Articulates clear research question and
objectives for paper
 
Demonstrates a critical awareness of existing theory,
previous research and professional practice relating
to the issue.
 
Develops argument (s) supported by evidence
 
Critically evaluates approaches to addressing
a contemporary management issue
 
Addresses or anticipates questions around
management implications and practice.
 
Correctly applies referencing conventions.
Indicative grade
 
ASSESSMENT BRIEF 3: 2011-12
Submit a final version of your updated conference paper by following the instructions and format below. You must append a one page reflective note showing how you have responded to the feedback on your presentation of your paper for assessment 2.
Module code and title BS 3992 Researching Contemporary Management Issues
Module tutors Dr Adam Palmer (Module Leader)
Tutor with responsibility for this Assessment
Your seminar tutor for this module is your first point of contact.
Weighting, Type and Size of Assessment
Assignment 3
40% of module assessment.
Research paper
3000 -4000 words, excluding appendices.
Submission deadline
Thursday 4th April 2013
Arrangements for submission
Students must submit one paper copy and one electronic copy of the coursework (MS Word format). The electronic copy should be on CD. Non-submission of a valid electronic copy may result in failure of the assignment. The electronic copy may be submitted to a plagiarism checking service for comparison against publicly-available sources and other current and past coursework submissions.
Penalties will be applied to all late submissions according to University regulations.
Penalties will be applied to all late submissions according to University regulations.
Redemption Assignment
Redemption assignments will be in the form of coursework, substituting directly for the relevant assessment artefacts. The format of the coursework will be as for the original assessment (see above).
Date and location for return of work Feedback will be provided within 20 working days of the hand-in date, although processing marks may take a little longer in some cases. If significant delays are expected, we will of course keep you informed.
Marked work can be collected from the Faculty Office at West Downs. As the module continues in semester 2 there will be an opportunity to discuss your work with your tutor in seminars.
Disabled students Please advise tutor and University.
Assessment Expectations
You are expected to employ the Harvard referencing conventions contained in the faculty referencing guide. If you are unsure of the way to reference properly, seek advice from a member of staff or from the Library before you submit the assessment.
Work may be penalised if the standard of English, numeracy or presentation adversely affects the quality of the work, or where the work submitted exceeds the published size or time limits, or where the work fails to acknowledge sources.
Manuscript requirements for Researching Contemporary Management Issues Assignment 3
1. As a guide, papers should be between 3000 and 4000 words in length.
2. Please use single line spacing to conserve paper during the assessment and production processes.
3. Use Ariel 12
4. A title of not more than twenty words should be provided.
5. A brief autobiographical note should be supplied including:
o Full name
o Course
o E-mail address
6. You must supply a structured abstract set out under 4-6 sub-headings
Purpose
What are the reason(s) for writing your paper or the aims of the research?
Design/methodology/approach
How are the objectives of your paper achieved? What research did you do to help you prepare your paper? What other sources did you use e.g. a research methods text, other articles on the same theme or an alternative viewpoint, an established text? What is the approach to your topic and what is the theoretical or subject scope of your paper?
Findings
What was found in the course of the work? This will refer to analysis, discussion, or results.
Research limitations/implications (if applicable)
If research is reported on in the paper this section must be completed and should include suggestions for future research and any identified limitations in the research process.
Practical implications (if applicable)
What outcomes and implications for practice, applications and consequences are identified? How will the research impact upon the business or enterprise? What changes to practice should be made as a result of this research? What is the commercial or economic impact?
Social implications (if applicable)
What will be the impact on society of this research? How will it influence public attitudes? How will it influence (corporate) social responsibility or environmental issues? How could it inform public or industry policy? How might it affect quality of life? Not all papers will have social implications.
Originality/value
What is new in the paper? State the value of the paper and to whom.
Maximum for abstract is 250 words in total. In addition provide up to six keywords which encapsulate the principal topics of the paper and categorize your paper under one of these classifications:
o Research paper
o Viewpoint
o Technical paper
o Conceptual paper
o Case study
o Literature review
o General review.
7. Headings must be short, with a clear indication of the distinction between the hierarchy of headings. The preferred format is for headings to be presented in bold format, with consecutive numbering.
8. References to other publications must be in Harvard style and carefully checked for completeness, accuracy and consistency. This is very important in an electronic environment because it enables your readers to exploit the Reference Linking facility on the database and link back to the works you have cited through CrossRef.
You should cite publications in the text: (Adams, 2006) using the first named author’s name or (Adams and Brown, 2006) citing both names of two, or (Adams et al., 2006), when there are three or more authors. At the end of the paper a reference list in alphabetical order should be supplied:
o For books: Surname, Initials (year), Title of Book, Publisher, Place of publication.
e.g. Harrow, R. (2005), No Place to Hide, Simon & Schuster, New York, NY.
o For book chapters: Surname, Initials (year), “Chapter title”, Editor’s Surname, Initials, Title of Book, Publisher, Place of publication, pages.
e.g. Calabrese, F.A. (2005), “The early pathways: theory to practice – a continuum”, in Stankosky, M. (Ed.), Creating the Discipline of Knowledge Management, Elsevier, New York, NY, pp. 15-20.
o For journals: Surname, Initials (year), “Title of article”, Journal Name, volume, number, pages.
e.g. Capizzi, M.T. and Ferguson, R. (2005), “Loyalty trends for the twenty-first century”, Journal of Consumer Marketing, Vol. 22 No. 2, pp. 72-80.
o For working papers: Surname, Initials (year), “Title of article”, working paper [number if available], Institution or organization, Place of organization, date.
e.g. Mozier, P. (2003), “How published academic research can inform policy decisions: the case of mandatory rotation of audit appointments”, working paper, Leeds University Business School, University of Leeds, Leeds, 28 March.
o For encyclopedia entries (with no author or editor): Title of Encyclopedia (year) “Title of entry”, volume, edition, Title of Encyclopedia, Publisher, Place of publication, pages.
e.g. Encyclopaedia Britannica (1926) “Psychology of culture contact”, Vol. 1, 13th ed., Encyclopaedia Britannica, London and New York, NY, pp. 765-71.
(For authored entries please refer to book chapter guidelines above.)
o For newspaper articles (authored): Surname, Initials (year), “Article title”, Newspaper, date, pages.
e.g. Smith, A. (2008), “Money for old rope”, Daily News, 21 January, pp. 1, 3-4.
o For newspaper articles (non-authored): Newspaper (year), “Article title”, date, pages.
e.g. Daily News (2008), “Small change”, 2 February, p. 7.
o For electronic sources: if available online the full URL should be supplied at the end of the reference, as well as a date that the resource was accessed, e.g. Castle, B. (2005), “Introduction to web services for remote portlets”, available at: www-128.ibm.com/developerworks/library/ws-wsrp/ (accessed 12 November 2007).
Module Results and Evaluation 2010/11
Once aggregate marks have been calculated 90% of students passed the module at the first attempt. This was the first time the module was delivered as an optional alternative to the Final Year Project. As an equivalent module to the Project it was equally challenging in that the students had to produce a “conference “paper as their final output based on independent research. The student evaluation of the module is very positive and some excellent work was produced, including one paper that we consider to be approaching journal publication standard. The module featured action learning sets as a support system for developing students’ independent study and 3 assessment points designed to give feedback that contributed to the final submission.
The module has attracted the interest of a Higher Education Academy project team. It has been be placed on a case study website and featured alongside other examples in a discussion session at a symposium on June 22nd 2011 “Rethinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects” (an NTFS-funded project looking into alternative creative and innovative approaches to the undergraduate dissertation). http://insight.glos.ac.uk/tli/activities/ntf/creativehops/examples/Pages/Business,Hospitality,SportandTourismExamples.aspx
MODULE DESCRIPTION
Sections 1 – 7 are key module details which once validated cannot be changed without re-approval.
1. Module Title
Researching Contemporary Management Issues
2. Credits
CATS 30
ECTS 15 Level 6 Status V Module Code BS3992
3. Programme
BA (Hons) Business Management
BA (Hons) Business Management with Enterprise and Innovation
BA (Hons) Business Management with Human Resource Management
BA (Hons) Business Management with Marketing
BA (Hons) Business Management with Sustainable Business
Type Taught
4. Pre-requisites None
Co-requisites None
 
 
 
5. Learning Outcomes for the module.
By the conclusion of this module, a student will be expected to be able to :
(a) Identify and critique different approaches to research in management
(b) Research and select alternative theoretical and empirical perspectives to analyse a range of contemporary management issues.
(c) Reflect upon the significance of contemporary management issues in the workplace.
(d) Critically evaluate the implications of contemporary business management issues for a range of stakeholders.
(e) Evaluate the benefits and limitations of alternative approaches to managing contemporary business issues.
(f) Critically apply knowledge of business management practice to formulate organisational responses to contemporary business issues.
(g) Apply knowledge of enquiry-based learning techniques to select key information for problem-solving purposes.
6. Catalogue Summary
The aim of this module is to develop students’ ability to critically evaluate approaches to research into contemporary management issue e.g. case studies, discourse analysis, ethnographic approaches, action research etc. Students will then be challenged to select, research and critically assess a range of contemporary management issues in depth in their own research paper for presentation and submission. Examples of such issues might be drawn from a range of subject disciplines such as marketing, strategic management, human resource management, and enterprise and innovation. Enquiry-based learning methods will be used to explore the nature and implications of these issues and particular emphasis will be placed upon how managers can contribute to the effective management of these issues in practice.
7. Assessment Pattern
Submission of a critical review of approaches to management research in a chosen topic
Presentation of “conference” paper
Submission of final “journal” article
Weight %
30%
 
30%
40% Pass Req
40% on aggregate Comments
Minimum of 35% in each element
 
8. Indicative Tutorial Team
Dr Adam Palmer, Dr Mark Lowman, Dr Karen Blakeley, Dr Beverley Hill, Professor Gary Akehurst
9. Indicative Teaching Methods
Students will be invited to discuss and choose a current issue in management to focus their studies. The first semester will invite students to consider a variety of approaches to researching management issues through preparation of readings and discussions of academic journal articles representing a full range of management topics using different research methods. The end of the first semester will culminate in the submission of a critical review of approaches to management research. At the start of the second semester students will be asked to prepare their own “conference” paper, including a literature review, critical commentary of research design and suggestions for future research and management practice. Tutor facilitated workshops will focus on: (1) Overview, discussion and student identification of a current management issue supported by a literature search. (2) Action learning set(s) where students present, share and discuss progress with their ‘paper’ and receive feedback from the tutor and their peers. (3) Assessment of outcomes of student research based on presentation to the rest of the group. The approach to learning is centred on the student’s own interests but the whole group benefits from the support of their peers, learning about a range of current management issues and specialist tutor guidance on resources available.
10. Indicative Learning Activities
Tutor-directed learning
Student managed learning
Total Hours
72
228
300 Comments
11.
You are asked to submit a critical review (3000 words) of different approaches to investigating contemporary issues in management.
Identify a contemporary management issue in which you have an interest to focus your discussions. To develop your knowledge of how research may be carried out in your chosen area search out academic articles that employ different research designs and data collection methods. Draw on seminar discussions and research methods texts to evaluate the reliability and validity of the arguments and evidence presented. Assess the potential contribution of the approaches used to informing or improving management practice.
You will be assessed on your ability to:
Critically investigate approaches to management research
Critically evaluate research paradigm, methodology, sources of data, methods of collection and analysis presented in the journal articles discussed
Address or anticipate questions around the value of the evidence for informing or changing management practice.
Correctly apply referencing conventions
Assignment 2 and 3
You are required to present, defend and submit your paper to your peers and the tutor. The whole group will participate in a question and answer session designed to help improve your paper for final submission as a 3000-4000-word written document. The written paper will be submitted for assessment in a ‘publication’ format specified by the tutor.
You will be assessed on your ability to formulate a convincing paper that:
• Articulates clear aims for the focus on your chosen management issue.
• Demonstrates a critical awareness of existing theory, previous research and professional practice relating to the issue.
• Develops argument (s) supported by evidence
• Correctly applies referencing conventions.
• Critically evaluates approaches to managing contemporary management issues.
• Addresses or anticipates questions around management implications and practice.
12.
Indicative Outline Content
• Overview of current issues in a relevant area of management as a stimulus to student selection of own topic areas for study.
o Examples of such issues in marketing might include marketing ethics, multi-media marketing, green marketing and social marketing. In HRM they might include surveillance, emotional intelligence, aesthetics, discrimination in the workplace, the changing psychological contract, harassment and bullying at work, incivility in the workplace, ‘healthy’ organisations, and the intensification of work. In enterprise and innovation issues might include management practices in small businesses, female entrepreneurs, access to early-stage financing, staff retention in start-up companies, small business innovation, and researching developing markets.
• Purpose, content, structure and format of professional/academic ‘conference’ papers.
• Concepts of action learning in a management setting.
• Giving and receiving critical feedback in a professional environment.
• Advanced journal and information searching.
• Critique of management research methods.
• Evaluating arguments and supporting evidence.
13. Indicative Reading
Books:
Collis, J. and Hussey, R. (2009) Business Research. 3rd editon. Basingstoke: Palgrave Macmillan
Cottrell, S. (2005) ‘Critical Thinking Skills – developing effective analysis and argument’. Basingstoke: Palgrave Macmillan
Bryman, A. and Bell, E. (2007) Business Research Methods. 2nd edition Oxford: Oxford University Press
Gray, D. (2004), Doing Research in the Real World, London: Sage..
Bryman, A. and Bell, E. (2007) Business Research Methods. 2nd edition Oxford: Oxford University Press
Saunders, M., Lewis, P and Thornhill, A. (2009). Research Methods for Business Students 5th Edition, London: Pitman (available through Dawsonera)
Whitehead, J. and McNiff, J. (2006) Action Research Living Theory, London: Sage.
Journals:
Academy of Management Journal
British Journal of Management
Creativity and Innovation Management
Entrepreneurship, Theory and Practice
Harvard Business Review
Journal of Business Ethics
Journal of Change Management
Journal of Human Resource Management
Journal of Marketing
Journal of Marketing Management
Journal of Small Business Management
International Journal of Organisation Behaviour
Leadership and Organization Development Journal
R&D Management
Biography
Adam joined the University of Winchester in September 2009 as a Senior Lecturer in Human Resource Management having spent the previous two years at the University of Chichester in a similar role. Over far too many years to remember he has been a lecturer, manager and consultant. For eight years he was Director of Human Resources at Southampton Solent University. After developing and overseeing the implementation of the university’s HR strategy through a period of considerable change he returned to academic life in 2004 at Southampton Business School to pursue his interests in teaching and research. He holds a BA, MSc, teaching certificate, is a Fellow of the Chartered Institute of Personnel Development and has a Doctorate earned by publication.
His less sensible activities include playing lead guitar in the local (very) band “The Whole Enchilada”; something he has returned to in recent years, having been active as a semi pro in the late 70s playing at pubs, colleges and universities throughout the land with The Lesser Known Tunisians (find them though Google if you want!).
Expertise
Human Resource Management, leadership development, action learning.
Publications
Forman, D. McCray, J. Chmiel, N. and Palmer, A. (2012) Team working Resilience and Leadership performance: thoughts on interprofessional education strategies for sustainable practice Journal of Interprofessional Care (accepted subject to minor amendment)
Nik Chmiel, Janet McCray, and Adam Palmer, (2012) I’m a Professional, Get Me out of here!: Multi-professional Team Working and Team Resilience (in preparation for submission) ) Journal of Organizational and Occupational Psychology
Ross Hayes and Adam Palmer (2011) The Purposes of Business Schools: A Critical Discourse Analysis
(Accepted for publication subject to revisions) Journal of Management Inquiry
Sheri Goddard and Adam Palmer (2010).An evaluation of the effects of a National Health Service Trust merger on the learning and development of staff, Human Resource Development International Vol. 13 Issue 5 (ISSN 1367-8868)
Janet McCray and Adam Palmer (2009) Developing a work-based leadership programme in the UK Social Care Sector Journal of Workplace Learning Vol 21.6 pp 465-476 (ISSN: 1366-5626).
Nigel Bradley, Carol Bulpett and Adam Palmer (2008) Promoting Diversity among SMEs using a Dynamic Interdependence Approach. Southampton Business School Research Journal
Adam Palmer and Roz Collins (2006) Rewarding Teaching Excellence: Motivation and the Scholarship of Teaching. Journal of Further and Higher Education vol.30, No.2 pp193-205( ISSN 0309-877X)
Adam Palmer and Nigel Bradley (2006) Developing Diversity in SMEs in the Health and Social Care sector and Business Support Industries: collaboration between a city, a business school and employers Social Responsibility Journal Vol2 No2 (ISSN : 1675 8625)
Adam Palmer and Roz Collins (2004) Perceptions of rewarding excellence in teaching:carrots or sticks. Available at: www.heacademy.ac.uk/resources
Benmore G and Palmer A (1998) Human Resource Management in Small Firms: keeping it strictly informal? in IGA Zeitschrift fur Kleinund Mittelunternehmen Internationales Gewerbearchiv,.Duncker&Humblot/Berlin.Munchen.St.Gallen Switzerland.(ISSN 0020-9481)
Benmore G and Palmer A (1996) ” Human Resource Management in Small Firms: keeping it strictly informal.” in Journal of Small Business and Enterprise Development Vol.3. No.3 Wiley Press (ISSN 0968-1000)
Harris N G and Palmer A (1996) ” Preparing Students for the Honours Challenge” in Journal of Further and Higher Education Vol.20,3.(ISSN 0309-877X)
Palmer A and Ranchhod A (1995) “Best Foot Forward – a strategy review” in Management Case Quarterly Vol 1.3 Bentley Press(ISSN 1354-5906)
Palmer A and Ranchhod A (1995) “Cosyfeet” in Journal of Small Business Enterprise and Development Vol2 No2 Wiley Press (ISSN 0968-1000)
Harris N G and Palmer A (1995) “Improving the quality of the first year experience on business undergraduate courses within the context of a diminishing resource base” Journal of Further and Higher Education Vol 19,3 .(ISSN 0309-877X)
Chapters in Books:
Tim Friesner and Adam Palmer (2009) Reflections on Reflections: the use of learning logs in student work placement to support business learning in ‘Advances in Business Education & Training’: Real Learning Opportunities at Business School and Beyond (Edited by Peter Daly and David Gijbels) Springer
Adam Palmer and Roz Collins (2007) Rewarding Teaching Excellence: Motivation and the Scholarship of Teaching in Fanghanel, J. & Warren, D. (eds) (2007) International Conference on the Scholarship of Teaching and Learning (2005 and 2006), London, CEAP, City University ISBN0-9543742-3-1 – 978-0-9543742
Adam Palmer, Kate Pike and Steve Fletcher (2007) An Evaluation of the links between the Advanced Scholarship of Teaching Staff and its links to Improving Student Learning in Improving Student Learning through Teaching edited by Chris Rust OCSLD Oxford ISBN 978-1-873576-75-5
Harris N G Ottewill R and Palmer A (2000) Promoting the Human Element in Resource Based Learning for Undergraduate Business Education Programmes in Innovation in Economics and Business V edited by R Milter J Stinson and W Gijelaers pub Kluwer (Dordretch, London,Boston)(ISBN 0-7923-6550-X)
Harris N G Lawson D and Palmer A (1998) ” A Collaborative Approach to Improving Students Critical Thinking in the UK and USA” in Innovation in Business Education: theory and practice edited by R Milter J Stinson and W Gijselaers pub.Kluwer (Dordretch, London, Boston).(ISBN 0-7923-5001-4)
Harris N G Lawson D and Palmer A (1997) “Critical Thinking in UK and US undergraduate business courses: implications for course design in Gibbs Graham (ed) Improving Student learning through Course Design.OCSD Oxford. (ISBN 1 873576 55 2)
Research Interests
Leadership development in the care sector, ethical leadership, resilience in organisations, HRM issues in small business.
Professional Membership
Fellow of the Chartered Institute of Personnel Development