Transcript OBU Template - Abingdon and Witney College

LEVEL 6
UNDERGRADUATE DISSERTATIONS
THROUGH THE MAZE TODAY…
 What is a Dissertation?
 The difference between dissertation and work-based
project.
 What is an adequate literature review?
 Assessment criteria, standards & deadlines.
 Structuring the report.
 Refining the topic.
 Next steps.
RECAP FROM BUSINESS PROJECT …
10 mins Brainstorm in Pairs all the key points that
you can remember about researching your
Business project last year.
After 10 mins. Join with another pair to combine
your points.
1 person from each group to add 2 points to the
Spidergram and explain your points.
http://www.online-stopwatch.com/dynamite-timer/fullscreen/
WHAT IS A DISSERTATION?
 A dissertation is an extended study of a topic agreed as
appropriate for a field. Nevertheless it should
demonstrate the student’s ability to argue coherently, to
marshal evidence, to evaluate critically and synthesise
the disparate sources used and to identify and work with
appropriate theoretical methods. It can be based on
secondary research and does not necessarily involve
original research or the study of unpublished or primary
material.
 (Oxford Brookes University Dissertation Guide)
WORK-BASED PROJECT V DISSERTATION?
Work-based project
Dissertation
Learning Objectives
Same
Same
Learning Outcomes
Same
Same
Report Structure
Same
Same
Assessment Criteria
Same
Same
Deadlines
18 Oct & 04 April
18 Oct & 04 April
Format
•
a 6,000 - 8,000
word project report on
an agreed topic of the
student’s choice (80%).
•
a 10-15 minute
presentation on the
outcomes and impact of
the research project (to
include individual
reflection) (20%)
•
An 8,000 10,000 word dissertation
on an agreed topic of
the student’s choice
(100%).
6
LEVEL 6
Level 6
conceptual understanding that
enables the student:
- to devise and sustain arguments,
and/or to solve problems, using
ideas and techniques, some of
which are at the forefront of a
discipline.
- to describe and comment upon
particular aspects of current
research, or equivalent advanced
scholarship, in the discipline
+
Level 6
a systematic understanding of
key aspects of their field of
study, including acquisition of
coherent and detailed
knowledge, at least some of
which is at, or informed by, the
forefront of defined aspects of a
discipline
an ability to deploy accurately
established techniques of
analysis and enquiry within a
discipline
an appreciation of the
uncertainty, ambiguity and
limits of knowledge
7
MARKING ASSESSMENT CRITERIA
ACTIVITY
 Familiarise yourself with the guidelines on marking
standards.
 Read each of the Dissertation extracts and using your
judgement, mark off each statement that you believe
applies to each extract.
 Compare, discuss and analyse your assessment with
your neighbour.
 Report back to the whole group.
CHOOSING YOUR TOPIC &
NARROWING THE FOCUS
 How to get started?
 Do you have a research question to investigate?
 How much literature have you identified relating
to your topic?
Probing &
open-ended
questions?
Agreed
procedures?
Contracts?
One-toone
meetings?
Proposal
deadlines?
GETTING STARTED:
ONE MODEL
Meeting Meeting Meeting Meeting
1
2
3
4
Asking
questions
Exploring
possibilities
Agreeing a
topic
Agreeing a
proposal
Students
then search
for literature
Students
then work on
specifying
the topic
Students
then draft a
proposal
Adapted from Lewis and Habeshaw, 1997
RESEARCH PROPOSAL FORMAT
TOP TIPS FOR STUDENTS
Keep record of all references and quotations
Keep everything…. (e.g. in diaries)
Write up details at each stage
Make copies
Remember ethical issues
Make use of technologies
Use available support (Upgrade) and Business librarian
at Wheatley [email protected]
Review relevant Business School dissertations in the
Wheatley library, listed on the library catalogue.
Lewis and Habeshaw, 1997
SUPPORTING STUDENTS
Set
expectations
Take actions
Monitor and
assess
performance
Identify
opportunities
The UG research process,
Marquez & Keane (2002) in
Morrison et al (2007)
FEEDBACK: ‘GOOD’ PRACTICE
Feedback (on drafts) should ideally:
 Include element of self-evaluation and peer evaluation
 Be specific as well as general
 Be written & spoken
 Be balanced
 Be regular and frequent
 Be timely
How
often?
NEXT STEPS
NEXT
WEEK
04 Oct
11 Oct
Research
Questions &
Objectives,
Peer review,
mini tutorial
Research
Methods & skills
Exploring
possibilities
Agreeing a topic
Students then
search for
literature
Students then
work on
specifying the
topic
Students then
draft and submit
a proposal
18 Oct
Individual
feedback on
proposal =
proceedable/not
yet proceedable
Adapted from Lewis and Habeshaw, 1997
BRIDGE TO NEXT WEEK
 On Moodle, review
the Dissertation
Exemplar.
 Revise research
methods learned in
year 2.
 Make contact and
arrange appointment
with David Bell at
Wheatley.