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What is a theoretical or conceptual framework, and from where is it derived? Why should I include this framework in my dissertation? That is, what purpose does it serve in the research process? And what are its role, function, and application in the dissertation? How can the theoretical or conceptual framework strengthen my study? In other words, what is its value?

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Applied Qualitative Data Analysis

Step 4: Develop the Theoretical or Conceptual Framework
As your literature review is being developed, the synthesis of the research findings should be organized around a viable theoretical or conceptual framework. The review and critique of existing literature should build a logical framework for the research, justify the study by identifying gaps in the literature, and demonstrate how the study will contribute to knowledge development. Development of this framework, which follows the literature review, posits new relationships and perspectives vis-à-vis the literature reviewed, thereby providing the theoretical or conceptual link between the research problem, the literature, and the methodology selected for your research. In this way, this framework is the scaffolding of the study, drawing on theory, research, and experience, and as such, becoming the heuristic device or model that guides your study. Most important, it becomes a working tool consisting of categories that emanate from the literature. These categories then become the repository for reporting the findings and guiding data analysis and interpretation. You may be thinking that this still sounds very abstract, and with good reason. Experience has shown that the theoretical or conceptual framework is one area that many doctoral candidates struggle with as they begin to prepare for their dissertation research. Melding a theoretical or conceptual framework explicitly within the dissertation displays scholarly maturity—that is, increased capacity to think about the conceptual background and context of the research. Students are expected to raise their level of thinking from micro (content) to meta (process) levels of conceptualization. Engaging with the framework is an essential prerequisite for doctoral students, as this is the means through which to articulate the wider theoretical or conceptual significance of their research, their chosen research design, their study’s findings, and how their study makes a contribution to knowledge. As research practitioners, we recognize the significance of seeking intellectual rigor and the role of theoretical or conceptual frameworks in achieving this. We have also observed how students encounter difficulties in conceptualizing the framework vis-à-vis their own research. The reason for this knowledge gap is that the term is a somewhat abstract notion, conjuring up a “model” or “diagram” of some sort. Moreover, there do not appear to be uniform and consistent definitions, and discussions in the literature are often not clear, precise, or fully explained. Moreover, oftentimes experienced researchers and advisors themselves encounter challenges in guiding candidates as to what constitutes a rigorous and meaningful theoretical or conceptual framework (Anfara & Mertz, 2015; Ravitch & Riggan, 2017).

These respective difficulties result in large part from research methodology texts lacking a common language regarding the nature of theoretical and conceptual frameworks. As we reviewed the qualitative research literature, it became increasingly clear that those writers who do attempt to explain the notion of theoretical or conceptual frameworks do not do so
conclusively and therefore oftentimes offer only vague or insufficient guidance to students in terms of understanding the actual role and place of the framework in the dissertation. Moreover, these two terms are usually used interchangeably in the literature, and some argue that they are in fact two different constructs, both by definition and as actualized during the research process (Imenda, 2014). As such, the structure and function of a conceptual framework continues to mystify and frustrate.

Questions that students regularly ask include the following:

What is a theoretical or conceptual framework, and from where is it derived?
Why should I include this framework in my dissertation? That is, what purpose does it serve in the research process?
And what are its role, function, and application in the dissertation?
How can the theoretical or conceptual framework strengthen my study? In other words, what is its value?
What might be the limitations of a theoretical or conceptual framework in my study?
How do I create and develop my study’s framework, and where would I place it in the dissertation?

critically evaluate the term Building Information Modelling (BIM) in the context of local, national, and global developments. Analyse the drivers/enablers and challenges/barriers of using BIM for SMEs. Evaluate the roles required to successfully deliver a BIM project and discuss the BIM managers role during various phases of the project lifecycle.

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BIM for the built enviroment

A. As part of your role, you have been asked to critically evaluate the term Building Information Modelling (BIM) in the context of local, national, and global developments.

B. You should discuss the available UK standards, protocols, documentation, etc. and explain their purpose, contents, and requirements specifically to the delivery of a BIM project. Analyse the decisions necessary to be made during different stages of project lifecycle with a flow chart.

C. Analyse the drivers/enablers and challenges/barriers of using BIM for SMEs.

D. Evaluate the roles required to successfully deliver a BIM project and discuss the BIM managers role during various phases of the project lifecycle.

E. Identify the possible future developments within the BIM job role.

Companies need to make strategic decisions on selecting an appropriate process and facility layout to manage the way production of goods or services will be organised. Based on the above, you are asked to take as an example a product or a service from an industry that you are familiar with, and critically examine the process design and facility layout and present a flow chart to justify the above.

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Operations and Information Management

Assessment task details and instructions

PART A – OPERATIONS MANAGEMENT

Companies need to make strategic decisions on selecting an appropriate process and facility layout to manage the way production of goods or services will be organised. Based on the above, you are asked to take as an example a product or a service from an industry that you are familiar with (e.g., food, technology, healthcare, retail, services, automotive), and critically:

Examine the process design and facility layout and present a flow chart to justify the above.

PART B – INFORMATION MANAGEMENT

The recent Covid lockdown period has been a difficult time for all SMEs and particularly those in the music and events industry. However, many in this industry are still committed to the progress of their businesses. Therefore, they need appropriate ideas and specific information regarding the potential of technology to support, develop, and future-proof their livelihoods.

Charles and Christina are both classical musicians and music teachers who play at local events and parties. They want to get more private work both as teachers and musicians. They would like to publicise their talents via a website and deal with booking arrangements via the internet for both teaching and playing. At the moment arrangements are made by telephone. Their present clients pay by cash on the day of the lesson or event. They want to appear as professional as possible by providing information, bookings, and payment options online.

They need a business strategy where they take responsibility for their own; social media marketing, online business accounts, an up-to-date calendar of events, and keeping track of the communications between themselves and the clients.

They realise that technology will play an important part in the future business. They have read about Customer Relationship Management software and Enterprise Resource Management software, but just don’t know what kind of information technology support they really need as a small business partnership. They require professional digital business advice before they can make any final decisions about investing funds in business software. Also, they have heard that they may be able to save money by using Open Source Software, but don’t understand if there are any implications, so they need advice about this too.

Charles and Christina have no technical experience and therefore require information that can be easily understood. You are the IM consultant who is responsible for researching this business and providing relevant information.

Explain the coding process. Refer to the relevant literature, and include citations as needed. Make sure that you mention all of the key elements that you have learned about data analysis in this course thus far. Provide a coding example for instructional purposes.

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Develop a Teaching Resource for Qualitative Data Analysis

As you read through the set of reflexive questions that are provided this week, you will see that these questions are designed to serve as prompts for journaling throughout the dissertation process. These questions will help you think more critically and reflectively about the process of analysis in general, and more specifically about your role as a qualitative researcher. As you read these prompts, think carefully about all of the actions you might take in the analytic process and the implications thereof. As you read through these lists of reflexive questions, give deep thought to those that seem significant to you; you may also want to note some of your responses in your research journal.

This week, you are asked to switch roles and imagine you are a dissertation instructor. You have been assigned the task of explaining to your graduate students how to go about analyzing, evaluating, and presenting their research data. To do this, you will create a PowerPoint presentation.

In your presentation, explain the process of qualitative data analysis. For each slide, include applicable speaker notes, which can be in the form of brief paragraphs or bulleted lists. Remember, as you are creating this presentation that it is important to keep in the forefront of your mind what new learning you want your students to come away with; that is, what you want them to know, understand, recognize, and acknowledge. As you think about this, you may want to brainstorm and jot down some ideas in your research journal.

This assignment can be completed by following these guided steps:

Slides 1-5: Explain the coding process. Refer to the relevant literature, and include citations as needed. Make sure that you mention all of the key elements that you have learned about data analysis in this course thus far.

Slide 6: Provide a coding example for instructional purposes. To do this, you will engage in a rather fun activity by developing and compiling a mock coding scheme to illustrate how the coding process takes place. Here is one example of how this is done: Have you seen when you order coffee the person taking your order usually writes your name and a few other letters on the paper cup? For example, you may notice the following letters on your cup (descriptions for each are provided in parentheses):

  • CB Sk (cold brew skim milk)
  • CB Oat (cold brew oat milk)
  • MOC FRAP LI (mocha frappucino light ice)
  • CB H/H (cold brew half/half)
  • L S/M (latte skim milk)
  • S F/C (Small, full cream milk)
  • CB LI -PM (cold brew light ice leave place for milk)
  • DR 2SH/EXP (dark roast with 2 shots of espresso)
  • XMAS-NS-NC (Christmas blend, no sugar, no cream)

What the person taking your order is actually doing is providing a code of your order for the barista who is making the drink. The code is essentially a short-hand version of what drink you have ordered. You can use this same concept to explain the coding process to your students. To illustrate the coding process, choose one of the following coding scenarios or metaphors and develop 12-15 applicable codes to create your mock coding scheme:

  • Taking inventory in a toy store
  • Selecting plants to be delivered to the botanical garden
  • Taking inventory at a used car lot
  • Packing a suitcase for a beach holiday
  • Packing a suitcase for an Antarctic trek

Slides 7-10: Explain the process of evaluating and presenting research findings. Refer to the relevant literature from Weeks 1-4, and include citations as needed.

Slides 11 -14: Here you will be providing your reflections on the analytic process that you have conducted. You will need to choose to respond to at least four reflective questions from the textbook.

  • Reflective questions, pp. 258-259. Address two questions of your choice (1-2 slides)
  • Reflective questions, pp. 293-294. Address two questions of your choice (1-2 slides)

 Slide 15: Provide a final reference slide.

Length: 15 slides with relevant speaker notes for each slide

References: Minimum of 4 scholarly sources to explain the coding process (Slides 1-5) and a minimum of 4 scholarly sources to explain the process of evaluating and presenting research findings (Slides 7-10)

Your presentation should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

Critically examine and appraise how changes within the National Health Service have impacted on the care delivered to a patient with diabetes mellitus. Analyse and critically synthesise relevant theoretical and contemporary research based knowledge around your chosen topic

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Prevention of foot ulcer in patients with diabetes

Critically examine and appraise how changes within the National Health Service have impacted on the care delivered to a patient with diabetes mellitus. You will be expected to provide the most contemporary sources of policy that have influenced your topic choice.

Analyse and critically synthesise relevant theoretical and contemporary research based knowledge around your chosen topic. There is evidence of a comprehensive range of literature sources used to demonstrate that you have read widely around your topic in order for you to demonstrate comprehensive critical syntheses, as well as a coherent line of discussion.

Robust critical application of the evidence to support your topic and suggestions on how you can implement change to your practice.

An action plan [as an appendix] can be included to identify how you will address these suggestions meeting SMART criteria

Demonstrate logical and coherent development in your work. It must be clearly presented

You will have:

 Structured your essay in a logical manner including an introduction and summary or conclusion

 Demonstrated a coherent line of discussion

-critically examine and appraise; analysis and critical synthesis; critical application of the literature-

Important tips for diabetes assignment

Introduction to what you are going to write about and why.

Critically examine and appraise how changes within the National Health Service have impacted on the care delivered to a patient with diabetes mellitus. You will be expected to provide the most contemporary sources of policy that have influenced your topic choice.

Pick your topic, choose something that interests you or that you want to make a change about in practice. e.g., diabetic foot care, look at how changes within the NHS have impacted upon care of patients with diabetes/diabetic foot problems,.

Give your verdict upon the findings and whether and to what extent you agree with them. Consider sources that agree with and contradict an argument and conclude; justify your thoughts with rationale and evidence.

Analyse and critically synthesise relevant theoretical and contemporary research based knowledge around your chosen topic. There is evidence of a comprehensive range of literature sources used to demonstrate that you have read widely around your topic in order for you to demonstrate comprehensive critical syntheses, as well as a coherent line of discussion.

Does a newborn baby have a circadian clock? Is a newborn clock different from an adult clock? Physiologically, how might these differences be explained? Are these differences found across species or only in humans?

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Chronobiologist

From the perspective of a chronobiologist consider:

Does a newborn baby have a circadian clock?

Is a newborn clock different from an adult clock?

Physiologically, how might these differences be explained?

Are these differences found across species or only in humans?

-: Clearly state the problem, give relevant background information

-Question: Main question was summarized and a the methods used and options considered were described in sufficient detail, presented results clearly
-Data: Data was thoroughly analyzed and was used to support the solution given
-Conclusion: Summarized results, discussed possible explanations for results, pointed out errors or inconsistencies, discussed possible implications

Explain and discuss key theories and evidence from the study of evolutionary psychology and . Discuss implications of research on animal behaviour for our understanding of human and non-human animals.

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Critically assess the claim that evolutionary and comparative psychology are important for understanding human behaviour

You may discuss this question generally or you may focus on a specific behaviour to contextualise your answer e.g. reproductive or competitive behaviour. You can contrast evolutionary and non-evolutionary theories to help answer this question. You must draw on non-human research.

LEARNING OUTCOMES ASSESSED:

This assessment assesses the following module learning outcomes:

K1) The ability to explain and discuss key theories and evidence from the study of evolutionary psychology and animal behaviour

K2) The ability to discuss implications of research on animal behaviour for our understanding of human and non-human animals

Note that to pass the assessment, all learning outcomes must be met.

What is data integrity and why is it important? Describes data integrity vividly and its vitality in the database systems as well as our lives. Describes the various types of data integrity in detail and their constraints and rules.

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DATA INTEGRITY

Data integrity is a crucial area of database security and is the overall maintenance and assurance of data consistency, accuracy and completeness. It is also referred to as the safety and security of data according to compliance regulations (Talend, 2021). According to Brook (2020), data integrity is the accuracy and validity of data over its lifecycle. Data integrity ensures that data remains in its constant unaltered nature when copied or transferred. However, data integrity differs from data security in that data security is the protection of data from attackers and violations (Brook, 2020).

The organization Talend in ‘What is data integrity and why is it important?’ describes data integrity vividly and its vitality in the database systems as well as our lives. Furthermore, the source describes the various types of data integrity in detail and their constraints and rules. Talend clarifies on what data integrity is not and differentiates data integrity and data security as the two concepts are often confused as one. Data integrity compliance with protection regulations as well as data integrity risks are also discussed and how to get started with data integrity. Talend gives all the necessary details regarding data integrity on all fronts and chapters.

Chris Brook on ‘What is Data Integrity? Definitions, Best Practices & More’ follows a more similar approach to data integrity as Talend. Brook makes a brief description of data integrity, how it is violated and the importance od data integrity. He further adds data integrity as a state and as a process and distinguishes the two features. Brook defines a case for data integrity and highlights in details the application of data integrity to databases by defining the various types of data integrity. Finally, the article distinguishes data integrity from data security by highlighting the similarities and differences of the two. Chris Brook gives insight in example form on data integrity.

The paper seeks to discuss data integrity as an area of database security in full detail. While data integrity constitutes the validity and consistency of data, data security refers to the protection of data hence can be described as a means to maintain data integrity. The importance of data integrity is very crucial and is limitless but the paper helps outline the major importance of maintaining data integrity and also how data integrity is compromised in various situations such as in organizations and local databases such as human error, viruses and cyber threats, transfer errors.

There are four types of data integrity namely entity integrity which utilizes the use of primary keys to avoid data replication. Referential integrity entails rules on the use of foreign keys in data manipulation. Domain integrity that ensures accuracy of every data contained in a domain and user-defined integrity which contains rules created by users to fit their needs (Talend, 2021). These types of domain are further discussed highlighting their features, examples and use.

Data integrity is differentiated to what it isn’t such as data security. Data security is the protection of data against corruption while data integrity focuses on keeping data accurate and consistent. Data security can be considered a measure employed to maintain data integrity (Brook, 2020). The differences and similarities of the two concepts are clearly highlighted in the paper to create a clear understanding of what data integrity is and isn’t. The risks associated with data integrity such as human and transfer error, cyber threats and compromised hardware are also laid out as well as the means to minimize and/or eliminate the data integrity risks.

Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes.

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Week 8 Discussion

Purpose
The purpose of the graded collaborative peer review is to provide students with the opportunity to engage in the critique of peers’ week 7 evidence-based projects. Scholarly information obtained from credible sources as well as professional communication are required. Meaningful dialogue among students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

In week 8, you will record a Kaltura presentation based on the PowerPoint slide show created in week 7. You will interact with peers related to their presentations.Activity Learning Outcomes

Through this peer review discussion, the student will demonstrate the ability to:

CO3: Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. (PO 3, 4)

CO4: Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 5)

CO5: Analyze research findings and evidence-based practice to advance holistic care initiatives that promote positive healthcare outcomes. (PO 1, 2, 5)

Explain why line managers adopt the rational approach to recruitment? Describe the differences between a job description and person specification? List three ways to encourage diversity when recruiting candidates? What are the problems with using selection interviews to identify the best candidate in relation to reliability and validity as a selection tool?

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INDIVIDUAL STUDENT WORKBOOK

Introduction

This workbook provides a reflection upon the learning developed from the seminar activities and class discussions.

The workbook includes ten (weeks 2-11), each includes one or two questions with each answer in the region of 100 words per question.

WRITE 200 words in introduction

Week 2: Recruitment methods

1. Explain why line managers adopt the rational approach to recruitment?

Rational approach increases the likelihood of employing talented individuals, hence why it is based on the job’s design, description, targeting who’s going to be doing the job.
A well-organized recruitment produce boosts to the company’s output and efficiency.

2. Describe the differences between a job description and person specification?

3. List three ways to encourage diversity when recruiting candidates?

Week 3: Selection Methods

1. What are the problems with using selection interviews to identify the best candidate in relation to reliability and validity as a selection tool?

2. What are the advantages of using a competency framework to design selection interview questions?

Week 4: Equality, Diversity and Inclusion

1. A friend suggests that George should implement mandatory diversity training. Based on your reading of the Dobbin and Kalev (2016) article, do you agree with George’s friend?

Provide specific examples from the article to back up your point why you agree/why you do not.

2. Recommend to George two alternative diversity management interventions, that academic research has proven to be effective.

Week 5: Skills, Training and Development

1. What are the challenges which Covid 19, has created for adult learners’ employability in the labour market?

2. Why is coaching by line managers important for the performance of their teams?
What benefits does conducting induction for new joiners have for organizations?

Week 6: Performance Management

1. Copy and paste a fully completed table assessing the performance review practices that you have experienced in your current job role.

2. Identify one area of performance review in your current job role that is weak and explain why this is a problem.

Week 7: Academic writing, referencing and plagiarism

1. What have you learnt about academic writing that will do differently as a result of your learning from today’s lecture/seminar?

2. What have you learnt about plagiarism OR referencing that will do differently as a result of your learning from today’s lecture/seminar?

Week 8: Motivation and rewards

1. Identify the main pros and cons of “Payment by Results” (PBR).

2. Identify at least three of the more significant components of financial reward other than salary. Argue the benefits and drawbacks of each of them.

Week 9: The psychological contract and employee engagement

1. Present a reliable definition of Employee Engagement.

2. Identify at least three of the benefits of Employee Engagement to organisations.

Week 10: International differences in organisations and management

1. What are the challenges of leading in global firms?

2.List the reasons for expatriate failure in global firms?

Week 11: Leadership style

1. Present definitions and give examples of these five concepts:

• Transactional Leadership
• Transformational Leadership
• Contingency Leadership
• Situational Leadership
• Inclusive Leadership