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Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland.

December 20, 2019/in Social studies /by Donald

Health Wellbeing and Safeguarding Assessment – HNC Social Sevices

ASSESSMENT TASK 3 – Report (1500 – 1700)

Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland

Introduction

Explain the purpose of the codes of practice Scottish Social Services (SSSC) and describe three duties and responsibilities related to safeguarding individuals in the care services in Scotland

The Scottish Social Services Council (SSSC) Codes of Practice are an important part of controlling and improving the quality of care for people who are service users in the care practice. These guidelines promotes positive practice across social care sector and to empower workers to ensure that they are encouraged. To carry out procedures and training opportunities to combat discrimination or unfair treatment. (HNC Social Care) The codes of practice will let the service users know what to expect from social service workers and the criteria that is to be met every day. We first published the Codes in 2003, setting out the national standards of conduct and practice that apply to all social service workers. The 2016 revised Codes is the second edition and takes account of developments in social services policy and practice. Scottish Social service’s council (SSSC) is a register that was set up under the Regulation of Care (Scotland) Act 2001. This protects the public by registering social service workers setting codes of conduct, training and regulating learning and development of the social service workforce in Scotland. There are more than 203,000 people working in the social services in Scotland, This includes social care workers, Social workers, social work students and early year in a range of day centres, residential, community facilities and people’s homes (Scottish Social Services council, 2019).

The codes of practice are intended to reflect existing good practice and it is expected that workers and employers will recognise that the codes standards are met. Councils promote these standards by making them widely available throughout Scotland.(Scottish social services council)

Look at the codes of practice and identify three duties and responsibilities related to safeguarding individuals in the care services in Scotland

For the following areas:

Of employers

Of employees

Of care inspectorate

Duties

Employers

The SSSC codes of practice sets out the guidelines and obligations of employees in the regulation of social service employers. Employers are accountable in making sure that they meet the required standards and that they are supporting their teams and workers to meet the standards that are set out in the codes of practice. To regulate the social service workforce a social service employee must ensure people are suitable to enter the workforce and to understand their roles and responsibilities. The duties that are required by the employers to have policies and procedures in place so that the social service workers can meet the (sssc) by providing training and development this will enable workers to reinforce their skills and knowledge. Employees need to put into place measures so that discriminatory or dangerous behaviour is not tolerated with in practice. (careimprovementsscotland) the Codes are a tool for employers and for workers to use to think about how they can continually improve their practice. The Codes let people who use social services and carers know what they can expect from the workers who support them.’ (SSSC 2016, page 2)

‘The SSSC regulates the workforce and aims to make sure that the people of Scotland can count on social services being provided by a trusted, skilled and confident workforce.’ (SSS rights C PG3

Employees

Social service workers

Promote the rights and promote the interests of services users and carers. Maintain the trust and support of the service users and the carers. Duties are to promote the independence of the service users and to safeguard them from harm. The duty is to respect the service user’s rights so no harm is caused to themselves or other people Service workers are responsible for their practice n and retain their knowledge and skills.

1.Code for Employers of Social Service Workers If you are an employer, the Code for Employers of Social Service Workers sets out your responsibilities for making sure your workforce is trusted, skilled and confident. You have a responsibility to support your workers to achieve the standards set out in the Code for Social Service Workers and should use both parts of the Codes as a tool for continuous improvement.

Code for Social Service Workers If you work in social services, the Code for Social Service Workers sets out clear standards that you are expected to meet. It is your responsibility to meet these standards and you should use the Code to reflect on your practice and identify how you can continually improve.

Care Inspectorate

The Care Inspectorate take the Codes of Practice into account during inspection of services and may take action to support improvement or require change if providers don’t meet the required standards. The Care Inspectorate regulates and inspects care services to make sure they meet the right standards. It also works with providers to help them improve their service and make sure everyone gets safe, high-quality care that meets their needs.(re-write)

Identify and describe three signs of neglect, harm and abuse that are related to vulnerability factors within the elderly in Angus, Scotland.

Neglect, Harm and abuse

Abuse vs Neglect

Abuse and neglect, they both have different meanings, but are associated with the emotional and physical wellbeing of a person. Abuse means maltreatment of a person, both physically as well as psychologically, and neglect means the failure to give proper care to a person, both in terms of physical and or psychological. Improper use or practice is abusing something, and failing to do something is neglecting somebody.(Re-Write)

. Harm and abuse terminology

Adults – at risk of harm – Useful websites

http://www.dundeeprotects.co.uk/

Dundee protects website with resources and information on adults at risk of harm

Here you will find everything you need to know about what abuse is and signs/recognising abuse

3. What are the main types of abuse?

Physical abuse
Sexual abuse
Neglect
Failure to thrive
Emotional abuse
Financial abuse

Types of harm Adult Support and Protection 2007

Sexual
Neglect
Physical
Psychological/emotional
Institutional
Verbal
Financial
Discriminating
Self Harm

Abuse is the misuse of power, person and trust, whereas neglect is the deliberate act of forgetting and not caring. Abusing is harming someone or something, whereas neglect is not preventing the harmful action.

There are types of abuse which include physical, sexual, emotional, verbal, psychological, spiritual and financial. Neglect has also many types, such as physical, educational, medical and emotional neglect.

Physical abuse is when a person hits, slams, pulls hair, harms by the use of weaponry, murder, bites or burns etc., whereas physical neglect is failure or delay to provide healthcare, abandonment and expulsion. Neglect also includes leaving a child under inadequate supervision, nutrition, hygiene and clothing, and as well as in regards to safety and welfare.

Sexual abuse includes forced or unwanted sexual contact and harassment, and verbal abuse includes insult, blames and threats etc. Spiritually, a person is abused when he is deliberately prevented from following his beliefs and religious practices, and financial abuse means to steal, withhold money, or prevent access to employment and financial information around the household.

Psychological neglect is also different from psychological abuse, as neglecting a person means delaying or refusing to provide physiological care to a person, and allowing abusive behaviors. Emotional abuse is inadequate emotional as well as physical care, isolation, withholding care and love etc.

Main risk factors for adults
Families where there is a culture of violence
High levels of personal care needs or physical needs – moving and handling, toileting, dressing etc
Family dynamics
Loss of familial relationships
Being in a minority
Over protection
Families where there are other issues, mental illness, addiction, misuse of drugs
Where the cared for individual manifests behaviour which is challenging
The natural and main communication partner is no longer around
Where there are poor care practices in organisations

7. Where is abuse/harm most likely to take place?

Home 67%
Care Home 22%
Hospital 5%

Describe and evaluate two examples of risk enablement which promote individuals rights Within a care practice for the elderly in Scotland.

(Examples Below)

1. Risks

Risks are part of everyday life
Risks can be calculated, foreseen, unforeseen, minimal or major
Risk taking is a right to make informed decisions about how we live our lives and take part in activities

2. Risk Assessment

Is to reduce the risk by controlling the hazard

But:

The individual has right to make informed decisions
Has a choice about own lifestyle
Perception of risks and risk taking
Social and cultural aspects
Taking risks can have beneficial outcomes

Been increased in recent years primarily because of change from institutional care to community based care

Increased awareness of accountability and fear of litigation
Staff can be more cautious
Rather than a balanced approach to risk being incorporated into care plan
Media also plays a part
May be proof of negligence
Organisations have to manage rea

Needs to be put into correct context for see able risks

The service users that use the health care services should be treated with dignity and respect. The service users need to be safe from harm and abuse and have quality of care that they deserve.

Individuals dignity sense of worth

Choice

Safety

Social Justice

To promote well-being and prevent abuse and neglect from happening in the first place

Ensure the safety and wellbeing of anyone who has been subject to abuse or neglect
Take action against those responsible for abuse or neglect taking place
Learn lessons and make changes that could prevent similar abuse or neglect happening to other people (e.g. through learning and development programmes for staff).

To promote well-being and prevent abuse and neglect from happening in the first place

Ensure the safety and wellbeing of anyone who has been subject to abuse or neglect
Take action against those responsible for abuse or neglect taking place
Learn lessons and make changes that could prevent similar abuse or neglect happening to other people (e.g. through learning and development programmes for staff). (cqc.org.uk)

educare.co.uk

Some major indicators of risk include:

physical symptoms such as injuries or loss of weight.
existing self-harming.
impaired cognitive functioning caused by brain injury, such as loss of memory and inability to concentrate.
no parent or carer available to care for a child.

Risk factors for abuse

Lack of mental capacity.
Increasing age.
Being physically dependent on others.
Low self-esteem.
Previous history of abuse.
Negative experiences of disclosing abuse.
Social isolation.
Lack of access to health and social services or high-quality information.

Conclusion

What is Bright space e Portfolio?

December 20, 2019/in Education /by Donald

What is Brightspace ePortfolio?

Introducing ePortfolio:

Brightspace ePortfolio is a personal portfolio tool for storing, organizing, reflecting on, and sharing items that represent your learning. You can include items such as documents, graphics, audio files, videos, presentations, and course work to demonstrate your improvement or mastery in certain areas.

You can control what items you want to include in your portfolio, how they are organized, and who you want to share them with. When you share items with your peers, mentors, or potential employers, you can give them permission to view items, edit items, see or add comments, and see or add assessments to receive feedback.

Why would you use ePortfolio?

Is there a project you are proud of? Add this project as an artifact in ePortfolio and take it wherever you go!

Have you ever wished you could capture those “a-ha” learning moments that happen after struggling to achieve a concept? ePortfolio makes reflecting an easy task!

Have you ever wanted to share projects, grades with potential employers, parents, or peers? Sharing your accomplishments is made easy using ePortfolio!

What is the relationship between leading effective teams and the delivery of quality patient care?

December 20, 2019/in Law /by Donald

• Learning outcomes
There are eight critical, practical and reflexive learning outcomes for this module:
• Demonstrate a systematic understanding of the theories and debates relating to team based working, team effectiveness and the development of effective team climates
• Analyse and critique the evidence linking effective team working and the quality of patient care
• Apply theories and methods that develop an effective team climate
• Apply theories and methods of reflective practice
• Demonstrate practical skills in team leadership practice
• Demonstrate practical skills to embed diversity and inclusion in your team leadership practices
• Demonstrate reflexivity in your leadership practice
• Create a team climate which is inclusive and promotes positive attitudes and behaviours
Programme Golden Threads
Running through all learning activities are two golden threads that reflect the fundamental values of the programme and are central to participant’s leadership practice:
• Demonstrate how I and my team remain constantly in tune with how the quality of care provided to patients, matches what we would want for the people we love most.
• Demonstrate the way in which I and my team understand equality and diversity, and implement this proactively in our leadership of healthcare

Critical Assignment
There is one 2000 word critical assignment required for this module. Critical assignments have a word limit and penalties apply if this is exceeded.
Critical assignments should mainly be written in the third person, with the use of first person for more reflective sections of this assignment. When addressing this assignment, you need to ensure that you demonstrate the following Module Learning Outcomes:
• Systematic understanding of the theories and debates relating to team based working, team effectiveness and the development of effective team climates
• Analyse and critique the evidence relating to effective team working and quality of patient care
• Apply theories and methods that develop an effective team climate
• Apply theories and methods of reflective practice
Further guidance is detailed below
________________________________________
Write a critical assignment addressing the following question:
What is the relationship between leading effective teams and the delivery of quality patient care?
In writing this assignment, you should consider the learning that you have undertaken throughout this module and include examples from your work where appropriate. This should include references to team based working and may include team identity, team objectives, role clarity, team decision making, effective communication, inter-team working and other areas you deem relevant.
________________________________________
Writing Critically
• When offering ideas and concepts, you must support these by drawing on relevant evidence – that is theories, concepts and models – from the literature. Core texts and further readings have been provided in this module, but you will need to look beyond these, and can do so via electronic library facilities.
• Your writing must show evidence of critical analysis and should have some application to the workplace where appropriate to demonstrate synthesis of knowledge and its application to practice.
• Learning and reflection should be aligned to the learning outcomes you need to demonstrate in this assignment and should include examples from your work where appropriate.
• Critically reflect on your leadership thinking and practice and how these impact on your team and the golden threads (patient experience, care quality and equality and diversity).
• If you work in an area that is not involved in direct care, for example finance or human resources, then you should make the connection between the end product of your team’s work and the golden threads.
• The critical assignment will need to be uploaded onto Turnitin. Please be aware that there is a timed deadline after which you will not be able to upload your document.

What strategic recommendations can you propose for the organisation (s) given in the case study to strengthen its current position in the given Market?

December 20, 2019/in Business /by Donald

Strategic Management
Assignment Brief (September,2019)
1
Assessment General Information:
Individual Strategic Management Report (100%)
Word limit: 3,500 (10% +/-)
Submission Deadline: 20th December 2019, Friday, 11.59PM
Details of Assessment
You are the newly appointed strategic consultant at Grocer Lidl. The board of directors in UK have
decided to expand the business to the ‘Asian Market’ and they have asked you to prepare a report
suggesting the best strategic direction for the firm to grow internationally particularly, and strategies
that will help them to create a competitive advantage and achieve their strategic objectives.
You need to consider effectively scanning both the internal and external environment of Lidl in order
to help them explore new opportunities in the Asian market.
To narrow down your report you can choose any Asian country of your choice.
Background
Dating back to 1930’s, a small, independent grocery wholesaler was born in Germany (Lidl,2017). Fast
track to today Lidl is one of the largest grocery retailers in Europe. The first Lidl stores were opened in
1973, and by the 1980s Lidl was a household name in Germany. During the 1990s Lidl started
branching outside of Germany and today the grocer can be found across Europe.
In 1994, Lidl opened its first retail shop in the UK, just two decades later, they now have over 600
stores with a simple vision of providing ‘high quality at low prices’.
However, for better understanding of the organisation you are required to research the given
organisation including its challenges and strategic management approach to expand in the Asian
Market.
• Applying the knowledge of relevant strategic management frameworks, you need to
• Carry out the external analysis
• Address the internal analysis
• Identify key issues, evaluate alternatives and make conclusions based on thorough analysis
Make appropriate strategy recommendations for the organisation(s) given in the case study, in today’s
business environment.
All these must be completed by accessing, selecting and utilising a variety of business information
sources
2
Assessment Details
Your individual strategic management report will need to identify the internal and external
opportunities and threats facing the organisation (s) given in the case study, and present appropriate
frameworks that inform the development of strategic options and recommendations for the
organisation(s) in terms of future strategic directions and methods of expansion in Asian markets.
The report should therefore be comprised of areas for consideration that address the following
questions:
1. Appraise the current strategic positioning of the given organisation. (LO1, LO2, LO3 and LO5)
The following will need to be carried out to address this question:
Undertake a critically evaluated strategic audit, using appropriate models & frameworks, of the firm’s
existing strategy in relation to its ability to exploit new global opportunities to create a more
competitive advantage
In order to prepare report for the board of directors you are required to scan Micro and Macro
environment of the company where it operates.
This will need to include an critical assessment of the external MACRO environment (using the PEST
or PESTEL framework); external MICRO environment (using Porter’s 5 Force framework) and internal
analysis of the organisation (applying Jay Barney’s VRIO or Michael Porter’s Value Chain Analysis) to
identify opportunities and threats in both these external and internal environmental layers.
2. What strategic recommendations can you propose for the organisation (s) given in the case
study to strengthen its current position in the given Market? (LO4, LO6)
The following will need to be carried out to address this question:
This will need to include an analysis and evaluation of organisation competitive strategies in a critical
and informed way. Evaluating best alternatives and make possible recommendation and conclusions
based on thorough analysis and consideration of their future competitive strategies, applying either
Porter’s Generic Strategies of Competition framework or Bowman and Faulkner’s Strategy Clock.
Your final strategic management report should contain:
• Executive Summary
• Introduction (Company & industry background, key challenges faced by the selected
company)
• External environmental analysis for identifying opportunities and threats: Macro (PEST or
PESTEL) & Micro (5 Forces Framework for analysing industry structure and the nature of
competition)
• Internal environmental analysis for identifying strengths and weaknesses: VRIO or value chain
analysis
• Identification of Competitive Strategies (Bowman’s Clock or Porter’s Generic Strategies)
• Strategic directions (Markets, Products, Services) & methods of expansion
• In-text citations and list of references using Harvard Referencing
Marking allocations:
Sections
Maximum Marks Awarded
3
Executive Summary (not part of word
count)
Introduction (Company & industry
background, key challenges faced by
the selected company)
10
External analysis
Macro (PESTEL or STEEPLE) &
Micro (5 Forces Framework)
25
Internal analysis (VRIO or value chain analysis) 15
Identification of Competitive
Strategies (Bowman’s Clock or Porter’s
Generic Strategies)
20
Strategic directions (Markets,
Products, Services) & methods of
expansion
20
Writing and Harvard Referencing 10
4
Elements (100%) (≥ 70%%) Distinction 60% – 69% Merit 50% – 59% Good 40% – 49% Fair <40% Poor
This range is reserved for work of
high quality which shows evidence of
a deep understanding of and insight
into the full range of ideas, principles,
themes and/or techniques in question
and independence of thought.
It demonstrates a full and systematic
understanding of knowledge, and a
critical awareness of current problems
and/or new insights, at or informed by
the forefront of the discipline, field of
study, or area of professional practice
This range is for work which shows
evidence of a very good
understanding of the main ideas,
principles, themes and/or techniques
in question coupled with some
insight and the expression of some
independent thought.
It demonstrates a systematic
understanding of knowledge, and a
critical awareness of current
problems and/or new insights, much
of which is at, or informed by, the
forefront of the discipline, field of
study, or area of professional
practice.
This range is for work which shows
evidence of appropriate study,
presented clearly and adequately
marshalled to illustrate the most
significant of the main ideas,
principles, themes and/or techniques
in question and to demonstrate a
sound grasp of them.
It demonstrates a good
understanding of knowledge, and a
critical awareness of current
problems and/or new insights, some
of which is at, or informed by, the
forefront of the discipline, field of
study, or area of professional
practice.
The range is reserved for work
that is lacking in some respects or
contains flaws which are
noticeable and serious enough to
warrant the award of a failing
grade, but nonetheless essentially
approaches the criteria necessary
for the good category sufficiently
for it of itself not to prevent the
award of an overall pass.
This is a failed category. It
is for work which fails to
meet or in significant ways
does not approach the
criteria described for a good
grade.
Introduction (10%)
(Company & industry background, key challenges
faced by the selected company)
Understand the role of strategic management within an
organisation
(≥ 7.0) (6.0 – 6.9) (5.0 – 5.9) (4.0 – 4.9) (<4.0)
Demonstrate highly comprehensive
level of understanding
Demonstrate robust level of
understanding
Demonstrate adequate level of
understanding
Demonstrate a fair level of
understanding
Demonstrate a very limited
level of understanding
External analysis (25%)
Macro (PESTEL or STEEPLE) & Micro (5 Forces
Framework)
Critically analyse an organisation’s competitive
environment
(≥ 18.0) (15.0 – 17.9) (13.0 – 14.9) (10.0 – 12.9) (<10.0)
Demonstrate ability to provide
comprehensive, lucid analysis;
Demonstrate highly developed critical
skills
Demonstrate ability to provide
detailed and coherent analysis and
demonstrate consistently sound
critical skills
Demonstrate adequate ability to
analyse and some sound critical
skills demonstrated
Demonstrate some ability to
analyse and some sound critical
skills demonstrated
Demonstrate little ability to
analyse and some sound
critical skills demonstrated
5
Internal analysis (15%)
(VRIO or value chain analysis)
Evaluate the resources, capabilities and core
competences of an organisation
(≥ 11.0) (9.0 – 10.9) (8.0 – 9.9) (6.0 – 7.9) (<6.0)
Provide a consistently strong
assessment with well-reasoned and
original assumptions; All ideas are
highly coherent
Provide a generally strong
assessment with some
wellreasoned assumptions;
Ideas are consistently coherent
Provide a reasonable assessment of
the subject; Ideas are generally
coherent
Provide some assessment of the
subject; Ideas are generally
coherent
Provide little assessment of
the subject; Ideas are
generally coherent
Identification of Competitive Strategies (20%)
(Bowman’s Clock or Porter’s Generic Strategies)
Understand the impact of competition on the strategy of
an organisation
(≥ 14.0) (12.0 – 13.9) (10.0 – 11.9) (8.0 – 9.9) (<8.0)
Demonstrate highly comprehensive
level of understanding
Demonstrate robust level of
understanding
Demonstrate adequate level of
understanding
Demonstrate a fair level of
understanding
Demonstrate a poor level of
understanding
Strategic directions (20%)
(Markets, Products, Services) & methods of expansion
Understand the formulation and implementation of
organisational strategy based on Markets, Products,
Services
Understand the effect of business ethics and social
responsibility on strategy of methods of expansion
(≥ 14.0) (12.0 – 13.9) (10.0 – 11.9) (8.0 – 9.9) (<8.0)
Demonstrate highly comprehensive
level of understanding
Demonstrate robust level of
understanding
Demonstrate adequate level of
understanding
Demonstrate a fair level of
understanding
Demonstrate a poor level of
understanding
Writing and Harvard Referencing (10%) (≥ 7.0) (6.0 – 6.9) (5.0 – 5.9) (4.0 – 4.9) (<4.0)
6
Understand the use of referencing.
Various credible and up-to-date sources are used
Demonstrate highly comprehensive
level of understanding
Demonstrate robust level of
understanding
Demonstrate adequate level of
understanding
Demonstrate a fair level of
understanding
Demonstrate a poor level of
understanding

Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area?

December 20, 2019/in Nursing /by Donald

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance when completing this assignment.

Communicable Disease Selection:
Chickenpox
Tuberculosis
Influenza
Mononucleosis
Hepatitis B
HIV
Ebola
Measles
Polio
Influenza

Epidemiology Paper Requirements:
1. Describe the chosen communicable disease, including causes, symptoms, mode of transmission, complications, treatment, and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
2. Describe the social determinants of health and explain how those factors contribute to the development of this disease.
3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. Are there any special considerations or notifications for the community, schools, or general population?
4. Explain the role of the community health nurse (case finding, reporting, data collection, data analysis, and follow-up) and why demographic data are necessary to the health of the community.
5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organizations contribute to resolving or reducing the impact of disease.
6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.
A minimum of three peer-reviewed or professional references is required.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

What are they like, what do they look like, what do they do?

December 20, 2019/in Marketing /by Donald

Jaguar

Table of content

Introduction
Situational Environment

2.1 PEST-Analysis

2.2 Porter’s Five Forces

Branding Strategy
Brand Pyramid
1. Features and Attributes
2. Functional Benefits
3. Emotional Benefits
4. Brand Persona
5. Brand Idea

Marketing Mix

Product

Price

Place

Promotion

Brand Communication in Different Markets

United States

Asia

Conclusion
References

Introduction

The same characteristics can be applied to Jaguar cars which are associated with wildness, risk and perfect innovative design. The history of Jaguar brand began almost 100 years ago in 1922 and at the beginning Jaguar cars were associated more with glam and style rather than performance and innovations. But this perception totally changed in 1930s when Jaguar launched the fastest car of that time with high performance and a sporty design. This car became an icon and the new era for Jaguar began.

Jaguar production facilities are situated in the West Midlands at Castle Bromwich and Solihull, UK. During the visit of these facilities it’s possible to witness sophisticated production process of these breath-taking cars and to know more about its branding strategy. Based on the experience received during such a visit and on the research conducted, Jaguar business environment, branding

strategy and the way the brand is communicated have been highlighted in the report below. Jaguar business environment has been analysed via PEST and Porter’s 5 Forces models.

The company branding strategy analysis includes brand pyramid and 4 P’s model. Moreover, the report includes the peculiarities of brand communication in different markets, i.e. United Kingdom, United States, Asian market and Brazil. Furthermore, a new advertising campaign for women has been created and presented in the report.

Pest Analysis

All of them are interconnected and should be considered in complex. For instance, the enforcement of new laws related to CO2 emission, which is a political factor, is going to affect the technological aspect such as sooner implementation of new ”green” technologies (VCA, no date). For Jaguar, it means that they should focus on quicker adding models with eco and hybrid-engines. The company has plans to present new hybrid models but there is no specific time frame at the moment.

On the other hand, the possibility of the UK to stop its EU membership can have a big effect on the company’s strategy and business plans (BBC NEWS, 2015). The reason is, that the political change will significantly strengthen the GBP. It will mean that attractiveness of Jaguar models can be under pressure comparing to its competitors. Moreover, in this case European brands such as Mercedes, Porsche can be in the position of advantage because of the weaker Euro currency.

There are some social shifts as well. For example, the ageing population of EU and alternative schemes of car ownerships (such as car by request, rental services expansion) mean that people are buying fewer cars (RAC Foundation, 2012). The impact is not so critical for Jaguar, as these cars are symbols of status and not just a way of transportation. It means that core key customers would still buy a car rather than use short rent services, which are usually concentrated in the economy niche.

However, Jaguar should find new ways of sales stimulation regarding the ageing population issue. As a plan to compensate for this drop, Jaguar is interested in younger audience, which means they should use the newest communication channels, such as social networks and online media, etc. Jaguar has done it by distributing new ad campaigns in the Internet along with shifting advertising focus to innovations and technologies. Both are the right ways to attract younger people.

In these terms, technological demands of younger people should be really heard by Jaguar engineers and managers. As the iPhone did a revolution in the mobile industry, it’s expected that driver-free technologies (and drive assistant, car communication systems) will reshape the car industry and create new challenges for conservative brands. Currently Apple has an interest to buy Tesla Cars to get full freedom to integrate their own iOS platform into the most successful eco-friendly car brand (Condron, 2015). The combination of the two technologies is able to become a significant value among the premium customers interested in innovations.

Jaguar should keep track on what’s going in the latest technologies in terms of any possible requirement of a quick strategy update. As a suggestion they need to have closer collaboration with mobile and software leading development companies to make sure they are integrating the latest solutions.

While innovation companies are trying to change the car industry, Jaguar has confident sales growth and markets expansion. They successfully predicted the trend of luxury SUVs by launching a new model in 2016 (Ingrham, 2015). Bentley, Rolls Royce also create their own SUV models, so it means competitors really see market expectations. It’s obvious already that premium SUVs are going to take a significant share of market.

This launch is a very positive turn in terms of market shares diversification. SUV models are really popular in the USA and Middle-East countries, which suffer less pressure of oil-prices drop comparing to Russia, for instance. At the same time, the Middle East market has its own specific features which should be reflected in SUV Marketing Campaign. It can be difficult to have Global Campaign and still be successfully implemented in these specific markets.

To understand better and to assess the automobile industry context in which Jaguar company operates it’s necessary to pay attention to the Porter’s 5 Forces analysis too.

Porter 5 forces

Suppliers’ bargaining power: low

Generally, suppliers’ bargaining power in a car industry is low because there are many suppliers in the market and they are often of a small and medium size while car manufactures are much larger and globalised and can choose their suppliers from various options. Jaguar is not an exception from this tendency; it has a wide choice of suppliers according to its quality standards and can negotiate the profitable conditions for itself. About one third of components for Jaguar are coming from British firms (Mullen 2014) and several examples of suppliers are Rosti McKechnie Ltd. (Yorkshire), Automotive Insulations Ltd (Rugby) and The Sertec Group (Birmingham) (The official Media Centre for Jaguar Land Rover 2015).

Customers’ bargaining power: medium

Jaguar customers have substantial power because of the great variety of luxury brands to choose from. Customers can choose a car that will fit best into their preferences, status and lifestyle among many options. Therefore Jaguar should constantly meet high expectations of the customers and bring new innovations to be distinct from its competitors. On the other hand, brand loyalty is also important and Jaguar has its target group of customers who probably will not be interested in purchasing BMW or Mercedes. Therefore customers’ bargaining power is medium and not high in this case.

Threat of substitutes: high

Jaguar cars can be seen from two main perspectives: as a means of transportation and a status symbol. For both cases there can be different substitutes. In the luxury car market customers can switch their attention to Porsche, BMW or Mercedes which are Jaguar’s main competitors (Hoovers, no date). If considering Jaguar just a means of transportation, in the non-luxury segment such brands as Ford, Fiat or Volkswagen or even any other means of transport, even motorbikes or motorcycles, can be considered as an alternative. Therefore Jaguar pays constant attention to innovations, quality, design and advertising campaigns to preserve their target customers and to prove their uniqueness in the luxury cars market.

Threat of new entrants: low

There are significant barriers to enter the luxury car market such as huge investments required, loyalty of the customers to the particular brand (Jaguar in our case), high competition in the industry and environmental regulations. For instance, Jaguar Land Rover company is going to invest about £1bn in the new factory in Slovakia which will start operating in 2018 (Tovey, 2015).

This is just an example of the amount of investment to be made by Jaguar and it’s very difficult for new entrants to find funds to pay high initial costs. Moreover, Jaguar dates back to 1922 (Jaguar Land Rover, no date) and has a very good reputation and the new entrants wouldn’t have such a strong advantage.

Rivalry: high

The competition in the premium market is extremely high. To be distinct from its competitors Jaguar is constantly working on its design, performance and technology and is a world leader in the area of aluminium body construction (Jaguar Land Rover, no date). Besides, Jaguar aims at creating a car that is the closest thing to something alive, as alive and intuitive as a jaguar itself, the symbol of the brand.

Brand Pyramid

Features and Attributes

Features and attributes are the lists of plenty small and characteristic features that the brand and its products are created of. This stage shows the fundamentals of brand essence and gives the idea where the differences between competitors start (Business Strategy, no date).

Jaguar has engineered their models to create an outstanding car for their customers with 3 basic features (Jaguar Land Rover, 2014):

Luxury – Elegant, classy and comfortable are Jaguar’s quintessence

Sport – Agile and Powerful. Jaguar’s cars are designed for high-performance innovative shape.

Design – Innovative and distinctive. Jaguar doesn’t give you a car. It gives you a lifestyle.

Functional benefits

demonstrate the main practical usage of the product and what kind of needs it satisfies (Noesis Marketing, 2011). Engine, sound, beauty and comfort. Jaguar seduces customers with the opportunity to explore unforgettable driving experience and the feel power. Additionally, they pay a lot of attention to create inventions and new technological solutions, which makes Jaguar always one step ahead from competitors.

Emotional benefits

is the first stage that is related to our feelings and spirit preferences. Brand Associations distinguish product and companies into groups and make emotional connections with people and their personalities (Business Strategy, no date). Jaguar is different, Jaguar swims against the tide, Jaguar breaks the rules and proves that being bad is good. Animal instinct and wildness give opportunity or even make their customers excite senses and make them ready for any challenge.

Brand persona

is someone to whom the consumers can compare themselves to. The image of a person and their features, who uses a particular product (Business Strategy, no date). Let’s think about Jaguar as a person. What are they like, what do they look like, what do they do? Let’s imagine David. He is self confident, elegant and full of passion for life. Moving forward, taking risks and winning. He doesn’t regret anything, he just takes what he needs, because he must be the best and he knows how to do it.

The brand idea

is an overview of the brand in a few words, that’s gives a core meaning of the brand. Summarising all stages, it is finally possible to discover the pure brand essence of Jaguar (Business Strategy, no date). Jaguar is a forefront of the premium automotive industry. Its DNA is all about performance and chic, thus the brand idea is named Art of Performance.

Marketing Mix

Product

The Product is defined with the function and features offered by a good or service. Also factors such as design, branding and quality are covered by the product (Business Case Studies, no date). Jaguar produces a range of premium vehicles, that are synonymous with high performance, innovation, quality and in-depth design. The product portfolio encompasses the XJ saloons, the F-TYPE Coupé and convertible two-seater sport cars, the XF Sportbrake and XF and the new XE sports saloon (Jaguar Land Rover Automotive PLC, 2015).

Across this portfolio the DNA of Jaguar is instantly recognisable and is reflected through all of the cars – sleek and seductive; powerful and agile; instinctive and confident (Jaguar, 2015). But the product range not only embodies these brand values, but also includes significant improvements and changes to increase performance of the product, economy and refinement (Superbrands annual, 2012).

Place

The Element Place of the Marketing Mix covers the availability of the product to the customer in the most suitable way (Business Case Studies, no date). Jaguar is a global company with an intensive distribution and sales network around the United Kingdom and most countries around the world (UK Essays, no date). Over 80 Percent of the Jaguar vehicles are manufactured at Castle Bromwich and are exported to 101 markets all over the world including Europe, China and the USA (Jaguar, 2015). Other manufacturing plants are located in China, India and Brazil.

The Company is committed to the United Kingdom regarding the product development, design and manufacturing facilities. Jaguar vehicles are sold in 170 countries supported by a global network of over 2.640 franchised dealers and 19 national sales companies (Jaguar Land Rover Automotive PLC, 2015).

Price

There are different pricing strategies such as market penetration, competitive or strategic pricing, that a company can choose to position its products. Jaguar vehicles are established in the premium price segment and are positioned through a strategic pricing strategy. Through this strategy it is possible to make an exclusive product or brand more desirable and valuable for customers and generate demand (Business Case Studies, no date).

The car prices for a Jaguar start from 53,375$ up to more then 100,000$ (Truecar, 2015).

Promotion

The intention of promotion is to generate awareness, a desire and an interest in consumers to buy the product. Promotion can also be useful to change or create a brand image and to preserve the market share of the brand (Business Case Studies, no date).

Since 2011 Jaguar have established their own in- house creative agency, called Spark 44, to initiate a new and creative strategy for all of the brand communications. Because of the dynamic and prestigious nature of Jaguar cars, experiential activities build up the cornerstone of Jaguars promotion strategy. Therefore Jaguar hosts hundreds of events every year such as track experiences or the Goodwood Festival of Speed, to encourage people to take a look behind the wheel of Jaguar. Based on the fact that Jaguar stands for Performance, the brand is highly involved in sport industry. They are an official vehicle provider for the Lawn Tennis Association, The England Cricket Team and also Team Sky. Furthermore they support a selection of other clubs, charitable causes and venues. “The Jaguar Academy of Sport, in particular, demonstrates its long term commitment to recognising, celebrating and inspiring the next generation of British sporting heroes” (Superbrands annual, 2012).

For their communications, Jaguar uses different channels such as print, billboard, video and social media. Their recent TV-Spots, billboards and print advertisements were characterised by the typical ’’Bond style’’ performance: attractive men and the car were standing in focus. Now they are addressing more the technological aspect with campaigns such as “British Intelligence”.

For the entry into the Chinese market, Jaguar introduced David Beckham as the Brand ambassador who will be presented in above the line campaigns. (Jaguar news, 2015).

Brand Communication in Different Market

The main colors, which are red, black, white and metallic and also the logo, can be found in all of its global branding, advertisements and websites. The magnificence and sleekness, the brand is characterised for, are consistent from well established markets for example United Kingdom and United States to developing markets like Brazil, Russia and India.

Online and Offline media channels of the company feature the luxury and performance of the car as well as the technical excellence. Through the main Jaguar website customers are able to access each country local website. In addition to that, the design of the web-sites is identical and there is a company logo on the top, model selection menu and branding image.

There are some local differences within the websites such as pre-owned or used car options, but every website still suits the global brand guidelines. This is an efficient way to establish a unique brand positioning for the Jaguar cars in every country.

Jaguar usually has global advertising campaigns because its vehicles all have the same target customers worldwide – who are looking for luxury cars and sharp driving experience. However there are some peculiarities in different markets (Zaretsky, 2004).

Brand Communication in United State

In the U.S. market, car producers pay strong attention to spacious and reliable cars to accommodate large families and provide their customers with high performance under rough conditions. In the United States Jaguar is driven by the customers passion for sports cars, featuring the appearance in several James Bond movies and different races, where the company took part. At the same time the company created two local U.S. campaigns.

The XF campaign ‘’Not Business as Usual’’ which is a television spot and ‘’Rare and Meant to Be’’ which is an XJ online campaign (Jaguar news, 2015). Both campaigns feature the enhanced interior, performance and design.

Brand Communication in Asia

Compared to the other markets, the consumers of the Asian market have more demand for technology and innovations such as electronic driving assistance features, navigating systems, multimedia and mobile options. Based on that, the advertisement in Asian markets highlight these aspects through campaigns such as ‘’British intelligence’’.

Despite of technological aspects, Jaguar constantly focuses on superior and luxurious driving experience. To support this image, the company select brand ambassadors which reflect the brand as a person. In China, for example, Jaguar introduced David Beckham as a brand ambassador. At the same time, Jaguar organises product launches in collaboration with local artists: for example in Singapore violinist Min Lee and filmmaker Eric Khoo took place (Ebeling, 2014).

Conclusion

To conclude, Jaguar has a strong brand positioning and good potential for their global market expansion. The Company has stable sales growth, will introduce new models, for example the SUV in 2016 and will have new upcoming advertising campaigns to keep loyal customers and also attract a new target audiences.

Regarding the brand communication, Jaguar focuses on seducing their customers with luxury style, powerful engines and animal instinct to built strong connections with them. As a brand it is targeted to self-confident, brave and wild people and provides them with their pure essence which is “Art of performance”. In addition to that, Jaguar offers wide range of premium vehicles that increased during past years to meet individual expectations of their current and new customers.

The company competes worldwide by intelligent marketing campaigns with a British character in collaboration with British celebrities and actors. At the same time, Jaguars strong global vision forced the company to take in consideration peculiarities of different nationalities and adopt each campaign to consumers behaviour in local markets by using various ways of communication.

However, Jaguar has to pay attention to various factors in terms of industry and market changes such as the perspective that the UK may leave the EU and to the fact that the economy of their main overseas markets are is stable currently.

On the other hand, customers are becoming more demanding in terms of automobile technologies and innovations. It’s very important for the company to have closer partnerships with software and mobile leading development companies to make sure that the latest solutions are integrated.

Based on the fact that previous marketing campaigns were mostly addressed to male drivers, Jaguar should keep in mind the female target group as well and find some new ways of communication to it.

Moreover, Jaguar should also consider to launch the production of motorbikes, because their wild brand image suits motorbike’s lifestyle perfectly. It is recommended to focus on sport/touristic bikes market with luxury design and high performance.

Did the student properly conclude the findings of the research? Did the student mention the research limitations and how they were addressed?

December 20, 2019/in Finance /by Donald

REQUIRED DISSERTATION CONTENT

The dissertation is about 13,000 words and must be submitted in an approved form on a topic related to the Master’s programme in Accounting and Finance. The front sheet, table of contents page, references list, cover page, ethics clearance form, and any appendices would not count in the word count of your dissertation.

Details about the content of a dissertation are available on NILE in the research methods training folder. See also below a brief description of the content of a dissertation.

The dissertation MUST include the following in the same Table of Contents Template:

Cover page (See the cover page template on NILE in the important forms folder)
Assignment submission sheet. The form is available on NILE in the important forms folder.
Research ethics clearance form (see the important forms folder on NILE)
Acknowledgement (i.e. It is your appreciation to all the people that helped you in your dissertation)
Abstract
Table of contents (It is a list of all the content of your dissertation and their page numbers. See the table of contents template on NILE in the important forms folder)
Introduction chapter(s) (see research methods training materials on NILE)
Literature review chapter (see research methods training materials on NILE)
Research methodology, design, and methods chapter (see research methods training materials on NILE)
Data analysis, discussion, and research findings chapter (see research methods training materials on NILE)
Conclusion and recommendation chapter (see research methods training materials on NILE)
References or bibliography (see research methods training materials on NILE and the academic integrity folder)
Appendices (This should be placed at the end of your dissertation. e.g. copy of the questionnaire, interview schedule, data set, SPSS or NVIVO output)

Additional information for structuring the Final dissertation and Proposal are available in Appendix 2 and 3.

REQUIRED DISSERTATION FORMAT

Students are required to submit a dissertation of 13,000 words in length (excluding appendices and footnotes). This is a strict word limit and not a recommended guideline. It counts for 60 credits out of students’ degrees and MUST count towards their degree classification.
Each chapter in your dissertation should start with an introduction and ends with a summary even the introductory chapters (see the research methods training folder on NILE to learn more about writing your dissertation).
All pages should be adequately and consecutively numbered.

DISSERTATION SUBMISSION

You MUST submit the following with your dissertation:

Proof of data collection technique used (e.g. copy of questionnaire or interview schedule) and the output of statistical analytical software utilised for the analysis (i.e. SPSS or NVivo output) must be supplied in the appendices section at the end of the dissertation.
All submissions should be through Turnitin on NILE.
Students could submit their propsal and final draft to check the simalirity up to submission date. However, they can not resubmit after the the due daet. For that please make sure you submit the last draft on the dye date.
Turnitin submission for different chapters will not be allowed on NILE (e.g literature review, metholdogy, data analysis and dicusssion). If you wish to get feedback on your dissertation chapters before final submission, please email the draft to your supervisor. The full draft of your disseration must be submitted to your supervisor no later than a month before the due date.
No late submissions will be allowed. See the deadline for submission in the important submission dates section of this guide. In the case of mitigating circumstances, please refer to the University policy on mitigating circumstances which is available on the module page on NILE and the University website.
The role of Turnitin is to help tutors detect plagiarism by showing the percentage of text matching. However, this is not an indication that a student committed plagiarism. Turnitin creates a report called “the originality report” showing this percentage of text matching in a student’s work. For more information about how to avoid plagiarism and the role of Turnitin, attend the research methods training and see the module page on NILE. Students are allowed to see the originality report only on the due date
Module Schedule

All sessions will run Online live podcast using Collaborate Ultra. All sessions will be recoded, and made available to students shortly after. All students will have access to all classes. A doodle will be send to students to choose a preferred time to organise class.

18^th October 2019	Welcome talk
25^th October 2019	Introduction to module and course timetable What is a Dissertation and producing a good dissertation Choosing Your Dissertation Topic Marking criteria SMART dissertation management: aims and objectives and research questions
1^st November 2019	Doing a critical literature review Working with the Literature
8^th November 2019	Philosophy of research Research design- Sampling Mixed methods
15^th November 2019	Qualitative research overview Research interviews Data analysis
22^nd November 2019	Quantitative Research overview: Questionnaire design – Use of Monkey survey Introduction to online resources for data collection
29^th November 2019	Testing the feasibility of your study; testing the availability of your data using DataStream and Orbis
6^th December 2019	Validity and reliability in research Research ethics Developing a research proposal Managing your supervisor and the learning agreement
March – April 2020	Data collection – DataStream and Orbis
March -April 2020	Data analysis and the use of SPSS Descriptive statistics
March – April 2020	Data analysis and the use of SPSS Advanced statistics

Important Submission deadlines

Please find below the submission deadline for your assessents

09 December 2019	Submit your research topic on NILE
16 December 2020	Expected date of appointment of supervisors
27 January 2020	Submit Research Proposal and ethics form – Annex 1 on Nile
21 August 2020	Suggested date to submit draft dissertation to supervisors for feedback
21 Sep 2020	Final Dissertation submission on NILE
30 Jan 2021 TBC	Dissertation resit submission on NILE

Role of dissertation students and supervisor

	Student	Supervisor
Arrange Scheduled Meetings	Agree a schedule of meetings, deadlines and adhere to them.
Prepare for scheduled meetings	Use supervisory time effectively by preparing tutorial in advance.	Read draft work and provide formative feedback, engage in other appropriate preparatory work. Drafts will be reviewed up to 14 days before due date.
Attend supervision meetings	Keep appointments which have been arranged	Provide guidance
Record Supervision meetings	Take notes of supervisory meetings	Record formal supervision meetings (ad hoc meetings in corridors do not count)
Manage any problems	For example: ensure work is authentic (academic integrity), that ethical issues are addressed	Contact students who (e.g.) Fail to attend arranged sessions (cause-for-concern) Referencing / plagiarism
Seek ethical approval where appropriate	Where work involves research with living subjects (human/animal), ensure that ethical approval is obtained prior to commencing the research	Ensure students have prompt access to suitable ethics procedures at faculty level, appropriate to the nature of the work being undertaken. Ensure that no work with living subjects commences prior to clearance being obtained.

TEACHING, LEARNING, & ASSESSMENT ACTIVITIES

Learning, Teaching and Assessment activities	Study hours
Contact hours: (total) Comprising face-to-face and online contact hours as follows:	16
Face-to-face (total) – this may include the following: – Individual Supervision	8
· Online contact hours (total) (comprising online activities with mediated tutor input)	8
Guided independent study hours (including hours for assessment preparation)	584
Module Total	600

ASSESSMENT STRUCTURE

Assessment Activity			Learning Outcomes	Weighting (%)
Code	Assessment Type	Assessment Deliverables
AS1	Research Proposal	2000 word proposal	a, b, c, e, f, g	15%
DI	Dissertation/ Report	13000 word final dissertation or project report	a, b, c, d, e, f, g	85%

USE OF NILE

NILE is the University electronic learning site. You are expected to check your NILE site regularly. Important announcements will be posted on NILE. All the teaching materials including teaching notes, seminars exercises, useful web links, past exams, and videos are available on NILE. You are also required to submit your assessments through Turnitin on NILE

FINM025 Rubic- Proposal

Criteria

No Submission / no evidence

Fail

Pass

Merit

Distinction

Introduction (20%) a) Identify a research topic, develop aims and objectives justified through reference to appropriate literature.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 9.9 points

There is some evidence of a systematic, coherent and analytical engagement with key aspects of the field of study including familiarity with the current literature developments. The topic is ill-defined, little or no rationale for selection of the problem. The introduction falls well short of the threshold standards. There is no clear justification of the research purpose. Aims and objectives are not defined and not justified.

10 to 11.9 points

The introduction is relevant and shows a greater degree of capability in relevant specialised skills. The topic is barely introduced; provides a rationale for selection but is not persuasive. Work of capable quality, which clearly demonstrates knowledge in and a critical awareness of current issues. The research questions, aims and objectives show a good understanding of the field of research.

12 to 13.9 points

The introduction is clear and demonstrates a greater degree of capability and meets research expectations. The topic is introduced; provides a brief rationale for selection of the problem that is persuasive; provides a statement of the problem, its meaning, importance and theories behind it. Includes a clear research question, aim and objectives. Statement of the research purpose and the overall reasons for the study are precise and related to the background of the problem.

14 to 20 points

Exceptional Standard. The introduction is clear, exemplary and provides evidence of a complete understanding of the project expectations. The topic is properly and concisely introduced; provides a brief and persuasive rationale for the selection of the problem. Includes a very clear research question, aim and objectives. Clear demonstration of the research purpose which is clearly linked to the background of the problem.

Literature Review (30%) b) Critically analyse a wide range of literature in accounting and finance.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 14.5 points

Work of poor quality that is based on minimal understanding, application or effort. Some evidence of a systematic, coherent and analytical engagement with aspects of the field of the research, including familiarity with the current literature. Poor volume of up-to-date literature that are from credible sources. Selects inappropriate theoretical framework.

15 to 17.9 points

A quality critical literature review demonstrating a limited understanding. A critical awareness of current issues, the theoretical knowledge at the forefront of the field of study. Insufficient application of up-to-date literature from academic sources. Literature used is related to the research questions and the research question.

18 to 20.9 points

A commendable quality critical literature review. Good use of up-to-date literature from both academic and credible sources. Literature used is related to the research questions and the research question is properly designed and clear. Identifies relevant theoretical framework(s).

21 to 30 points

Excellent and thorough summary of the literature review. Distinguished quality of critical literature review that is up-to-date literature from both academic and credible sources. Literature used is related to the research questions. Clearly identifies relevant theoretical framework(s); provides a rationale.

Research Methodology, Design, and Methods (30%) c) Synthesise and critique the different methodological frameworks that influence research to inform and justify a research methodology.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 14.5 points

Poor methodology. Fails to introduce the research methodology, research design and methods. Includes no researchable questions. Lacks connection between research questions, purpose and problem. No reference to the type of method used. Vaguely describes data analysis procedures.

15 to 17.9 points

A quality but brief research method section which introduces methodology, research design and methods briefly. Lists researchable question(s). Makes a connection between research methods and questions, purpose and problem. Includes a vague and non-persuasive justification for the type of research used. Describes a few of the procedures used to conduct the study for sample recruitment, informed consent, maintaining data.

18 to 20.9 points

A commendable preview of the methods used for this study which introduces research methodology, research design and methods briefly but clearly describes methods. Lists researchable question(s). Makes a clear and compelling connection between research methodology, methods, and research design to address the questions. Describes if research is qualitative or quantitative or mixed methods and provides adequate justification.

21 to 30 points

Exceptionally clear explanation and justification of research philosophy, approach and methods for data collection. Describes if research is qualitative or quantitative or mixed methods. Provides a clear justification for selection of type in relation to research problem and research questions. Includes a proper discussion of research design, the definition of population, sample size, determination and sample techniques used. Clearly describes the procedures used to conduct the study for sample recruitment, informed consent, maintaining data.

Significance of proposed research , Research limitations and direction for future research (10%) e) Develop independent working and project management skills.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 4.9 points

Poor communicated and evaluated preliminary statement of what they may find or demonstrate by having undertaken the research, the importance of this work, limitations and areas for further research development.

5 to 5.9 points

A quality critical preliminary statement of what they may find or demonstrate by having undertaken the research, the importance of this work, limitations and areas for further research development.

6 to 6.9 points

A commendable preliminary statement of what they may find or demonstrate by having undertaken the research, the importance of this work, limitations and areas for further research development.

7 to 10 points

Distinguished well communicated and evaluated preliminary statement of what they may find or demonstrate by having undertaken the research, the importance of this work, limitations and areas for further research development.

Professional / academic quality (10%) f) Initiate a reflective and independent approach to learning in managing an extended project. g) Communicate information and present complex arguments, clearly and accurately in a manner suited to an academic audience.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 4.9 points

Poor evidence is included or provided but missing in some very important aspects

5 to 5.9 points

A quality evidence which clearly demonstrates evidence of achieving the requirements of the learning outcomes

6 to 6.9 points

Commendable high quality, demonstrating evidence which is rigorous and convincing, appropriate to the task or activity

7 to 10 points

Distinguishing very high quality, demonstrating evidence which is strong, robust and consistent, appropriate to the task or activity

FINM025 Rubic- Final Dissertation

Criteria

No Submission / no evidence

Fail

Pass

Merit

Distinction

Introduction (10%) a) Identify a research topic, develop aims and objectives justified through reference to approriate literature.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 4.9 points

Poor introduction. There is some evidence of a systematic, coherent and analytical engagement with key aspects of the field of study including familiarity with the current topic developments. The topic is ill-defined, little or no rationale for selection of the problem. The introduction falls well short of the threshold standards. There is no clear justification of the research purpose. Aims and objectives are not defined and not justified.

5 to 5.9 points

A quality introduction which shows a greater degree of capability in relevant specialised skills. Topic is barely introduced; provides a rationale for selection but is not persuasive. Work of capable quality, which clearly demonstrates knowledge in and a critical awareness of current issues. The research questions, aims and objectives show a good understanding of the field. A description of the methodology used in the research. An outline of the structure of the dissertation is given.

6 to 6.9 points

A commendable introduction which demonstrates a greater degree of capability and meets research expectations. Topic is introduced; provides a brief rationale for selection of the problem that is persuasive; provides a statement of the problem, its meaning, importance and theories behind it. Clear research question, aim and objectives. Statement of the research purpose and the overall reasons for the study are precise and related to the background of the problem. A good description of the methodology used in the research. A clear outline of the structure of the dissertation is included.

7 to 10 points

Exceptional Standard. The introduction is clear, exemplary and provides evidence of a complete understanding of the project expectations. Topic is properly and concisely introduced; provides a brief and persuasive rationale for selection of the problem, its meaning, importance and theories behind it. Work of distinguished quality, which is evidenced by an authoritative, comprehensive, detailed review of the topic. Very clear research question, aim and objectives. Clear demonstration of the research purpose and is clearly linked to the background of the problem. A concise description of the methodology used in the research. Very clear of the dissertation structure is mentioned

Literature Review (25%) b) Critically analyse a wide range of literature in accounting and finance.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 9.9 points

Poor quality literate review chapter that is based on minimal understanding, application or effort. Some evidence of a systematic, coherent and analytical engagement with aspects of the field of the research, including familiarity with the current literature. Poor volume of up-to-date literature that are from credible sources. Selects inappropriate theoretical framework. Inaccurate definition and description of the theoretical framework with no connection to the problem. Does not examine any assumptions of theoretical. There is no rationale for hypotheses/ interview and/or survey.

10 to 14.9 points

A quality critical literature review chapter, however, the LR demonstrates a limited understanding. A critical awareness of current issues, the theoretical knowledge at the forefront of the field of study. Insufficient application of up-to-date literature from academic sources. Literature used is related to the research questions and the research question is clear. Identifies and analyses the theoretical framework(s) without a clear connection to the problem. The rationale for hypotheses/ interview and/or survey questions is very limited and unclear. Includes a brief summary of the literature.

15 to 17.4 points

A commendable quality critical literature review chapter which demonstrates a detailed and systematic knowledge and understanding in specialised areas, informed by a critical awareness of current issues and theoretical insights of the field of study. Good use of up-to-date literature from both academic and credible sources. Literature used is related to the research questions and the research question is properly designed and clear. Identifies relevant theoretical framework(s). Connects theoretical framework(s) to the problem and uses it to analyse the problem. The hypotheses/ interview and/or survey questions are generally addressed however the rationale for development is limited with very little reference to published work. Includes a complete summary of the literature, with tentative conclusions and a brief transition to methods chapter.

17.5 to 25 points

Distinguished quality of critical literature review chapter that is evidenced by an authoritative comprehensive, detailed, systematic knowledge and understanding of area of study. Work is characterised by strong technical expertise to high professional quality, ability to work with creativity and originality using accurate knowledge and insights at the forefront of the field of study. Sufficient and up-to-date literature from both academic and credible sources. Literature used is related to the research questions and the research question must be properly designed and clear. Clearly identifies relevant theoretical framework(s); provides a rationale. Insightfully connects theoretical framework(s) to the problem and uses framework(s) to analyse the problem. The rationale for hypotheses/ interview and/or survey questions are well supported with the literature. Excellent and thorough summary from literature review with robust transition to methods chapter.

Research Methodology, Design, and Methods (20%) c) Synthesise and critique the different methodological frameworks that influence research to inform and justify a research methodology.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 9.9 points

Poor quality research methods chapter. Fails to re-introduction to the purpose of the study including research problem and/or question; transition to methods not included. Fails to introduce the research methodology, research design and methods. Includes no researchable questions. Lacks connection between research questions, purpose and problem. No reference to the type of method used. Vaguely describes data analysis procedures. Does not tie procedures closely to research questions. No critique of the methodological literature.

10 to 11.9 points

A quality research methods chapter which Re-introduces purpose of the study including research problem and/or question; transition to methods vague, if included. Introduces methodology, research design and methods briefly. Lists researchable question(s). Makes a connection between research methods and questions, purpose and problem. Vague and non-persuasive justification for the type of research used. Describes a few of the procedures used to conduct the study for sample recruitment, informed consent, maintaining data. Describes only a few of the details of the protocols and steps taken during data collection. A few questions remain about the procedures and protocols. Discusses methodological literature with an incomplete connection to the chosen method.

12 to 13.9 points

A commendable research methods chapter which re-introduces the purpose of the study including research problem and question; transition to methods included. Introduces research methodology, research design and methods briefly but clearly describes methods. Lists researchable question(s). Makes a clear and compelling connection between research methodology, methods, and research design to address the questions. Describes if research is qualitative or quantitative or mixed methods and provides adequate justification. Describes most of the details of the protocols and steps taken during data collection. Discusses existing methodological literature, makes the connection to the chosen method.

14 to 20 points

Excellent methodology chapter which clearly and succinctly re-introduces purpose of the study including research problem and question; smooth transition to methods is included. Demonstrates advanced control, understanding, depth and insight in the application of relevant research methodology, techniques and design. Clear explanation of research aims and questions. Exceptionally clear explanation and justification of research philosophy, approach and methods for data collection. Describes if research is qualitative or quantitative or mixed methods. Provides a clear justification for selection of type in relation to research problem and research questions. A Proper discussion of research design, definition of population, sample size, determination and sample techniques used. Clearly describes the procedures used to conduct the study for sample recruitment, informed consent, maintaining data. Critiques methodological literature and justifies the selection of research methods.

Data Analysis, Results and Discussion (20%) d) Collect, analyse and interpret data in the context of existing literature.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 9.9 points

Poor quality analysis and discussion chapter which displays a low level of research methodology, interpretation, findings and layout that it can be regarded as unacceptable. No re-introduction to purpose of the study including research problem and/or question; transition to results not included. Inappropriate analysis of data not connected to research question and purpose. Inaccessible and confusing presentation of results; a very limited variety of charts, table or data displays included. Findings not interpreted correctly and are not supported by evidence nor linked to research questions. Does not identify the limitations of the study.

10 to 11.9 points

A quality analysis and discussion chapter which re-introduces purpose of the study including research problem and/or question; transition to results vague, if included. Satisfactory understanding of the significance of the research and a reasonably effective interpretation and application of the methodology. Shows limited awareness of the study’s applicability to the topic. Appropriate analysis of most of the data, vaguely connected to research question and purpose. Somewhat accessible and understandable presentation of results; limited variety of charts, table or data displays included. Findings interpreted and sometimes supported by evidence and vaguely linked to research questions. Shows a lack of awareness of at least one major area of limitation in the research methodology and/or findings. Does not recognise how the current study may be improved.

12 to 13.9 points

A commendable analysis and discussion chapter which re-introduces purpose of the study including research problem and question; transition to results included. Adequate knowledge and understanding of the significance of the research. Good organisation and application of research methodology. Demonstrates high levels of understanding and originality in the analysis (theoretical and/or empirical) of the research findings. Appropriate analysis of data, connected to the research question and purpose. Accessible and understandable presentation of results; a variety of charts, table or data displays included. Findings interpreted correctly and supported by evidence and address research questions. There is evidence of personal insights and experience into the field. The research findings make a significant contribution to the knowledge base of the discipline and field of study. Identifies limitations of the study.

14 to 20 points

Distinguished analyses and discussion chapter which clearly re-introduces the purpose of the study including research problem and question; smooth transition to results included. Demonstrates advanced control, understanding, depth and insight in the application of relevant research methodology, techniques and analysis. Includes a comprehensive discussion of the analysis of results from many different perspectives in a scholarly and objective manner. Appropriate and thoughtful analysis of data, clearly connected to the research question and purpose. Excellent and clearly understandable presentation of results; a variety of charts, table or data displays included. Findings interpreted correctly and directly supported by evidence and clearly address research questions. Conclusions follow from results, are accurately described in detail in terms of data analysis, and show methodological and conceptual rigour. Designs changes to study that would account for the above-mentioned limitations.

Conclusion and Recommendation (15%) e) Develop independent working and project management skills. f) Initiate a reflective and independent approach to learning in managing an extended project.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 7.4 points

Poor quality conclusion chapter of the study including research problem and/or question, however, the transition to the conclusion not included. fails to reach a logical/valid conclusion. The final summary fails to communicate the purpose and findings of the study, and the use of terminology is confusing. No mention of the research aims and objectives, limitations and how they were addressed. No evidence of recommendations for future studies. No attention paid to implications.

7.5 to 8.9 points

A quality conclusion chapter which includes research problem and/or question; transition to conclusion vague, if included. The conclusions are not in all respects logical and valid, and they are communicated with only partial success. The final summary does not communicate the purpose and findings of the study. Mention of the research aims and objectives, limitations. Recommendations for future studies are sometimes appropriate but not clearly linked to findings/outcomes.

9 to 10.4 points

A commendable conclusion chapter which includes the research problem and question; transition to conclusion included. The conclusions are logical and valid. The conclusions are communicated clearly and, where applicable, they are linked. The final summary communicates the purpose and findings of the study. Conclusions follow from the results and are explained in terms of the analysis of the data. Mention of the research aims and objectives, limitations and how they were addressed. Recommendations for future studies are appropriate and linked to findings/outcomes. Implications for policy/practice is included.

10.5 to 15 points

Distinguished conclusion chapter which includes the purpose of the study including research problem and question; smooth transition to conclusion included. The conclusions are logical and valid and show a strong awareness of the authoritative published literature. The conclusions are clearly communicated and evaluated and, where applicable. The final summary is relevant and communicates the purpose and findings of the study in clearly understandable terms. Mention of the research aims and objectives, limitations and how they were addressed. Recommendations for future studies are insightful, appropriate and linked to findings/outcomes. Implications for policy/practice included. Implications linked to the data.

Professional / academic quality (10%) g) Communicate information and present complex arguments, clearly and accurately in a manner suited to an academic audience.

0 to 0 points

Work submitted is of no academic value/nothing submitted

1 to 4.9 points

Poor quality evidence included or provided but missing in some very important aspects.

5 to 5.9 points

Quality work which clearly demonstrates evidence of achieving the requirements of the learning outcomes.

6 to 6.9 points

Work of high quality, demonstrating evidence which is rigorous and convincing, appropriate to the task or activity.

7 to 10 points

Work of excellent quality, demonstrating evidence which is strong, robust and consistent, appropriate to the task or activity

Masters dissertation Topic submission form [Select Date]

(Appendix 1)

Student Name		Student No
Student Email
Have you discussed your topic with a tutor? (Yes No)
Was your topic approved? (Yes/ No)
What is your estimated deadline for submitting your draft

Dissertation Topic

Indicate the proposed title of your study (Maximum 30-words)

This activity has the following subtasks:

2. Why is this topic relevant, important or interesting?

Use citations and references to support your answer

2. How your topic relates to past research in this field?

Indicate the link to previous research with reference to published work.

3. What are the main concepts and theories that could be relevant to your topic?

Indicate the concepts and theories that are relevant to your topic

4. What could be the appropriate methodology for your topic?

Indicate which method will be used quantitative/ qualitative- secondary /primary data and how you intend to collect data and why? Do you intend to use statics model for data analyses? Are you familiar with your proposed chosen method for data collection and analyses? If not how are you planning to overcome these challenges?

5. Will your topic require ethical approval?

Explain if your research will require ethical approval? and how you intend to approach the participants?

6. Lists at least 7 key references that are related to your work?

Include an indicative list of 7 key references that are directly line.

Initial Topic Approval

Consult a tutor that you think is expert in your topic and ask them for their initial approval of the topic.

Tutor Name:

Initial Feedback:

Date:

Post Graduate Dissertations FINM025

Writing guidelines (Appendix 2)

Dissertation	Criteria
Proposal (Appendix 2)	Does the proposal include a clear introduction to the dissertation topic, including: – A research problem (i.e. gaps in the literature)? – Aims and objective/ hypotheses? – A mini literature review of the of the topic including a review of theories and findings? – The methods that will be used for data collection, and how data will be analysed? – The outcome of the research and limitation?
Chapter One: Introduction	Did the student clearly introduce the topic? Did the student clearly demonstrate the aims and importance and contribution of the study? Did the student briefly describe the methodology used in his/her research? Did the student mention how the thesis will be structured?
Chapter Two: Literature Review	Did the student include an overview of the research topic? Did the student properly introduce the topic, its meaning, importance, & theories behind it
	Did the student critically review the literature? Did the student use sufficient and up-to-date literature? Did the student use academic and credible sources? Did the literature used is related to the research questions? Are the research questions / Hypothesis/ and or interview question clear and appropriately designed ? Are the Hypotheis / Interview questions/ or survery questions aligned with the Literature?
Chapter Three: Research Methodology, Design, and Methods	Did the student clearly explain the research aims and questions? Did the student clearly explained and justified their research philosophy, approach and methods for data collection? Did the student properly explain how the research was designed? Did the student define the study population and sample, mention how sample size was determined and what was the sampling technique used? Are the research methods used for data collection valid and relevant to the research aims/questions? Did the student properly describe the methods used for data collection and analysis? Did the student demonstrate an awareness of the different ethical issues in their research and how it was addressed?
Chapter Four: Data Analysis, Results, and Discussion	Did the student properly analyse, and present the data? Did the student properly discuss and explain the research results? Did the student properly discuss the research findings in accordance to the Literature findings?
Chapter Five: Conclusion and Recommendation	Did the student mention the research aims and importance? Did the student properly conclude the findings of the research? Did the student mention the research limitations and how they were addressed? Did the student make any recommendations?
References/ Bibliography	Please keep in mind that academic integrity cannot be compromised. If a student committed plagiarism, his/her work will be submitted to the misconduct committee for a decision. Penalties range from a reduction of the grade to dismissal from the programme of study depending on the degree of the offence. Did the student use credible sources? Did the students use sufficient and up-to-date sources? Did the student follow every aspect of the Harvard referencing guide?

Appendix 3- FINM025

Accounting and Finance Proposal Writing guidelines

Proposal

Criteria

Introduction and background (Terms of Reference)

– Did the student provide the underlying rationale for this research? And research gap?

– Was the student able to identify how this study will contribute to the literature/ practice? And, what is the research dissertation to achieve?

– Did the student outline the research question? Alternatively, proposition(s) or hypothesis?

– Did student clearly indicate the aim and objectives of this research? (Objectives should commence with a verb – to ascertain, to establish, to recommend, etc.)

Research Rationale (Statement of Problem)

The purpose of the Research (What is the study trying to achieve?)

Research question (or propositions or hypotheses)

Critical Literature Review

(Indication of the literature that informs your research)

Theoretical frameworks (Role of theory)

–

– #

–

Did the student provide a preliminary, critical evaluation of seminal and previous research? Addressing What are the key studies in your topic area and how these are related to the issues you intend to look at in your research?

–

– Did the student identify the working concepts/models and theoretical frameworks that are used to guide the research? The student should address

What is the role of the theory in research? Moreover, what ways the theories will be used?

Note: This section provides an introduction to the literature search chapter of the dissertation.

3. Methodology and methods

– Did the student provide and outline how they plan to go about doing the research?

Research Design (description of proposed research – type of study)

Methods for data collection

– Did the student include a justification of the methodological approach they intend to employ? and the implications of this methodology?

– Did the student include a clear and precise explanation of how the data for the study will be collected, what methods will be utilised? Support the terms and techniques identified with academic references and explanations.

-This section should make reference to sampling methods and limitations of the study. Refer to the range and types of data that are available when conducting academic research.

Research Context (e.g. industry sector, organisation)

–

– Did the student provide the context of thier proposed research? Key features, characteristics! Who will be studied? How many? How will they be selected (i.e. sampling)?

Procedure (i.e. what happened from the participants’ perspective)

Methods for data analysis Ethical considerations

– Was the student able to anticipate any problem they might have in implementing the methods. E.g How will they will access people? How they collect questionnaire data?

– Was the student able to ensure that their research meets the ethical standards of the University? (See the ethics form on NILE site). Did the student address how they will protect confidentiality?

4. Discussion Significance of proposed research (Research Contribution)

Research limitations and direction for future research

Did the student provide a preliminary statement of what they may find or demonstrate by having undertaken the research? Moreover, what is the importance of this work?

Was the student able to envisage the study limitations and identify areas for further research development?

Note: All research has limitations, and you will certainly be limited by the time available to do this work. The scope of a dissertation is limited, and there may be an area that would benefit from further research, for example, a different region or business sector might provide different outcomes to strengthen or generate additional insights into your selected area.

5. Provisional work schedule

– Did the student include a timetable for completing the research indicating the tasks necessary to complete each segment? Don’t forget to include slippage time.

6. References

– Did the student provide a correct referencing with a comprehensive citation and reference list?

What are the perceptions of teachers, students and parents about the use of technology to support language learning?

December 20, 2019/in Philosophy /by Donald

Refining research problem

The focal point of my research topic is in relation to the use of technology to support language learning and the perceptions of teachers and students in the integration process of using technology in the classrooms. Technology integration can be seen as a challenging topic to research on, due to the vastness of its context that leads to rapid changes in technological tools and various outcomes, depending on implementation (Vega, 2015) However, when applied effectively and efficiently, technology can enhance instruction and boost students’ interest(Gilakjani,2017). Following the feedback from my tutor/peer in Unit One, I have decided to re-phrase the first two questions for my research as the prior questions were not specific enough.

My research questions now are:

(1) What is the significance of technology on language learning?

(2) What strategies or methods can be used for enhancing lessons to engage learners?

(3) What are the perceptions of teachers, students and parents about the use of technology to support language learning?

Developing a well-focused question is a critical step in the research process. It is important that my questions should not be too broad or too narrow, the questions should be precise and give more direction for research, also making sure the topic is relevant for other people. In order to refine and expand my research, it is important to identify as many literature as possible. Literature search provides the accessibility to gain more knowledge on the topic as well as give insights of how the topic was under- studied (Grewal et al., 2016). In order to expand my literature review, I need to obtain literature that are peer-reviewed as this encourages researchers in striving to produce high quality research. Research done within the last five years are preferable to use (Kelly et al., 2014)

I will need to expand my databases/search engines searches by including Semantic Scholar Scopus, Google Scholar , Research Gate. Academic search also expands by filtering books, magazines from other sources. Some academic sources have their own process which means looking up other sources may help me to discover evidence that can crucially support or contradicts my own hypothesis, that I may not have otherwise consider. Actively expanding the amplitude of my context, will help me to refine my research questions so that I have a more holistic view of my topic in question. An effective method of finding academic sources on my research is to transform my topic into a question, identifying the main concepts or keywords. I can expand the keywords with related synonyms and use in library databases. Another alternative is I could check references on sources for a comprehensive list of articles on my topic. I am unaware of how many articles is adequate for my literature review. My goal is to aim for quality literature review, and for this, you need to have a substantive quantity of sources. For organization purposes, I have designed a summary table for recording my literature review so I can have quick access to information and ensure there is no repetition in researching.

References:

Gilakjani, A.P (2017) A review of Literature on the Integration of Technology into the Learning and Teaching of English Language skills. http://doi.org/10.5539/ijel.v7n5p95

Grewal, A.,Kataria, H.and Dhawan,I. (2016) Literature searched for research planning and identification of research problem.

Kelly,J.,Sadeghieh,T. and Adeli,K.(2014)Peer Review in Scientific Publications:Benefits,Critiques, and Survival Guide.

Vega,V.(2015) Technology Integration Research Review.

What are the most important green communication strategies that influence millennials in purchasing products?

December 20, 2019/in Communication and media /by Donald

Thesis Proposal

Introduction

Green marketing has grown to be the most prevalent concern for organizations (Wu & Chen 2014; Bailey, Mishra, & Tiamiyu, 2016). Green marketing provides companies with tools to put in exercise their eco-friendly intervention and thus respond to the increased public concerns on climate change and global warming. According to Wu and Chen (2014), consumers today are more aware of their environment, health, and the need to make the environment more sustainable for future generations. Consequently, the consumers are more conscious of the efforts by firms to make environments more sustainable. At the same time, companies have realized the benefits of working in line with the interest of the consumer and society as success and long-term performance depend on them. As such, most organizations have implemented green marketing strategies such as eco-labeling, eco-packaging, and design of recycled products, among others.

Statement of the Problem

Green marketing strategies are essential as they not only benefit business but also help the environment. According to Bailey et al. (2016), there is an increasing market for sustainable and socially responsible services and products. Green marketing strategies, such as eco-friendly packaging, reduce pollution to the environment, and firms can appeal to a broader range of consumers at the same time.

However, it is challenging for consumers to accurately confirm their perception of the level of dishonesty presented in green marketing advertisements (De Jong, Harkink, & Barth, 2018). This, therefore, creates an issue on how much knowledge the consumers have about green marketing efforts. Nevertheless, consumers generally agree that green marketing strategies are essential to ensure the sustainability of environments.

Green marketing awareness has significantly increased that the general population is now changing their consumption behavior (Bailey et al., 2016). There is a need to consider consumer behavior towards green marketing strategies and, thus, inform companies on the strategy that customers prefer and which, consequently, contributes to more significant outcome in environmental conservation.

Research Aim

Consumer awareness and motivation towards sustainable environments will continuously change that marketplace. The decision of consumers to make a purchase decision that leans towards environmentally friendly decisions can help in reversing the damage to the environment. This study aims to investigate the sustainable factors that are most important to the consumers regarding green products, which consequently influence their purchase decisions.

Research Question

What are the most important green communication strategies that influence millennials in purchasing products?

Literature Review

In their study, Wu and Chen (2014) found that consumer green marketing awareness has had higher impacts on the purchase intentions of green marketing strategies such as environmental cleanser and energy saver lamps compared to the perceived value of innovation. Consequently, firms have increased green marketing strategies to meet consumer expectations. Similarly, Tezer and Bodur (2019) say that companies that incorporate green products with conventional goods increase the consumption experiences of customers. Notably, there is an increased perceived value, which heightens appreciation of the products.

Unfortunately, firms do not always succeed in their green marketing strategies. Marketers are not well equipped with tools and strategies needed to identify marketing consumer segments that best fit their green marketing strategies (Gonzalez, Felix, Carrete, Centeno, & Castano, 2015). For this, Gonzalez et al. (2015) performed a study to investigate pro-environmental behavior and found that there is a need to incorporated attitudes and demographic variables as opposed to an exclusive focus on high or low adoption of environmental behaviors. Therefore, there is a need to understand the variables that affect consumer behavior on green products and thus implement strategies that will ultimately lead to sustainable performance.

Research Gap

While research provides that green marketing strategies are fundamental and mostly used by companies not only to promote environmental sustainability but also to increase organizational performance (Wu & Chen, 2014; Tezer & Bodur, 2019), there is limited information on effective green marketing strategies. While Gonzalez et al. (2015) provide a need to combine attitudinal variables with demographics in green marketing; no research has investigated factors that are most important for customers, which are incorporated in their purchase decisions.

Research Methodology

To assess the trade-off that consumers make when evaluating different green communication strategies, the research use a quantitative design. Specifically, an experiment will be carried out using a 2×2 factorial design to evaluate millennials’ perception of two environmental attributes and the interaction between them. These elements are the presence, or not, of recycled plastic in the packaging and the presence, or not, of the EU ecolabel.

The population will be millennials in Italy.

References

Bailey, A. A., Mishra, A., & Tiamiyu, M. F. (2016). GREEN consumption values and Indian consumers’ response to marketing communications. Journal of Consumer Marketing, 33(7), 562-573.

De Jong, M. D., Harkink, K. M., & Barth, S. (2018). Making green stuff? Effects of corporate greenwashing on consumers. Journal of Business and Technical Communication, 32(1), 77-112.

Gonzalez, E. M., Felix, R., Carrete, L., Centeno, E., & Castano, R. (2015). Green shades: A segmentation approach based on ecological consumer behavior in an emerging economy. Journal of Marketing Theory and Practice, 23(3), 287-302.

Tezer, A., & Bodur, H. O. (2019). The greenconsumption effect: How using green products improves consumption experience. Journal of Consumer Research.

Wu, S. I., & Chen, Y. J. (2014). The impact of green marketing and perceived innovation on purchase intention for green products. International Journal of Marketing Studies, 6(5), 81.

How will it advance your project? Why is this method more suitable than another for your particular choice of topic?

December 20, 2019/in Communication and media /by Donald

Media and Communication (2^nd Year)

Module: Research Methods.

Assignment: Portfolio.

Word count: 2000 words [Note: word count does NOT include the bibliography].

AIM:

To produce a portfolio that analyses research methods ‘in practice’, providing a critical reflection on research approach and application to a Mass Observation project.

Learning Outcomes for this Assessment

Reflect critically on research practice and investigative strategies.
Evaluate different research approaches for media, cultural and communication research.

For this Assignment, you are carrying forward your research question from Assignment 1. It can be adapted/tweaked in line with feedback from Assignment 1 but the fundamental choice of research area should be the same.

There are 4 distinct components to the Portfolio:

Component 1 (250 words): Outline how you would go about developing your research focus on Mass Observation from Assignment One. (NOTE: Assignment 1 is attached below and I failed in that assignment so please keep this in your consideration to develop that).
Component 2 (500 words): Choose ONEof the methodological approaches we have used in seminars to develop your project – observation, interviews OR focus groups. Write a short component on what the approach entails, what the ethical issues are and what your experience of the approach has been – NOTE this component is based solely on work conducted in the corresponding workshop. (NOTE: I am using the OBSERVATION and the methodological approaches for Participant Observation are attached below).

Component 3 (750 words): Then, reflect on why you have chosen this methodological approach for your Mass Observation project. How will it advance your project? Why is this method more suitable than another for your particular choice of topic (you will need knowledge of all three approaches to make this comparison)?.

Component 4 (500 words): Finally, consider the ultimate viability of your project in line with the Hansen & Machin (2019) model of the Research Process. Are you ready to proceed forward to data collection and analysis? If not, why not? What has this exercise taught you about the importance of a structured and staged approach to defining Research Projects? How will this be useful to you in Level 6?

Marking Criteria

Students should be able to demonstrate:

An awareness of their own individual strengths and weaknesses in academic research and project design.

A breadth of knowledge of different methodological approaches that they could choose from ( research solely on the one method they have chosen to use is not sufficient, they need to be able to draw informed comparisons between the different approaches)
An understanding of key ethical issues that a researcher faces in designing a research project and selecting the most appropriate methodological approach.
An evaluative critique of the Hansen & Machin (2019) Research Process model.
Quality of organisation, expression, referencing to Harvard APA standard and editing. NOTEThis marking criteria is carried forward from Assignment 1. So I will be looking to see if you have developed this skill and then setting you targets for Level 6 accordingly.

Assignment 1

Bibliography

Catto, Rebecca. “Sociology of Religion in Great Britain: Interdisciplinarity and Gradual Diversification.” Sociologies of Religion , 2015, doi:10.1163/9789004297586_007

Religion is the most basic element of society and culture and it is telling that Mass Observation viewed it from the same distant perspective that other nations did. The sociology of the day recognised that individuals had certain attitudes toward the inexplicable phenomenon of religion. Through Mass Observation, researchers were able to derive their views of British society that determined the meaningfulness of their views from an external viewpoint. Catto traces the history of this approach through its beginning in the Enlightenment. It would therefore be especially useful to apply this argument in this research to justify the view of British society as ruled by those who read and used Mass Observation.

Downs, Carolyn. “Selling Hope: Gambling Entrepreneurs in Britain 1906–1960.” Journal of Business Research, vol. 68, no. 10, 2015, pp. 2207–2213., doi:10.1016/j.jbusres.2015.03.022

This article shows how Mass Observation noted the nature of gambling as a source of entertainment and innovation, while the media used it to communicate certain ideas common to the upper class society in Britain. Gambling was the basis of many struggles within the communities of the first half of the twentieth century in Britain. The role of Mass Observation was to observe different elements of British society. This social observation mode was necessary because it took this part of British society, separated from the rest of the nation solely by income, and treated them like a foreign oddity. This source will therefore link in well with the argument of the research showing that Mass Observation was a principally upper class phenomenon that treated the rest of humanity as mysteriously subhuman. The specific confusion with which society viewed this pursuit of normal human entertainment will be uniquely significant.

Hilliard, Christopher. “Popular Reading and Social Investigation in Britain, 1850s–1940s.” The Historical Journal, vol. 57, no. 1, 2014, pp. 247–271., doi:10.1017/s0018246x13000332

This investigation into the reading practices of the masses of Britain shows the snobbishness and elitism of Mass Observation. The argument raised by the whole view of this analysis, personified by George Orwell, shows the general detachment with which the sociologists at Mass Observation viewed society. Fundamentally, the view analysed the reading tendencies of British society through the lens of their chosen leisure reading material. This analysis had a classist basis looking at individuals earning below 4 pounds a week. Using this diversionary reading as the basis for the analysis, these sociologists confirmed their previous suspicions that the working class was in trouble given the benighted nature of its literature. The distance with which this approach looks at the rest of British society is significant and meaningful enough to establish the case made through the research that Mass Observation had a dominant elitist foundation.

Hogan, J Michael. “The Road Not Taken in Opinion Research: Mass-Observation in Great Britain, 1937–1940.” Rhetoric and Public Affairs, vol. 18, no. 3, 2015, p. 409., doi:10.14321/rhetpublaffa.18.3.0409

This source compares the other alternatives to Mass Observation and justifies the argument that society that Great Britain under this regime was at the forefront of modernity. The vision of Mass Observation came from the idea that society would be better understood if one took the time to observe the behaviour of its constituents. The importance that this society placed on understanding people through a direct observation of their behaviour and interactions set it apart from the previous view that assumed a view of all the views the public held. While this new vision had unmistakeable elitist elements, it was also remarkable as a new scientific method for learning what a group believed. Its modern descendant is opinion polling. For this reason, it provided an unexpected clarity to the views that British society developed of itself, even among the wealthy upper class.

Irving, Henry. “Paper Salvage in Britain during the Second World War.” Historical Research, vol. 89, no. 244, 2016, pp. 373–393., doi:10.1111/1468-2281.12135

Mass Observation was a uniquely significant phenomenon that changed the way British society related with itself. It took over the local preferences for certain phenomena in terms of reading and writing what dominated the nation at the time. Fundamentally, it prioritised the importance of the attitudes rippling through the society at the time. While it had elitist overtones, it placed a special value on knowing what people thought at a given time. This source is useful for showing these dual realities. First, it shows how the government during the war took special and comprehensive efforts to understand the current public attitudes toward the war. At the same time, it also shows how the elitist approach concurrently looked to change these attitudes toward a vision that was more appropriate to the interests they valued higher than individual autonomy.

Lovell, Kristopher. “The ‘Common Wealth Circus’: Popular Politics and the Popular Press in Wartime Britain, 1941–1945.” Media History, vol. 23, no. 3-4, 2017, pp. 427–450., doi:10.1080/13688804.2017.1353908

The Common Wealth Party is another critical example of the fashion in which the national realities uncovered by Mass Observation and similar techniques were not instructive but descriptive. The ruling authorities in British society remained consistently focused on achieving their goals and enforcing their preferred approach to societal challenges. At no point in this whole process did they consider replacing their goals with those of the public. This source shows how the British press did not consider or focus on the Common Wealth Party, a powerful, grassroots organization that threatened the traditional status quo. Instead of recognising this as a further example of the voice of the people, the media simply chose to ignore it, only reporting on it when it became impossible to ignore. This intentional vision came about because the ruling class saw no reason to prioritise the opinions of the working class, even when they understood them.

Moss, Jonathan, et al. “Golden Age, Apathy or Stealth? Democratic Engagement in Britain, 1945–1950.” Contemporary British History, vol. 30, no. 4, 2016, pp. 441–462., doi:10.1080/13619462.2016.1180982

This source is significant because it shows something of the modern contrast to the past, as well as the internalised views of British society. Historically, the only way the high handed approach of the British ruling class has succeeded has been the attitudes among the working class that there were experts in government who genuinely knew what was best. Mass Observation showed that the common people have always been aware that the elites do not listen to them or apply their views. However, the reason the lower classes do not revolt is they believe that the ruling class genuinely does know what is better for everyone. Once this vision of the trustworthiness of the wealthy and powerful ends, the society falls apart. The election of 2015 is contrasted as an example of one of these situations and how the common population no longer holds the same views Mass Observation first discovered.

Noakes, Lucy. “A Broken Silence? Mass Observation, Armistice Day and ‘Everyday Life’ in Britain 1937–1941.” Journal of European Studies, vol. 45, no. 4, 2015, pp. 331–346., doi:10.1177/0047244115599146

This source is especially poignant because it shows how the society of pre-war Britain took a diverse view to the Great War. Despite holding these diverse views, the government of the day proceeded to involve Britain in another war because the elites determined that this second war was worth the effort. Observation of the Armistice Day celebrations was remarkably standard all over Britain in the aftermath of the Great War. However, Mass Observation revealed that while this observation was disparate, there was a greater degree of internal disputes between individuals in terms of the practical application view of the war. Some viewed it as proof that there should be another war to finish the past business. Others saw their participation in these rituals as a way to prevent any future such war from occurring. Nonetheless, the government, standing in for the elites and having the knowledge of national attitudes, proceeded with their preferred choice of action nonetheless.

Nott, James. “The Dancing Front: Dancing, Morale, and the War Effort in Britain during World War II.” Journal of Social History, 2016, pp. 387–406., doi:10.1093/jsh/shw112

Morale during the Second World War was a major focus of the government. The intentional application of the different choices applicable on the day was intentional to guarantee local success in the war. However, recognising the realities of this war, the government had little to no choice but to change local attitudes to the war once it had begun. While historically the remembrance of the war has focused on how propaganda in used dancing in the United States, the reality is that the British government used these techniques as well. Comparing the efforts from the local preferences and attitudes revealed by Mass Observation, the government proceeded to work to incorporate dancing and other techniques to help the war effort. This utilization of dancing to raise morale is a key example of how the use of these observations was not always nefarious.

Pollen, A. “Research Methodology in Mass Observation Past and Present: Scientifically, about as Valuable as a Chimpanzees Tea Party at the Zoo?” History Workshop Journal, vol. 75, no. 1, 2013, pp. 213–235., doi:10.1093/hwj/dbs040

This source is significant because it highlights the radical nature of Mass Observation as a technique for responding to the research methodology of the day. Compared to the traditional methods of dealing with research, it examined the population comprehensively. It took the ideas that were simply entering the mainstream from social sciences and implemented them in a radical and unprecedented fashion. For this reason, many of the observations that Mass Observation produced are considered ground-breaking even today. On the other hand, the way this new technique impacted the society means that there remain significant caveats on how one can respond to the revelations that Mass Observation produces. The real debate that continues today, exemplified in this research, is what the data produced by Mass Observation means. While some look at it as a direct view into a world previously unseen, others see it as a violation and a highly biased view of the attitudes of British society at in the first half of the twentieth century.

Sharpies, Caroline. “Holocaust on Trial: Mass Observation and British Media Responses to the Nuremberg Tribunal, 1945–1946.” Britain and the Holocaust, 2013, pp. 31–50., doi:10.1057/9781137350770_3

This book serves as a counterpoint to the argument showing how the local views in British society concerning the Holocaust were shaped by the Nuremburg trial. The ability of this highly publicised trial was significant because the government of the day was able to trace the way the arguments raised through public discourse. Therefore, the common attitudes found themselves shaped in national sentiment going over the next few years through this direct imposition on British society. Mass Observation in this case observed how the media worked to establish a correct and realistic view of the events of the Second World War to facilitate a meaningful resolution of the results of the war moving forward. While making an argument it is important to present the counterpoints against the argument faithfully, and the accurate observation impact of the Nuremburg on British society is one of the strongest argument for Mass Observation.

Smith, Malcolm. Britain and 1940: History, Myth, and Popular Memory. Routledge, 2000

This book is important because it traces the history of early Second World War Britain in a way that relates significantly to the research. Using the information from Mass Observation as well as other contemporary sources Smith compares the present memory of Britain at this time with the historical vision. This contrast is especially poignant because it shows how individuals from this time had certain views that were significantly different from the present day memory of the time. As a record of the time it shows how useful Mass Observation was in giving a record that runs until the present day in its value as a record of the views that dominated British society versus the current politically tinted memory of that time.

Sutcliffe-Braithwaite, Florence. “Discourses of ‘Class’ in Britain in ‘New Times.’” Contemporary British History, vol. 31, no. 2, 2017, pp. 294–317., doi:10.1080/13619462.2017.1306199

This source is significant because it shows how British society had already developed strong anti-class sentiments by the second half of the twentieth century. This formation of these prejudices is important for showing how Mass Observation tracked the changes in British working class approaches toward the structures of the past and the implicit trust that one’s superiors knew what was better for oneself. It also notes the intentional change among the whole population where individuals sought to distance themselves from a specific class appellation. The use of these class appellations begun to symbolise a specific superciliousness that was in itself considered impolite to hold. It therefore also shows how Mass Observation tracked the upper class morphing in its attitudes toward the rest of British society during this period having recognised developments in the working class sentiments.

Webster, Wendy. “‘Fit to Fight, Fit to Mix’: Sexual Patriotism in Second World War Britain.” Womens History Review, vol. 22, no. 4, 2013, pp. 607–624., doi:10.1080/09612025.2012.751770

This source matters because it shows how comprehensive the insights of Mass Observation remain even today. Mass Observation and the Home Office recorded the Second World War as a time when racial admixture played an unprecedented in the development of Britain as it is today. During the war, there was a significant increase in the number of women who entered British society from different cultures and races. Because of the changed realities of this time, they intermarried with men and helped develop the new face of the British nation. Despite holding shockingly racist views toward these individuals, there were clear changes in local preferences despite the lamenting of the Home Office about moral laxity. This source therefore shows the optimistic element of Mass Observation discoveries: the inability of the British elite to control a people who did not want to be controlled.

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