
and, depending on the outcome of that investigation, the possibility of disciplinary
action being taken against the student. It is essential, therefore, that you take all
necessary steps to ensure that there can be no suspicion of plagiarism in relation to
your work – if we suspect plagiarism we always pursue our suspicions vigorously.

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Therefore, you are reminded that all work submitted must be your own and,
unless instructed otherwise, you must provide answers in your own words.  When
submitting any assessments, you are confirming that you understand and are
complying with this guidance

In addition, prior to final submission, all students must submit their dissertation to the
plagiarism-checking software Turnitin. Support and guidance in understanding and
interpreting a Turnitin originality report from induction onwards, can be accessed
through PLATO, the online plagiarism tutorial http://plato.gcal.ac.uk/.

What is Plagiarism?

The GCU Assessment Regulations define plagiarism as “the deliberate and

substantial unacknowledged incorporation in a student’s work of material derived
from the work (published or unpublished) of another”. In other words, passing
someone else’s work off as your own. This includes material from books, journals
and the web, as well as from friends or others.

At its simplest plagiarism is taking someone else’s words or ideas and presenting
them in such a way as to give the impression that they are your own. In other words,
it is a form of theft. The person whose words or ideas you “steal” in this way can be
the author of a book or article, the author of an internet site (even if he or she is not
named in any way on that site), a journalist, someone interviewed on television or
radio or in the press, or indeed another student. In order to avoid any possibility of
being accused of plagiarism, every time you use someone else’s words or ideas you
must reference these clearly using the Harvard system as explained at the end of
this handbook.

It is important to bear in mind that plagiarism occurs every time you use someone
else’s words or ideas without referencing them, whether you quote their original
words directly or not. Even if you change some of their words for others, or move
their ideas around a bit – techniques known as paraphrasing – or even just use their
ideas in a general way without using any of their original words or expressions at all,
you will still be guilty of plagiarism if you do not indicate the author and the source of
the ideas you are using.

As per GCU Assessment Regulations, students must not attempt to use the same
substantive piece of coursework to meet the assessment requirements of another
item of coursework, dissertation or project. In a situation where an Assessment
Board believes there is evidence that a student has attempted to use the same
substantive piece of work for more than one item of coursework, the matter will be
dealt with as Plagiarism and pursued in line with the Code of Student Conduct.

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At all levels, the following statement should be incorporated into any piece of
coursework submitted by a student:

“This piece of coursework is my own original work and has not been
submitted elsewhere in fulfilment of the requirement of this or any other
award.”

Here are some of the most common cases of plagiarism:

 Quoting someone else’s words exactly without indicating that this is a quote
and without indicating where the words have been taken from.
 Paraphrasing someone else’s words without indicating the text on which the
paraphrase is based
 Using someone’s ideas in a general way without acknowledging that they are
someone else’s ideas.
 Referring to a book or article or website about someone’s work in such a way
as to give the impression that you have read that book/article/website
yourself, when you have merely come across information relating to it
somewhere else. To avoid any suggestion of plagiarism this “somewhere
else” must be clearly referenced as the source of your information.

It goes without saying, of course, that commissioning someone else to produce work
for you is also a form of plagiarism.

The Internet

The widespread availability of a huge range of texts on the internet has led to a very
significant increase in plagiarism among students in recent years. But beware – we
are extremely good at finding material which has been plagiarised from the internet,
and you should avoid this – and of course all other forms of plagiarism – at all costs.

Help with Plagiarism Guidelines

Help with understanding the definition of plagiarism, including some useful

examples, can be found on this website:

http://www.gcal.ac.uk/student/coursework/writing/plagiarism.html

The university publishes comprehensive regulations regarding plagiarism. These can

be found on this website:

http://academicreg.gcal.ac.uk/Pages/AADocums/regs_appendices.html#Cheating

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If at any time you have any doubts about plagiarism, you can also contact your
Module Leader or Supervisor, who will be happy to help.

11 Additional Module Support

11.1 Learning Development Centre

In addition to receiving support from the module team your School has a Learning
Development Centre (LDC) which provides academic writing support for home and
international students, ICT support, advice on study skills and other academic
support and guidance.

The LDC is inclusive and is committed to providing support for all students including
those with disabilities or specific learning and teaching needs. The Centres provide
face-to-face and online academic support; through a combination of workshops,
small group sessions, one-to-one appointments and tailored teaching within
modules. The support available to students is provided in a professional and
supportive environment enabling them to develop the skills required to succeed at
university.

If you would like to make an appointment with any of the Academic Development
Tutors, please go to
https://www.gcu.ac.uk/aboutgcu/academicschools/gsbs/study/ldc/contactus. For
other LDC enquiries please email ldcgsbs@gcu.ac.uk or phone +44 (0)141 331
3300.
For London students, if you would like to make an appointment with an Academic
Development Tutor, please go to
https://www.gculondon.ac.uk/student/learningdevelopmentcentre/

11.2 Personal Tutor

Further support can be obtained from your Personal Tutor (previously known as
Academic Adviser). All students are assigned a Personal Tutor at the start of their
course. All Undergraduate and Taught Postgraduate students will have a named
Personal Tutor who is a member of academic staff from their department, and who
has knowledge of their programme. For postgraduate research students the role is
undertaken by their research supervisor, coordinated by the Graduate School and a
network of departmental postgraduate research tutors.

Personal Tutoring is not just about giving students the opportunity to talk if they have
a problem; it is intended to help students reflect on their progress and develop
personal, academic and professional skills. Students should meet with their Personal

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Tutor two to three times a year to discuss their academic studies, co-curricular
activities that enhance their profile, and to reflect on any issues that may impact on
their overall performance at university. Personal Tutoring meetings will help students
to develop skills that can improve their academic performance and help them identify
areas for professional and personal growth and development. Personal Tutors can
help students navigate through assessment feedback and can work with them to
produce academic development plans which can help improve their record of
academic attainment. In addition, these meetings can provide an opportunity to
discuss career planning and employability. Personal Tutors can also provide
students with advice regarding the Fit to Sit process.

Personal Tutoring meetings may take different formats (face to face, telephone,
skype) and may sometimes be organised as group sessions (for example during
induction week and at the beginning of subsequent years).

12 Reading

The following is a list of further reading materials, covering all aspects of the
researching, writing and submission of dissertations, which you may find useful as
background to the information contained in this Handbook.

Core text:
SAUNDERS, M., LEWIS, P. & THORNHILL, A., 2015. Research Methods for Business
Students, 7/8th ed., Harlow: Pearson.

Recommended Reading:
ALVESSON, M. & DEETZ, S., 2000. Doing Critical Management Research, London: Sage.
ARKSEY, H. AND KNIGHT, P., 1999. Interviewing for Social Scientists, London: Sage.
BLAIKIE, N. & PRIEST, J., 2018. Designing Social Research: The Logic of Anticipation, 3rd
ed., Cambridge: Polity Press.
BLUMBERG, B. COOPER, D. AND SCHINDLER, P., 2011. Business Research Methods,
3rd ed., Maidenhead: McGraw-Hill Education.
BRYMAN, A., 2015. Social Research Methods, 5th ed., Oxford: Oxford University Press
BELL, E., BRYMAN, A. & HARLEY, B., 2018. Business Research Methods, 5th ed., Oxford:
Oxford University Press
BURNS, R. & BURNS, R.P., 2008. Business Research Methods and Statistics Using SPSS,
London: Sage Publications.
CHISNALL P., 2004. Marketng Research, London: McGraw-Hill.
CRESWELL, J. W. & CRESWELL, J. D., 2018. Research Design: Qualitative, Quantitative,
and Mixed Methods Approaches, 5th ed., London: Sage.
DENSCOMBE, M., 2014. The Good Research Guide: For Small Scale Social Research
Projects, 5th ed., Maidenhead: Open University Press.

15
GHAURI, P. & GRONHAUG, K., 2010. Research Methods in Business Studies, 4th ed.,
London: FT Prentice Hall.
JESSON, J., MATHESON, L. & LACEY, F. M., 2011. Doing Your Literature Review, London:
Sage.
KAPLAN, D., 2004. The Sage Handbook of Quantitative Methodology for the Social
Sciences, London: Sage.
LEEDY, P. AND ORMROD, J., 2015. Practical Research: Planning and Design, Harlow:
Pearson.
MALHOTRA, N., NUNAN, D. & BIRKS, D. F., 2017. Marketing Research: An Applied
Approach, 5th ed., Harlow: Pearson.
PALLANT, J., 2016. SPSS Survival Manual, 6th ed., OUP: Oxford.
REMENYI, D., 2012. Case study Research: The quick guide, Academic Publishing
International, Reading
SILVERMAN, D., 2017. Doing Qualitative Research, 5th ed., London: Sage.
WICKHAM, P & WICKHAM, L., 2016. Management Consulting: Delivering an Effective
Project, 5th ed., Harlow: Pearson.
WISKER, G., 2007. The Postgraduate Research Handbook, 2nd ed. Basingstoke: Palgrave.
YIN, R. K., 2018. Case Study Research and Applications: Design and Methods, 6th ed.,
London: SAGE

Key Journals

 Academy of Management Journal

 Academy of Management Review
 ACM Transactions on Human-Computer Interface ACM transactions on
Information Systems
 ACTA Informatics
 Administrative Science Quarterly
 Annals of Tourism Research
 Business Ethics Quarterly
 British Journal of Management
 California Management Review
 Communications of the ACM
 Corporate Governance: An International Review Creativity & Innovation
Management
 Decision Support Systems
 European Journal of Information Systems European Management Journal
 European Journal of Innovation Management Harvard Business Review
 IEEE Transactions on Computers
 IEEE Transactions on Engineering Management Information & Management
Information and Organization
 Information Processing and Management Information Systems Journal

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  International Journal of Human-Computer Studies International Journal of
Hospitality Management International Journal
 of Tourism Research Journal of Business Ethics
 Journal of Change Management
 Journal of Knowledge Management
 Journal of Management Information Systems Journal of Operations
Management
 Journal of Organizational Change Management
 Journal of Strategic Information Systems
 Journal of the Association of Information Systems Journal of Travel Research
 Leadership
 Leisure Sciences
 Management Review
 MIS Quarterly
 Organisational Dynamics
 Organizational Studies
 Sloan Management Review
 Strategic Management Journal
 The Leadership and Organizational Development Journal
 Tourism Management
 Journal of Hospitality and Tourism Research
 Journal of Information Technology

13 Accessibility

13.1 GCU Learn Module-Level Accessibility Statement

The University has an accessibility statement specific to learning and teaching

relating to the GCU Learn platform (Blackboard), third-party plug-ins and content
uploaded by staff and students. You can read the statement in full using this link to
the GCU Learn Institution Page.

GCU Learn enables you to download your module content in five different formats,
depending upon your learning preferences and requirements. You can learn more
about how to access the different formats in this module via this video.

13.2 Reporting issues with accessibility in this module

If you are experiencing issues accessing content within a module, please contact
your Module Leader in the first instance.

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If you are a student with existing arrangements or reasonable adjustments, please
contact the GCU Disability Service.

We’re always looking to improve the accessibility of this website. If you find any
problems not listed on this page or think we’re not meeting accessibility
requirements, contact: accessibility@gcu.ac.uk.

14 GCU Learn

GCU Learn provides access to a range of additional module materials such as

slides/visuals from lectures, web links relevant to the topic, further reading and
details of seminar and assessment tasks. It is not, however, a replacement for
timetabled class contact.

It also provides access to other features to help you manage your studies, including
setting and tracking tasks and keeping a calendar. You will find a lot of useful study
information there.

The module site will be regularly updated and you should therefore get into the habit
of logging on to GCU Learn every day.

As GCU Learn is a web-based system, you can access it through any computer that
is connected to the Internet. Click on GCU Learn to access from this document; or
click on the GCU Learn link from the Student home page.

15 Student Feedback

All modules adhere to the GCU Policy on Student Performance Feedback. The key
principles of the policy are that:

 Feedback should be based on discussion, face to face or online, between

you, your fellow students and staff. This dialogue is an important part of your
learning and also helps academic staff to shape their teaching.
 To support your future learning, feedback should review your performance,
your strengths and areas for improvement; should clarify what is expected of
you academically and help to identify areas for further learning and
development.
 Feedback on coursework should normally be provided to you within three
working weeks of coursework submission deadlines. Exam and module
results will normally be released according to the University schedule

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  Feedback should be based on clear assessment criteria, which are made
available to you in advance of undertaking your assignment or examination.
 Feedback can be provided in a variety of different forms: written, for example
by comments made on your assignment itself or on a feedback sheet;
electronic, for example by email or through GCU Learn, verbal, for example in
lectures, seminars or one-to-one and small group meetings with your tutor.
Feedback can also be provided by your fellow students and through self-
reflection. Written feedback should use plain English and be clear and legible.
It should also be responsive to any particular needs you have in terms of its
accessibility.
 Feedback, in its variety of different forms, should be provided throughout your
module and, where possible, build on feedback provided on earlier
performance.
 Feedback should be provided on all your assignments, whether formative or
summative, examinations, and group as well as individual contributions to a
module.
 The variety of different forms of feedback should ensure that you have easy
access to your feedback whether you are full-time, part-time, distance or
work-based.

16 Module Evaluation

This section covers feedback from students on their experience of modules and
associated University processes.

16.1 Student Staff Consultative Groups (SSCG)

Student Staff Consultative Groups are one of the principal mechanisms used within
the University to evaluate the student experience on programmes and associated
modules, and to communicate to students details of actions resulting from the
evaluation.

The purpose of the Student Staff Consultative Group is:

 to act as an effective and representative consultative forum in which students

and staff meet to discuss matters of mutual interest and concern at both
programme and module level
 to provide an opportunity to obtain views representative of students on all
levels and modes of the programme, and to take these into account in
contributing to the programme monitoring and development processes

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  to provide feedback to students on how the programme, or the University
more widely, has responded to concerns raised by students.

16.2 Module Feedback

In addition to the Student Staff Consultative Group, GCU formally collects student
feedback on two occasions. Once during the delivery of the module during a midway
pause for feedback. Student engagement in midway feedback is particularly
important in that it allows module teams to be alerted to student views and to
respond in an agile manner. This feedback can be obtained via a variety of tools and
your module leader will let you know how this will be managed for this module.

End of module feedback is gathered via GCU Learn and this is only an important
part of enhancing the delivery of the module and student experience. Module leaders
are asked to allow some time during a lecture or seminar to encourage students to
complete module evaluation surveys. It is the responsibility of the module leader to
ensure that such feedback is incorporated into the module evaluation process.

9.3 Closing the Feedback Loop

‘Closing the feedback loop’ (CTFL) is the GCU system for students to receive
feedback on the outcomes of module evaluations and other student surveys.
Students view this type of activity as an important influence on their engagement
with module evaluations and surveys, and their overall experience on a module or
programme.

CTFL is already in evidence at GCU and students primarily receive this type of
feedback verbally, but with email and GCU Learn occasionally also used. Students
agree that they have the right opportunities to provide feedback on their course and
receive commentary on their feedback.

With CTFL, Module Leaders will be given three working weeks to provide their
feedback. Final ‘module leader feedback reports’ will be generated and shared with
students as well as module leaders, Heads of Department, ADLTQs, Deans and
Vice Deans. Students and staff can also access their reports via GCU Learn.
Reports include response counts/response rates for the module, overall theme
scores, and the module leader’s written feedback.

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17 APPENDICES

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 Appendix A: Plagiarism/Ghost-writing Checklist

Department of Management and HRM

MBA Project

Avoiding academic irregularity: plagiarism/ghost-writing checklist

coursework submission cover sheet

Before you submit coursework, in accordance with University regulations, you should be
able to confirm that the coursework that you are submitting is your own original work and
that you have:

 read and understood the guidance on academic irregularity and plagiarism in

the module handbook;

 clearly referenced, both within the text and on the end reference page/s, all
sources used in the work;

 based your work on academic sources from academic search engines such as
the American Business Index (ABI). Student sources should not be used;

 used inverted commas and the full reference details (including page
numbers) for all text quoted from books, journals, web-based other sources;

 provided the sources for all data in tables and figures that are not your own
work;

 not made use of the work of any other student(s) past or present without
acknowledgement. This includes any of your own work that has been
previously, or concurrently, submitted for assessment, either at this or any
other educational institution, including school;

 not sought or used the services of any professional agencies such as ghost
writers or other individuals, to produce this work;

 retained all the material collected in the process of developing your

coursework; and

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 in addition, you understand that any false claim in respect of this work may
result in disciplinary action in accordance with University regulations.

Please tick to confirm that you have observed the points above in your coursework and
submit a signed copy of this complete form (2 pages) with your coursework submission.

Name

Student ID Number

Degree Programme

Module Title

Module/Seminar Tutor

Date

Word Count
(MUST BE STATED)
This is my own original work; it has not been submitted elsewhere in fulfilment of
the requirements of this or any other award.

I agree that tutors can make this work (either original or on-line version) available
to future student cohorts as an exemplar of this assignment, on the understanding
it will be anonymised with no reference to myself or any case study organisation
utilised.

Signed ………………………………………………………………………………

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Appendix B: Title Page

Glasgow Caledonian University

Global MBA programme

An Appraisal of the Leadership Styles of Middle Managers

and the Implications for Employee Performance within
Fabricated Ltd
By

Janet Louise Smith

Student ID Number

MBA PROJECT
August 2020

24
(Word Count: 14,570)

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 Appendix C: MBA Project Supervision Meeting Summary & Progress Form

Student:

Supervisor:

Date Time Issues Addressed Student Progress Signature

Commenced Concluded Preparedness* Contribution* Made* Student Supervisor

* Please rate as follows: Excellent (1), Good (2), Fair (3), Minimal (4), Poor (5).
Appendix D: Sample Declaration

This dissertation is submitted in partial fulfilment of the

Global MBA

I declare that this dissertation is my own original work and has not
been submitted elsewhere in fulfilment of the requirements of this
or any other award.

[Your Name]

Signature __________________
s

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