37-Global Economies and International Markets - Session 7 and 8

Sessions 7 and 8: Business and Management Research,
Reflective Diaries
ICTM Module Delivery Team
By the end of the session, the student will be able to:

 Understand the importance of business and management
research
 Understand the research process
 Understand the importance of keeping a reflective journal
1
ICON College of Technology and Management
Global Economies and International Markets Week 7 Activities Planner
Wk Steps Description Example Activity Types Tool that will suport this activity
7
Introductio Introduction of Business and management research and reflective
ICON VLE: Theodore Levitt (1983), The
n diaries
Globalisation of Markets. Published by
(Informing Objectives: Students will be able Students write and bring notes
1 Harvard Business Review. Also available at:
learners of To understand the nature of business and management research on the importance of research
https://hbr.org/1983/05/the-globalization-of-
the To valuate the research process
markets
objective) To value a reflective diary or notebook
Lectures
Presentation, video on
and Session 7 and 8: Business and management research, reflective Kaltura - My Media url to video.
2 Management Research:
delivery diaries: Instructor-led with Q&A for students engagement Lecture material on ICON VLE
Delivering Business Results
method
Students watch a video on the importance of business and Group reports of the
management research. In Breakout Rooms: Students discuss the challenges in carrying out
3 Activity Breakout Rooms in Kaltura
challenges in business and management research; Group reports; business and management
Concluding remarks by the lecturer research
Feedback; Reflective journal -

Reflection
Individuals summarise the challenges in carrying out business and students keep a record of the
4 and ICON VLE and Kaltura
management research results of the analyses for the
Feedback
portfolio development
Students are divided into

groups in breakout room to
Consolidat Students share their summaries of the challenges of carrying out
share their summaries of the
5 ion and business and management research. These summaries are uploaded Kaltura and ICON VLE
challenges of carrying out
Integration onto the ICON VLE
business and management
research
ICON College of Technology and Management
Global Economies and International Markets Week 8 Activities Planner
Steps Description Example Activity Types Tool that will suport this activity
Wk 8
Introduction
Introduction of Business and management research and reflective diaries. ICON VLE: Theodore Levitt (1983), The Globalisation of Markets.
(Informing
1 Objetives: Students will be able to understand the nature of business and management research; To Students discuss a case study in the Forum Published by Harvard Business Review. Also available at:
learners of the
valuate the research process; To value a reflective diary or notebook https://hbr.org/1983/05/the-globalization-of-markets
objective)
Presentation, video on the importance of

management people
Lectures and Session 7 and 8: Business and management research, reflective diaries: Instructor-led with Q&A for Kaltura - My Media url to video.
2 https://www.youtube.com/watch?v=f60dheI4A
delivery method students engagement Lecture material on ICON VLE
Rg (Steve Jobs (Link) and how Apple is
organised).
In Breakout Rooms: Students identify areas of research in business and management research; Discuss
Group reports of the challenges in business
3 Activity the challenges faced in identifying research areas in business and research and the importance of Breakout Rooms in Kaltura
and management research
reflective diaries; Group reports; Concluding remarks by the lecturer
Feedback; Reflective journal - students keep

Reflection and Individuals summarise the challenges faced in identifying research areas in business and management
4 a record of the results of the analyses for the ICON VLE and Kaltura
Feedback research importance of reflective diaries
portfolio development
Students are divided into groups in breakout

room to share their summaries of the
Consolidation Students share their summaries of the challenges of identifying research topics business and
5 challenges faced in identifying research areas Kaltura and ICON VLE
and Integration management research. These summaries are uploaded onto the ICON VLE
in business and management and the
importance of reflective diaries
2
Introduction
 Student bring homework notes on the importance of
research
 The notes are shared and discussed in class
 Tutor summarises the discussion.
Importance of Business and Management Research

 Business and management research is undertaking
systematic research to find out things about
business and management
3
Importance of Business and Management (B&M) Research
Easterby-Smith et al. (2008) four things combine to make business
and management a distinctive focus for research:
 the way in which managers (and researchers) draw on knowledge
developed by other disciplines
 the fact that managers tend to be powerful and busy people.
Therefore, they are unlikely to allow research access unless they
can see personal or commercial advantages
 The fact that managers are educated. Many now have
undergraduate and postgraduate degrees and, as such, tend often
to be as well educated as those conducting research about them
 The requirement for the research to have some practical
consequence. This means it either needs to contain the potential for
taking some form of action or needs to take account of the practical
consequences of the findings

Other features of Business and Management Research:
➢ Using knowledge from a range of disciplines enables
management research to gain new insights that cannot be
obtained through all of these disciplines separately
➢ It should be able to develop ideas and to relate them to
practice
➢ Research should complete a virtuous circle of theory and
practice (Tranfield and Starkey 1998) through which research
on managerial practice informs practically derived theory -
managerial practice thereby increasing the stock of relevant
and practical management knowledge
➢ B&M research needs to engage with both the world of theory
and the world of practice..
4
The double hurdle of Management research for knowledge creation
Can it be both theoretically and methodologically rigorous (Mode 1), while
at the same time embracing the world of practice and being of practical
relevance (Hodgkinson et al. 2001) (Mode 2)?
➢ Mode 1: Knowledge creation emphasises research in which the
questions are set and solved by academic interests, emphasising a
fundamental rather than applied nature, where there is little if any focus
on utilisation of the research by practitioners. It should be able to
develop ideas and to relate them to practice
➢ Mode 2: Emphasises a context for research governed by the world of
practice, highlighting the importance of collaboration both with and
between practitioners (Starkey and Madan 2001) and the need for the
production of practical relevant knowledge.

The double hurdle of Management research
➢ Mode 2: Emphasises a context for research governed by the world
of practice, highlighting the importance of collaboration both with
and between practitioners (Starkey and Madan 2001) and the need
for the production of practical relevant knowledge
➢ Research within the Mode 2 approach offers a way of bringing the

supply side of knowledge (producers) represented by universities
together with the demand side represented by businesses (users)
and overcoming the double hurdle (Starkey and Madan, 2001).
10
5
Group Debate
There be a separation of knowledge producers
from knowledge users (Mode 2)
Divide yourself into two teams and one team

should support the motion that there should be a
separation of knowledge producers from
knowledge users. The other should oppose the
motion
11

The double hurdle of Management research
➢ Weaknesses of Modes 1 and 2
➢ Based on these two modes, B&M research not only needs to

provide findings that advance knowledge and understanding, it also
needs to address business issues and practical managerial
problems – this would negate the observation that Mode 2 practices
develop from Mode 1
➢ It might also result in B&M research that did not have obvious
commercial benefit not being pursued – which could jeopardise
future knowledge creation as research that is currently not valued
commercially might have value in the future (Huff and Huff, 2001).
12
6
Mode 3: Knowledge Production
➢ Focuses on an appreciation of the human condition as it is and as it
might become, its purpose being to ‘assure survival and promote
the common good at various levels of social aggregation’ (Huff and
Huff 2001:53)
➢ Emphasises the importance of broader issues of human relevance
of research:
➢ Which might results in satisfies your intellectual curiosity for its
own sake, the findings of business and management research
might also contain practical implications
➢ Whose findings may have societal consequences far broader and
complex than perhaps envisaged by Mode 2
13

Effect of the separation of knowledge producers from knowledge
users
➢ This creates a “relevance gap” (Tranfield and Denyer, 2004).
➢ Organisations and managers have failed to base practices on best

available evidence (Rousseau, 2006)
➢ There should be ‘evidence-based management’, which derives
principles from research evidence and translates them into
practices that solve organisational problems.
➢ Research findings do not appear to have transferred well to the
workplace
➢ Instead of a scientific understanding of human behaviour and
organisations, managers, including those with MBAs, continue to
rely largely on personal experience, to the exclusion of more
systematic knowledge
14
7
Dimensions of theoretical and methodological rigour and of
practical relevance (Hodgkinson et al.,2001)
 Pedantic science - focuses on increasing methodological rigour at
the expense of results that are relevant and can sometimes be
found in refereed academic journals
 Popularist science - focuses on relevance and usefulness whilst
neglecting theoretical and methodological rigour, examples being
found in some books targeted at practising managers. Whilst
findings might be useful to managers, the research upon which they
are based is unlikely to be valid or reliable.
 Puerile science - both lacks methodological rigour and is of limited
practical relevance and, although unlikely to be found in refereed
academic journals, can be found in other media.
 Pragmatic science - is both theoretically and methodologically
rigorous and relevant
15
The relevance gap and managerial knowledge

: developed from Hodgkinson et al. (2001)
Theoretical and Practical Quadrant

methodological rigour relevance
Higher Lower Pedantic science.
Lower Higher Popularist science
Lower Lower Puerile science
Higher Higher Pragmatic science
16
8
 All B&M research projects can be placed on a continuum (Figure

1.1) according to their purpose and context
Basic, Fundamental or Pure Research
 Research that is undertaken purely to understand the processes of
business and management and their outcomes
 Such research is undertaken largely in universities and largely as
the result of an academic agenda
 Its key consumer is the academic community, with relatively little
attention being given to its practical applications (Cannot be fulfilled
by Modes 2 and 3)
Applied Research
 Research that is of direct and immediate relevance to managers,
addresses issues that they see as important, and is presented in
ways that they understand and can act on
 Very similar to consultancy in many cases
17

18
9
 When managers and academics do perceive a problem with a gap
between basic, fundamental or pure research and applied research
◦ If managers and academics believe that there is problem in which
management research is ‘lost in translation’, then the proposed
solutions might focus on changes in the way research findings are
disseminated
◦ If the belief is that there is a knowledge production problem, so
that any chance for impact on practice is ‘lost before translation’
(Shapiro et al. 2007:250), then proposed solutions might focus on
ways to foster more researcher practitioner collaboration as
research programs are developed and carried out
 NB - Wherever your research project lies on this basic–applied
continuum, it is important to undertake the research with rigour –
pay careful attention to the entire research process
19
 The Research Process

 Is multi-stage process followed in order to undertake and complete
a research project
 The precise number of stages varies, but they usually include
 formulating and clarifying a topic
 reviewing the literature
 designing the research
 collecting data, analysing data and
 writing up
20
10
The Research Process
 Research is described as a series of stages through which you must
pass
 Research is often depicted as moving through each of the stages
outlined above, one after the other, this is unlikely to be the case
 In reality each stage will probably be revisited more than once
 Each time a stage is revisited there should be a reflection on the
associated issues and refine the ideas
 There will a need to consider ethical and access issues during the
process
 Spend time formulating and clarifying the research topic - expressed
as one or more research questions that the research must answer,
accompanied by a set of objectives that the research must address
21
Group Activity
Agree with a friend to each read a different quality newspaper. Make a
note of at least 10 articles in your newspaper that mention the word
‘research’. Now examine the articles one at a time.
As you examine each article, does the reference to research:
• refer to the collection of facts or information with no clear purpose?
• refer to the reassembling and reordering of facts or information
without interpretation?
• provide a means of getting the reader to respect what is being
written?
• refer to the systematic collection and interpretation of data with a
clear purpose?
Discuss your answers with your team
22
11
Session 8
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What is a reflective diary?

 Is a common requirement in UK university assessments
 It is essential for students to be able to effectively analyse their own

progress and apply theoretical knowledge to practical situations
 This will enable them to become strong, independent practitioners
 Contains regular entries by the student, detailing their experiences

and emotions with regard to their learning process
 Should also include references to relevant theories to connect the
student’s academic knowledge with their practical work
 Can be used to verify a student’s intellectual engagement with the
course material or practical assignments, as well as their
independent work outside of lectures and seminars
 Diary entries should be made at regular intervals
 Diary entries can be submitted periodically throughout the course, or

at the end of semester
24
12
What is a reflective diary?
 Is a common requirement in UK university assessments
 It is essential for students to be able to effectively analyse their own

progress and apply theoretical knowledge to practical situations
 This will enable them to become strong, independent practitioners
 Contains regular entries by the student, detailing their experiences

and emotions with regard to their learning process
 Should also include references to relevant theories to connect the
student’s academic knowledge with their practical work
 Can be used to verify a student’s intellectual engagement with the
course material or practical assignments, as well as their
independent work outside of lectures and seminars
 Diary entries should be made at regular intervals
 Diary entries can be submitted periodically throughout the course, or

at the end of semester
25
26
13
Description
Feelings
Action plan
Conclusion
Evaluation
Analysis
27
Description
Describe the situation in detail. The main points to include here
concern what happened. Feelings and conclusions will come later.
Helpful questions:
 What happened?
 When and where did it happen?
 Who was present?
 What did you and the other people do?
 What was the outcome of the situation?
 Why were you there?
 What did you want to happen?
28
14
Feelings
Explore any feelings or thoughts that you had during the experience
and how they may have impacted the experience
Helpful questions:
 What were you feeling during the situation?
 What were you feeling before and after the situation?
 What do you think other people were feeling about the situation?
 What do you think other people feel about the situation now?
 What were you thinking during the situation?
 What do you think about the situation now?
29
Evaluation
Evaluate what worked and what did not work in the situation. Be as
objective and honest as possible. Focus on both the positive and the
negative aspects of the situation
Helpful questions:
 What was good and bad about the experience?
 What went well?
 What didn’t go so well?
 What did you and other people contribute to the situation (positively
or negatively)?
30
15
Analysis
You have a chance to make sense of what happened. Previous steps
focused on details around what happened in the situation. Here you
should extract meaning from it. Target the different aspects that went
well or poorly and ask yourself why. If you are looking to include
academic literature, this is the natural place to include it.
Helpful questions:
 Why did things go well?
 Why didn’t it go well?
 What sense can I make of the situation?
 What knowledge – my own or others (for example academic

literature) can help me understand the situation?
31
Conclusions
Make conclusions about what happened. Summarise your learning
and highlight what changes to your actions could improve the outcome
in the future. It should be a natural response to the previous sections.
Helpful questions:
 What did I learn from this situation?
 How could this have been a more positive situation for everyone
involved?
 What skills do I need to develop for me to handle a situation like this
better?
 What else could I have done?
32
16
Action plan
Plan for what you would do differently in a similar or related situation in
the future. Think about how you will help yourself to act differently –
such that you do not only plan what you will do differently, but also
how you will make sure it happens. Sometimes just the realisation is
enough, but other times reminders might be helpful.
Helpful questions:
 If I had to do the same thing again, what would I do differently?
 How will I develop the required skills I need?
 How can I make sure that I can act differently next time?
33
In groups, rearrange the following paragraphs according to the Gibbs’

reflective model: Describe, Feelings, Evaluation, Analysis,
Conclusion, Action plan
I thought our plan would work and felt good about it. When we had to
rewrite it, I felt frustrated.
The process of dividing sections went well. However, it didn’t work not
having foreseen/planned rewriting
I will use Belbin’s team roles to divide group work in the future.
Moreover, I will suggest writing one section together before we do our
own work, so we can mirror that in our own writing. Finally, I will speak
my mind when I have concerns, by remembering it can benefit the
outcome.
34
17
Describe, Feelings, Evaluation, Analysis, Conclusion, Action plan
I learned that using people’s strengths is efficient. Moreover, planning
how we want the work to look, before we go off on our own is helpful.
Lastly, I will remember the dangers of groupthink, and what the theory
suggests to look out for.
In a group work assignment, we divided sections according to people’s

strengths. When we tried to piece the assignment together it was
written in different styles and therefore we had to spend time rewriting
it.
Dividing work according to individual strengths is useful. Belbin’s team
roles (2010) would suggest something similar. I have done it before
and it seems to work well. The reason piecing work together didn’t
work was we had no plan for what it needed to look like. We were so
focused on finishing quickly that no one would raise a concern. The
last part can be explained by ‘groupthink’ (e.g. Jarvis, 1991), where
members of a group make a suboptimal decision because individuals
are afraid of challenging the consensus.
35
Things to Consider
Insight and analysis
➢ Critical awareness and insightful understanding of the issues to be
addressed
➢ Aware of the problems to be analysed or task to be executed
➢ Demonstrates informed reflection into practice
Originality
➢ Evidence of independence of mind
➢ Originality in the application of knowledge
➢ Imaginative use of evidence and concepts
➢ Examples of challenging and changing practice
Evidence
➢ Appropriate wide-ranging evidence is discussed
➢ Used accurately, critically and effectively
36
18
Possible problems
➢ Lack of confidence in your own observations, approaches and
values
➢ Feel uncomfortable challenging and evaluating your own practice
➢ Difficulties with self-directed learning
➢ Keeping records can be intrusive and time consuming
➢ Lack of depth – only seeing the surface
➢ Weaving in other evidence
➢ Unsure as to which situations/experiences to reflect upon
➢ Offer descriptions with little critical reasoning
➢ Use only one point of view
➢ Privacy and confidentiality issues
➢ In observations – you need an atmosphere of trust
➢ Not sure if you are writing what you think the assessor wants
37
Possible solutions
➢ Blend reflective writing with conventional report writing
➢ Remove confidential or sensitive information before

submitting the report
➢ Research other supporting ideas, approached and
sources – databases/journal articles/reports
➢ Write up as soon as you can – so as not to forget
➢ Only select the experiences you think are significant

➢ Have confidence in your personal interpretations
38
19
What do we bring to reflection?
➢ Ourselves/your own experiences
➢ Gender/age perspective
➢ Previous experience
➢ Cultural factors
➢ Instincts and emotions and expectations

➢ How connected are we to the task?
➢ Both personal - as objective
➢ An enquiring mind/observational skills
39
Possible benefits
➢ Problem solving
➢ Inform case studies

➢ Fixing it in long term memory
➢ Improving organisational skills
➢ Improving management skills
➢ Turn experiences into learning opportunities
40
20
Problem solving
➢ Have you come across situations before?
➢ Draw on your experiences, or examples you have read

about
➢ Is the situation or tasks the same or different?
➢ It may require a different approach
41
42
21
At the time Later reflection
 Write a description  Look back objectively at
as you see things what you wrote

now  Compare you now with
 Include your feelings

then: changes?
 Ask & answer critical
 Note down anything
questions
you might want to
refer to as ‘evidence’ ◦ Relate to wider context
◦ Justify what you say
 Note questions or
 Learning & moving forward
things you might
want to explore if
they occur to you
Now Later
43
Notebook…….things to consider
➢ Not just random thoughts
➢ Write down the most significant or influential points

➢ Your experiences – what are the underlying components
of a situation or process?
➢ Anchored to what you wish to understand better
➢ How subjective are your thoughts?
➢ Could things be done in a different way?
44
22
Write up
➢ When it is still “fresh”
➢ In report form rather than an essay (more detail rather

than development of an argument)
➢ Extensive use of subheadings – obvious and manageable
sections
45
Write up - Language
➢ 1st person = “I found this significant because….”
➢ 3rd person = “This approach can be important because…”

➢ Mixture = “We often see this approach in real situations..”
➢ Hint: Avoid a real mix – If you strat with 3rd person

continue to the end of the paragraph in the 3 rd person.
Then you can change to 1st person in the next paragraph,
adding your real examples.
➢ Try not to overly repeat words or phrases
➢ Do not start too many sentences with phrases such as “I
think that….”
➢ Use written language – not spoken language
46
23
Write up - Language
➢ Try not to be vague – clarity is crucial in reports
➢ Try not to be overly elaborate or complicated
➢ Use technical terms – but not jargon
➢ e.g., blue-sky thinking
➢ Do not use dialect or shorten words – “I reckon” or “isn’t”
47
Write up – You may wish to include
Introduction/Description
➢ What are you going to reflect on?
➢ Incidents, events, theoretical ideas
Feelings
➢ Confusion, surprise, uncertainty, confidence, enjoyment,
pleasure, motivation….
Analysis
➢ What can you make of the situation?
➢ Add your own experiences and observations
48
24
Write up – You may wish to include
Conclusions
➢ General or theoretical/and specific using your own
unique, personal situation and experiences
Personal Action Plan

➢ What steps/changes can you take on the basis of what
you have learnt?
➢ Make value judgements of what gets priority and why
49
Description
➢ What are you going to reflect on? Incidents, events, theoretical ideas
Feelings
➢ Confusion, surprise, anger, unsure, confident, enjoyment, pleasure,
motivated
Analysis
➢ What can you make of the situation? Add your experiences and
observations
Conclusions
➢ General or theoretical/and specific using your own unique, personal
situation and experiences
Personal Action Plan
➢ What steps/changes can you take on the basis of what you have
learnt?
50
25
Introduction/Executive summary
➢ Very short – 1 or 2 paragraphs
➢ Identify your topic or focus
➢ Why you feel it is important
➢ State the key areas or themes you will cover
➢ It is reflective/subjective – but also formal
Main part
Theme or Topic 1
➢ Describe the topic and place in a context
➢ Introduce real examples of situations and experiences – describe

your experiences and interpret/evaluate your goals
➢ Provide different perspectives/evidence from other people’s
studies
Theme or Topic 2
➢ Repeat
51
Referencing
➢ Provide different perspectives/evidence from other people’s studies
➢ Harvard citation and references

➢ Cite Them Right
➢ RefMe – citing and referencing
Conclusion
➢ Remind the reader of the topic and the context
➢ Were there any difficulties or any primary concerns?

➢ What works well?
➢ How did you overcome/could they be overcome?

➢ Are there other methods which you might try next time?
52
26
Action plan – part of self assessment
➢ What were you confident in?
➢ What do you feel you may need more practice in, or experience of?
➢ Was all the information or experiences you collected useful?
➢ Did it contribute to your understanding?
➢ Are complex ideas becoming more understandable?
53
Online Resources & apps

EAP Tool Kit Learning logs and reflective journals
https://www.elanguages.ac.uk/eap_toolkit.php/
Google Docs
https://www.google.co.uk/docs/about/
Evernote
https://evernote.com/
Books on reflective writing

Bassot, B. (2020). Reflective Journal, Red Globe Press.
Bolton, G. and Delderfield, R. (2018). Reflective Practice: Writing and
Professional Development, 5th Ed. SAGE Publications Ltd.
Thompson, S. and Thompson, N. (2018). The Critically Reflective
Practitioner, Macmillan Education UK
54
27
In groups, rearrange the following paragraphs according to the Gibbs’ reflective model:
Describe, Feelings, Evaluation, Analysis, Conclusion, Action plan
I thought our plan would work and felt good about it. When we had to rewrite it, I felt
frustrated (F)
The process of dividing sections went well. However, it didn’t work not having
foreseen/planned rewriting (E)
I will use Belbin’s team roles to divide group work in the future. Moreover, I will suggest
writing one section together before we do our own work, so we can mirror that in our
own writing. Finally, I will speak my mind when I have concerns, by remembering it can
benefit the outcome (AP)
I learned that using people’s strengths is efficient. Moreover, planning how we want the
work to look, before we go off on our own is helpful. Lastly, I will remember the dangers
of groupthink, and what the theory suggests to look out for (C)
In a group work assignment, we divided sections according to people’s strengths. When
we tried to piece the assignment together it was written in different styles and therefore
we had to spend time rewriting it (D)
Dividing work according to individual strengths is useful. Belbin’s team roles (2010)
would suggest something similar. I have done it before and it seems to work well.
The reason piecing work together didn’t work was we had no plan for what it needed to
look like. We were so focused on finishing quickly that no one would raise a concern.
The last part can be explained by ‘groupthink’ (e.g. Jarvis, 1991), where members of a
group make a suboptimal decision because individuals are afraid of challenging the
consensus (A)
55
Saunders, M., Lewis, P. and Thornhill, A. (2019). Research

Methods for Business Students, (8th ed), Harlow, Pearson
Education Ltd.
56
28
57
29

37-Global Economies and International Markets - Session 7 and 8

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Sessions 7 and 8: Business and Management Research,

ICTM Module Delivery Team

By the end of the session, the student will be able to:

ICTM Module Delivery Team

Global Economies and International Markets Week 7 Activities Planner

Feedback; Reflective journal -

Students are divided into

ICTM Module Delivery Team

ICON College of Technology and Management

Global Economies and International Markets Week 8 Activities Planner

Presentation, video on the importance of

Feedback; Reflective journal - students keep

Students are divided into groups in breakout

ICTM Module Delivery Team

 Tutor summarises the discussion.

ICTM Module Delivery Team

Importance of Business and Management Research

ICTM Module Delivery Team

ICTM Module Delivery Team

Importance of Business and Management Research

ICTM Module Delivery Team

ICTM Module Delivery Team

Importance of Business and Management Research

➢ Research within the Mode 2 approach offers a way of bringing the

ICTM Module Delivery Team

Divide yourself into two teams and one team

ICTM Module Delivery Team

Importance of Business and Management Research

➢ Based on these two modes, B&M research not only needs to

ICTM Module Delivery Team

ICTM Module Delivery Team

Importance of Business and Management Research

➢ Organisations and managers have failed to base practices on best

ICTM Module Delivery Team

ICTM Module Delivery Team

The relevance gap and managerial knowledge

Theoretical and Practical Quadrant

Higher Lower Pedantic science.

Lower Higher Popularist science

Lower Lower Puerile science

Higher Higher Pragmatic science

ICTM Module Delivery Team

 All B&M research projects can be placed on a continuum (Figure

ICTM Module Delivery Team

The relevance gap and managerial knowledge

ICTM Module Delivery Team

ICTM Module Delivery Team

 The Research Process

ICTM Module Delivery Team

ICTM Module Delivery Team

Discuss your answers with your team

ICTM Module Delivery Team

ICTM Module Delivery Team

What is a reflective diary?

 It is essential for students to be able to effectively analyse their own

 Contains regular entries by the student, detailing their experiences

 Diary entries can be submitted periodically throughout the course, or

ICTM Module Delivery Team

 It is essential for students to be able to effectively analyse their own

 Contains regular entries by the student, detailing their experiences

 Diary entries can be submitted periodically throughout the course, or

ICTM Module Delivery Team

ICTM Module Delivery Team

 When and where did it happen?