ACTIVITY BRIEF FOR ASSESSMENT 1

ACADEMIC YEAR 2021 – 2022 - SPRING

Course BRM221 Research Methods II (2CH/3ECTS)

Instructor Konstantinos Biginas
Participation in all assessment activities stated in this document is required. An overall course total of 70
points is required to pass the course. Due dates and times are always in Geneva time.

Assessment 1
Description Due date and Weight of
time course total
Task 1.1: Dissertation Title 07 Feb. 22 5%
Assessment type: Discussion forum 17:00
Description: Please explain how you plan to develop your
dissertation title. Please respond to a post made by another student.
For further details of this assessment task, please consult the activity
description on the relevant week of the course site.

Task 1.2: Research Design. 21 Feb. 22 5%

Assessment type: Discussion forum 17:00
Description: Please discuss how do you plan to select the
appropriate Research Design for your dissertation. Please respond to
a post made by another student.
For further details of this assessment task, please consult the activity
description on the relevant week of the course site.

Main task 28 Mar. 22 10%

Task 1.3: Plagiarism 17:00
Assessment type: Written assignment
Description What is plagiarism? Explain how you will avoid plagiarism
for your assignments and dissertation.
See sections below for further details.

INSTRUCTIONS

Main task
Click or tap here to enter text.
- What is plagiarism?
- Please explain how you will avoid plagiarism for your assignments and dissertation
- You should provide examples of how you would best acknowledge your sources, suggest some valid
and relevant sources that are relevant to your topics and critically discuss effective strategies to
reference your work.
FORMAT

Your submission must meet the following formatting requirements:

 Submit one file(s) only.
 Required file format for main submission: PDF.
 Additional file format for additional deliverables: Choose an option.
 Additional file requirements: Type additional requirement info or “None”.

Other details:
 Font size 12
 Double-spaced
 Number of words: 1000 (10% Rule applies)

All refencing and citations require Harvard referencing style.

LEARNING OUTCOMES

Click or tap here to enter text.

 Understand: the different philosophies and techniques of referencing which act as a guide and filter to
formulating appropriate research designs and findings.
 Knowledge: acquire knowledge of the different referencing approaches; techniques and methods.
 Identify: which referencing method(s) best correlate to their research.
 Apply:referencing and research methods skills developed in this course will be applied to any
research conducted by the student; dissertation process; the mandatory Cases module at EU
Business School; as well as in other courses requiring independent research work.
 Analyze and Evaluate: the results of their research findings as a basis and context for real world
business decision making.

ASSESSMENT CRITERIA

Credit will be given for evidence of: Library/Internet based research. Try to use a mixture of resources - books,
articles as well as the internet.

Understanding of the issues raised by the questions.

Concise and clear presentation. Acknowledge any quotes, ideas or arguments that are not your own using the
Harvard system. Include a list of references.

Originality and a critical and questioning approach. It is important to be objective and to support statements
with evidence.

A logical structure and well-argued conclusion.

The rubrics below provide additional information on how your work will be marked.

Good luck!

ADDITIONAL INFORMATION
 None

Rubric: Written Assignments (1.3)

Criteria Accomplished Proficient (B) Partially Borderline (D) Fail (F) Weight
(A) proficient (C) on
grade
Problem The business issue The student correctly The student The student The student failed
identification has been correctly identified the correctly identified correctly identified to correctly
identified, with a issue(s), taking into the case (issues), the issue(s) but identify the
competent and account a variety of considering obvious analysis was issue(s); analysis
comprehensive environmental and environmental/conte weak. An absence was incorrect or
explanation of key contextual drivers. xtual drivers. There of context – the too superficial to
driving forces and Key case information is evidence of work is basically be of use;
30%
considerations. has been identified analysis, but it lacks descriptive with information was
Impact on company and analyzed. depth. little analysis. misinterpreted.
operations has been
correctly identified.
Thorough analysis of
the issue is
presented.
Information The student showed Relevant information The student An information Information was
gathering skill in gathering gaps were identified correctly identified at gap was identified taken at face
information and and additional least one and the student value with no
analyzing it for the relevant information information gap and found additional questioning of its
purposes of filling the was found to fill found relevant information to fill it. relevance or
information gaps them. At least two information, but However, this was value. Gaps in
identified. different types of which was limited in limited in scope. the information
20%
Comprehensive and sources were used. scope. Some Weak criteria for were not
relevant. The student evidence of sound the selection of identified or were
demonstrates criteria for selecting necessary incorrect.
coherent criteria for information but not information.
selecting information consistent
but needs greater throughout. Needs
depth. expansion.
Conclusions The student The student The student reached The conclusion The student
evaluated, analyzed, evaluated, analyzed conclusions, but was reasonable formed a
synthesized all and synthesized to they were limited but lacked depth conclusion, but it
information provided create a and provided and would not be was not
to create a perceptive conclusion(s) which minimal direction for a basis for suitable reasonable. It
25%
set of conclusions to support decisions decision-making and strategy was either
support the decisions and solutions. solutions. development. unjustified,
and solutions. incorrect or
unrelated to the
case in hand.
Solutions The student used The student used The student used The student used The student
problem solving problem solving problem-solving problem solving formed a
techniques to make techniques to make techniques to make techniques to conclusion, but it
thoughtful, justified appropriate decisions appropriate make decisions was not
decisions about about complex decisions about about simpler reasonable. It
difficult and issues. Relevant simpler issues. The issues but was either
conflicting issues. A questions were solution has limited disregarded more unjustified,
realistic solution was asked and answered. benefit but does complex issues. incorrect or 25%
chosen which would A realistic solution show understanding Implications of the unrelated to the
provide maximum was chosen. of implications of the decision were not case in hand.
benefit to the Alternatives were decision. considered.
company. Alternative identified, explored Alternatives were Alternatives were
solutions were and ruled out. mentioned but not not offered.
explored and ruled explored.
out.

Rubric: Discussion Forums (1.1 & 1.2)

Criteria Accomplished (A) Proficient (B) Partially proficient Borderline (D) Fail (F)
(C)
Content Discussion promotes Discussion promotes Discussion promotes Discussion promotes Discussion does not
knowledge sophisticated use of basic use of content. uncertain or misguided use of content that promote basic use
content. Posts Posts demonstrate use of concepts. Posts lacks coherence. Posts of content. Posts do
 demonstrate participants’ demonstrate participants demonstrate limited not demonstrate
participants’ mastery of adequate have not fully grasped understanding of participants’
content knowledge. understanding of content knowledge. This content knowledge. adequate
This is evidenced by content knowledge. is evidenced with only This is evidenced with understanding of
extensive use of This is evidenced by some use of concepts little or no use of content knowledge.
concepts and use of concepts and and terminology across concepts and Examples do not
terminology across terminology across posts/threads. Examples terminology across depict
most or all some posts/threads. are correct with some posts/threads. understanding of
posts/threads. Examples depict details. Examples are correct concepts and are
Examples depict understanding of with few details unclear and
understanding of concepts and are inaccurate.
concepts and are clear clear and accurate.
and accurate. Posts
engage concepts
critically.
Connection Posts connect to the Posts connect to the Posts do not connect to Posts make only Posts do not
assignment/previous assignment/previous the assignment/previous minimal reference to connect to the
posts by addressing posts by addressing posts and address few the assignment/previou
most or all its some of its components of the assignment/previous s posts by not
components and linking components. assignment/previous posts and address addressing of its
them to course material Relevant course post. Relevant course hardly any components components.
or topics learned. Posts topics are mentioned topics are mentioned of the Relevant course
draw insightful links with connections to with very few assignment/previous topics are not
between course course material or connections to course post. Relevant course mentioned with
content and topics learned with material or topics topics are mentioned connections to
professional practice, some learned, or with no with very limited course material or
with a detailed details/elaboration. details or elaboration. connections to course topics learned with
explanation of Posts draw links The participants rarely or material or topics some
participants’ own between course never mention their own learned, or with minimal details/elaboration.
professional practice. content and professional practice. details or elaboration. Posts do not draw
participants’ own Participants’ links between
professional professional practice is course content and
practice, with some not mentioned. participants’ own
elaboration still professional
needed. practice, with no
elaboration.
Collaboration Discussion across the Posts mostly point to Posts are disjointed. Little attempt is made Posts do not point to
posts serves to build areas of agreement to respond to previous areas of agreement
new ideas or stimulate or disagreement and comments and/or or disagreement
further insight. asking clarification discussion questions. and do not ask
questions about clarification
previous posts. questions about
previous posts.
Timeliness Participants show a lot Participants show Participants show little Participants show no Participants do not
of initiative by posting some initiative by initiative by posting initiative by posting show any initiative
replies or comments posting replies or replies or comments replies or comments by not posting
within days. comments within one after more than one after more than one replies or comments
Participants invite peer week. Participants week. Participants week. Participants within one week.
responses and engage invite responses suggest few ideas that suggest no ideas that Participants do not
in meaningful from classmates. encourage responses. encourage responses. invite responses
interaction in the Discussion ends by Discussion among Discussion among from classmates.
discussions. Discussion a deadline. participants begins late participants is very Discussion does not
ends by a deadline or not at all (e.g. limited. end by a deadline.
(e.g. end of that instructor must prompt
module). them when the module
is over).
Conventions Overall, participants Overall, participants Overall, participants do Overall, participants Overall, participants
follow online follow online not always follow online sometimes follow do not follow online
conventions, extend conventions, extend conventions and online conventions and conventions, lack
courtesy towards fellow courtesy towards occasionally do not at times lack courtesy courtesy towards
participants by being fellow participants by extend courtesy towards towards fellow fellow participants
respectful, polite and being respectful, fellow participants, make participants, make curt by being
adopting a positive tone polite and adopting a curt responses or use a responses or use an disrespectful,
in posts. Participants positive tone in slightly critical tone in overly critical tone in impolite and adopt a
compliment and posts. posts. Participants posts. Participants negative tone in
provide constructive sometimes do not often do not posts. Participants
feedback to previous acknowledge previous acknowledge previous fail to acknowledge
posts. posts. posts. previous posts.