BTM5IRM - Critically examine the key characteristics of quantitative, qualitative, and mixed-methods research in business/management studies.

• ATTENTION: There are no mandatory sources in this assignment. Critical Review will demonstrate student’s ability to select credible and relevant sources which would help to start a research inquiry into business and tourism studies.
• Please, be aware that you CANNOT USE books on RESEARCH METHODS as resources for Critical Literature review. Your recommended resources for the module are needed to gain knowledge of the research methodology, while in your Critical Literature Review you will need to select your own sources relevant to the chosen topic and field of study and incorporate them in the review by synthesizing them effectively
• Sections where resources are expected to be used are highlighted in green throughout the Critical review Template available on Moodle. In addition to 15+ resources for 3-4 topics in the Literature Review, you must use more resources for the Theoretical Framework and Conceptual Framework to explain key theories and concepts and justify the research problem.
• Overall, your Critical Review will refer to more than 20 academic and business sources

• Self-Certification - A seven day extension to your coursework. Students are allowed a maximum of 2 self-certification request per academic year can be requested. Please note that Examinations and time-constrained test are not eligible for the seven day selfcertification request
• Extenuating Circumstances - A 14 day extension to your coursework but there must be evidence to support the request. You can make a self-certification request up to 14 calendar days before your deadline:

• Time management
• Planning an assignment
• Generating ideas for a topic
• Learning new concepts (check key facts with reputable sources)
• Developing critical writing skills such as editing and proofreading
• Self-directed study assistance
• Creating revision materials.

• The summary and analysis of peer reviewed literature.
• The summary and analysis of original data.
• The synthesis of ideas, discussion or conclusions.

• Honesty – being clear about what is your work and where your ideas come from other sources.
• Trust – others can have faith in you being open about your work and acknowledging others’ work.
• Fairness – you do not try to gain an unfair advantage in using others’ work.
• Responsibility – you take an active role in applying the principle of Academic Integrity to your work. `
• Respect – you show respect for the work of others. 

Peer-support: Students might choose to get support from their peers when preparing assessments, such as discussing the subject of the assessment, exchanging ideas, and receiving suggestions for improving the work. This is peer-support, and the GBS accepts this as a reasonable expectation when completing assessments. However, peers must not make any changes to anyone’s assessments as such actions could lead to allegations of academic misconduct. Use of English as the medium of assessment: Students cannot write an assessment in another language and subsequently translate their work into English or have it translated by any form of third-party. Use of translation software or third-party translators is a form of academic misconduct. Proofreading: Students can make use of Microsoft Word’s grammar and spell-checking functions but the use of Grammarly is not allowed as it uses AI text generation. If student’s use third-party proofreaders, these cannot make any changes that alter the assessment in anyway including correcting language or citation format errors. Third-party alterations to the assessment are a form of academic misconduct. Plagiarism Plagiarism can be defined as incorporating another person’s material from books, journals, the internet, another student’s work, or any other source into assessment material without acknowledgement. It includes:

• Using exactly the same words (sentences, phrases or even expressions not in everyday use, invented or created by an author to explain an idea) as used originally
• Rephrasing by making slight adjustments
• Paraphrasing in a way which may deceive the reader as to the source.
• Plagiarism in whatever form it takes is form of academic misconduct.

Collusion: If students submit work for assessment that is falsely presented as the student’s own work but was jointly written with somebody else; this is a form of academic misconduct. Duplication/Self-Plagiarism: The inclusion in assessments of a significant amount of identical or substantially similar material to that already submitted for assessment by the student and graded for the same course or any other course or module at GBS or elsewhere is classed as self-plagiarism. It does not include a resubmission of the same piece of work allowed by the examiners in an improved or revised form for reassessment purposes. Self-plagiarism is a form of academic misconduct. Further clarification of the above can be found in CCCU’s Academic Misconduct documents below 1. CCCU Student Academic Misconduct Procedures can found below: Please click the link to Open.

https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Misconduct-Procedures-staffstudents.pdf 2. CCCU Student Academic Integrity Policy can be found below: Please click the link to Open. https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Integrity-Policy.pdf Appendix B. Grading Rubrics for Critical Review Area Reference Weighting % (Must add up to 100 in multiples of 10) Criteria 100-80 : Excellent 79-70 : Very Good 69-60 : Good 59-50 : Sound 49-40 : Satisfactory 39-20 : Fail 19-0 : Fail A) Knowledge & Understanding

20 Information Information gathering/ processing Uses initiative to seek out new sources of information, evaluates their validity against a range of relevant information and synthesises and evaluates their validity comprehensively. Selects a broad range of highly relevant information. Demonstrates a developing understanding of the complexity of the information and processes it comprehensively. Selects appropriate information and processes it thoroughly with some critical evaluation. Selects appropriate information and evaluates and comments on it with some critical evaluation, includes some readings beyond the set range. Selects generally appropriate research and primary sources and shows ability to comment on them adequately. The selection of sources/data here is not appropriate to the task and there are not enough evidenced evaluations of readings and research to support the work. The selection of sources/data here is not appropriate to the task and the evidence gathered is not evaluated systematically.

20 Evaluation Evaluation of process and the quality of information / data developed Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria that are largely original/selfdetermined. Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria some of which may be self-determined. Effectively and thoughtfully evaluates information and/or data and the inquiry process, including critique of the techniques used. Effectively evaluates information and/or data and the inquiry process using prescribed guidelines. Shows basic evaluation of the inquiry methodology and information and/or data generated. In this submission, evaluation of process and the information and/or data is incomplete. The work shows limited or no evaluation of either process or outcomes. B) Cognitive Skills 3 10 Referencing Referencing Sources used are acknowledged in the text and reference list and used fluently to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list and support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the discipline. Most elements of individual references are present. Sources of information are acknowledged and integration between text and reference list is mainly effective. Attempts to follow systematic approach, appropriate to the discipline. Elements of individual references are generally complete. Some sources of information acknowledged but links between text and reference list are unclear. Referencing does not follow a systematic approach. Elements of individual references are incomplete and/or absent. Little or no acknowledgement of sources of information in text and/or reference list in this submission.

4 10 Methods Selecting research methods (Relationship between method chosen and the nature of the inquiry) Methodology selected is effective and appropriate to the aims of the task enabling successful and efficient collection and recording of complex data. The rationale for choosing this methodology from several methodologies is selfdetermined and convincingly explored. Methodology selected is effective and appropriate to the aims of the task enabling effective collection of complex data. The rationale for choosing this methodology from several methodologies is convincingly explored. Methodology chosen is appropriate to the task and attention given to the selection of a methodology from the range of prescribed ones. Methodology used is appropriate to the task and the rationale offered refers to established guidance. Methodology used is appropriate to the task and brief rationale offered refers to established guidance. In this piece of work the choice of methodology and relationship to information and/or data being collected is confused and confusing. In this piece of work the issue of methodology is not addressed and/or an inappropriate methodology is selected. There is little evidence of how planning was used to complete the task. C) Practical Skills 5 10 Application Form and content in a practical context Demonstrates a well -developed ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles more widely. Clear awareness of and some ability to experiment with conventional forms. Work shows clear evidence of intellectual rigour and/or creativity. Technically and professionally competent throughout. Demonstrates some ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles. Work shows clear evidence of intellectual rigour and/or creativity. Experiments with conventional forms. Technically and professionally competent. Work evidences some ability in critically relating theory to practice. Demonstrates developing ability to analyse, synthesise and experiment with relationships between form and content. Good evidence of creativity. Generally, technically and professionally competent in most respects.

Work evidences some awareness of the relationship between theory and practice. Work tends to be conventional but shows ability to relate form and content. Some aspects of creativity present. Structure and content are relevant and approaching technical and professional competence throughout. Work shows evidence of an appropriate relationship between form and content. Moderate degree of technical and professional competence. Some presence of creativity. Work shows little or no evidence of an understanding of the relationship between form and content. Lacks creativity and is technically poor. The work has not addressed the brief in a way that shows understanding of the relationship between form and content. D) Transferable Skills 6 20 Autonomy Independence / autonomy (including planning and managing learning) Critically analyses feedback to identify areas of learning needing improvement. Manages own learning comprehensively using a full range of resources which go beyond those readily available. Identifies learning needs by actively seeking out feedback from a range of sources and makes comprehensive and effective use of available resources. Confidently identifies learning needs and acts independently to improve performance. Is generally autonomous in utilising learning resources effectively. Shows developing ability to work independently. Accesses and uses a range of learning resources and support. Undertakes clearly directed work independently. Uses the standard learning resources.

Demonstrates limited ability to work independently, needing significant guidance on methods and resources. Has not yet demonstrated ability to work independently; needs significant guidance on methods and resources. E) Professional Competencies 7 10 Reflectivity Reflective practice Consistently analyses practice by critically reflecting on personal contributions and that of others and the rationale behind these. Demonstrates imaginative thinking about potential alternatives and their implications for further practice. Confidently analyses personal contribution and that of others to practice through reflection and considers possibilities and their consequences in a range of contexts.

Develops effective action plans. Evaluates personal contribution and that of others to practice and develops consistent plans of action. Demonstrates ability to evaluate own practice and that of others using several frames of reference. Considers future actions Able to interpret own practice and that of others based on specific frames of reference. Identifies some future actions. Limited interpretation of own practice and that of others here. As a result, appropriate future action planning is extremely limited. Incomplete or inaccurate interpretation of own practice and that of others here. As a result, not yet able to plan any appropriate future actions.