Dissertation Handbook 2007-08 (1)

8/13/2019 Dissertation Handbook 2007-08 (1)

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UNIVERSITY OF TEESSIDE

TEESSIDE BUSINESS SCHOOL

UNDERGRADUATE

DISSERTATION HANDBOOK

Final Year 2007-08


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Contents

1. Introduction .......................................................................................................................... 3

2. Timetable ............................................................................................................................. 4

3. The Dissertation Module and Assessment Format ............................................................... 5

3.1. The Research Proposal ................................................................................................ 5

3.2. The Dissertation ............................................................................................................ 7

3.3. Dissertation Assessment ............................................................................................ 10

4. The Supervision Process .. 11

4.1. Styles of Supervision .................................................................................................. 11

4.2. What you can expect from your Supervisor ..... 12

4.3. What you can't expect from your Supervisor ............................................................... 13

4.4. What is expected from the Student ............................................................................. 13

4.5. Difficulties ................................................................................................................... 14

5. Research Ethics .. 14

5.1. Policy .......................................................................................................................... 14

5.2. Research Ethics Release Form ..... 14

5.3. Ethical Responsibility . 15

5.4. Changing your research .. 15

6. References ........................................................................................................................ 15

6.1. Why do I Reference? .................................................................................................. 15

6.2. When do I reference? ................................................................................................. 15

6.3. Books.......................................................................................................................... 16

6.3.1. In Text ................................................................................................................. 16

6.3.2. In Reference List . 17

6.4. Journal Articles .. 17

6.4.1. In Text .... 17

6.5. Secondary Sources . 17

6.6. Websites ..................................................................................................................... 18

6.6.1. Reference to a Newspaper .................................................................................. 18

6.7. Reports ....................................................................................................................... 19

7. Frequently asked questions .... 20

8. Extensions and Mitigating Circumstances ...... 25

8.1. Feedback 25

8.2. If any assessment element fails ... 25

8.3. Dissertation Copies . 25

9. APPENDIX A - Ethics Release Form Example ................................................................... 2710. APPENDIX B - Dissertation Certification ......................................................................... 30


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11. APPENDIX C - PLAGIARISM AND CHEATING ............................................................. 31

12. APPENDIX D - University Policy on Research Ethics ..................................................... 32

13. APPENDIX E - Personal Record of Dissertation Development ....................................... 43

14. APPENDIX F - University UNDERGRADUATE Assessment Marking Criteria for

level 3 44

15 ............................................................................................................................................. 44


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1. Introduction

Welcome to the dissertation stage of your degree studies! You have already completed a

Research Methods module which should have helped you to gain an understanding of the

research process and the application of appropriate and effective research methods for the

execution of your dissertation.

The dissertation module is especially important to you because it has double the weighting of

other modules and so will have a significant impact upon your degree profile.

The dissertation is also significant because of other characteristics:

It is completed over one academic year and so should be based on a topic which can

maintain your interest over that period of time

At 12000 - 16000 words it is longer than other assessed work and will need careful

management

It comprises three assessed elements:

the proposal (10%)

the dissertation (80%)

the self-reflection (10%)

The process is very student-centered, requiring independent research of a topic

It contributes to your PDP.

However, these factors also mean that you are presented with a unique opportunity to pursue in

depth something of particular interest to you, as long as it is relevant to your degree route! Not only

can this be a satisfying learning experience, but both the finished product and the skills you should

develop along the way may be of interest and relevance to a prospective employer.

You will be allocated a supervisor for your dissertation. Virtually all unsuccessful dissertations are

characterised by a student not being in contact with his or her supervisor. When your supervisor is

allocated to you, make contact as soon as possible by e-mail to arrange your first meeting. Your

supervisor will facilitate your dissertation proposal, provide feedback on this, guide you through

your dissertation and sign your Ethics Release Form.

You must understand at the outset that the responsibility for the dissertation is YOURS! It is you

that must maintain contact with your supervisor - you will not be chased up.

If you have any general queries or concerns about this module, please contact the DissertationCoordinator by telephone or e-mail or make an appointment through the Student Information

Centre. Details are below, but remember your first point of contact should be your supervisor!

Undergraduate Dissertation Coordinator - Alex Finlayson

Tel: 01642 342829

Email:[email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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2. Timetable

This section outlines the key dates (week commencing) relating to your dissertation. There

are 26 weeks in which to complete your dissertation.

08 October

15 October

22 October

29 October

14 November

12 December

February 2008

13 March

06 April

17 April

21 April

Lecture 1. The dissertation process and research proposal overview.

Completed Topic Slip required. Please hand in to TBS reception or

e-mail [email protected] as soon as possible. This will enable a

supervisor to be allocated for your dissertation.

Lecture 2. Writing an effective Literature Review.

Lecture 3. Critical writing and thinking.

Submit Research Proposal. TWO copies of Research Proposal and

one completed Ethics Release Form (See Section 6.1) to be handed into the Assignment Office (M2.08) by 4.00pm.

Feedback. Receive Research Proposal feedback from your supervisor.

Christmas break (3 weeks). Make sure you have seen your supervisor

before this and received your feedback.

SPSS workshops (dates to be announced).

Submit a draft of your dissertation (in the format agreed) to your

supervisor by this date. You cannot expect him/her to get back to you

before the Easter break if you leave it later than this!

Two weeks' Easter Break. Don't expect to be able to contact your

supervisor during this period as he/she may be on holiday. The

dissertation should be nearing completion, with feedback given on your

draft, just PROOF READING, tidying up the presentation, copying and

binding left to do.

Easter holiday ends.

Submission Date - TWO hard copies of your completed dissertation,

plus ONE electronic copy (CD) should be handed in to the Assignment

Office (M2.08) today, by 4.00pm at the latest.

Please note the time. Any dissertation received after the deadline will be

subject to the usual late hand in penalty.
mailto:[email protected]:[email protected]


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Identification and discussion of academic theories underpinning research

Discussion of and examples of previous research, reference to inadequacies/gaps

Appropriately focused on research topic showing where new research builds on existing

Correctly referenced (in Harvard style)

Methodology and brief description of anticipated types of analysis (with explanation and

justification) (40%) - refer to textbook Chapters 4 and 5 for philosophy, approach and strategy

Research philosophy/approach/strategy discussed

Types of information required identified

Data collection techniques: appropriateness identified

Data collection techniques: strengths/weaknesses

Sampling strategy/potential respondents identified

Data reliability/validity issues addressed, e.g. pilot test

Overall rationale/justification given for each stage Method linked to objectives

Use of references to justify techniques

Contingency plans

Suggested analysis linked to objectives

Potential use of secondary data sources identified

Discussion of access and ethical considerations (6%) - refer to textbook Chapter 6

Potential ethical problems appropriately identified

Correctly linked to process/methodology

Potential problems with vulnerable groups/commercially sensitive data/children identified

Timescale (2%)

Gantt chart provided and activities appropriately identified

Resources (2%)

Consider time required, costs and access to physical resources and human sources of

information

References and Bibliography (5%) - relating to the Literature Review and Research

Methodology

List of accurate references, in correct format and alphabetical order

Bibliography (if required) in one alphabetical list

The kind and amount of background reading and research will vary according to the topic chosen.

However, extra reading beyond the Saunders textbook will be essential to


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If the dissertation contains confidential information and can not be made publicly available then the

first page should be a statement to this effect, with details of the period to which it applies and why,

on headed paper (normally from the organisation requiring the embargo), and signed by the

supervisor.

Undergraduate studies dissertation certification

This confirms that your dissertation is your own original work, has been carried out by you and in

which you certify that all secondary material has been properly acknowledged by you and

referenced in you dissertation.

A template for this certificate is shown as Appendix B or a copy can be obtained from the

Information Centre.

Abstract

This is a summary of the aim and content of your dissertation. The abstract must contain a briefoutline of your main conclusions and, if appropriate, key recommendations. The abstract should be

between 250 and 300 words.

Acknowledgements

Here you may wish to express your thanks for any help or assistance received during the

production of your dissertation.

Table of contents

List in numerical order the headings of the chapters and sub-headings of the main body of the

dissertation, with the numbers of the pages on which these chapters and sections begin. Also list

all appendices providing details of reference number/letter, title and page number.

List of figures and tables

List separately, after the table of contents, any tables, figures, diagrams or other items used in the

main body of the text. List in numerical order and give the title and page number upon which they

appear.

Main Body of Dissertation

The main body is made up of the key chapters of the dissertation. Each chapter should represent

an important element of the dissertation. You should use sections and subsections within each

chapter to develop and provide a logical structure. Although there is no set formula that the main

body is required to take it would normally include the following elements:

Introduction - background to the topic, including an explanation of its relevance

The stated aim and objectives of the dissertation

A description, explanation and justification of the research methodology employed

Literature review and theoretical framework

Analysis and evaluation of the results of your research.


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(See Section 3.3 for further details about the weighting of these sections).

Conclusion

Here you should draw out the key findings of your study, providing an explanation of theirsignificance. The conclusions should be derived logically from the previous discussion and seek to

make a positive contribution to debate on the issue. Whilst a definite view should be put forward,

limitations of the study and any further work considered necessary should be identified if

appropriate.

Recommendations

If appropriate, recommendations for action should be included. These should be expressed in a

clear and practical manner.

Self reflection chapter

(See section 3.3)

Appendices

The appendices should contain supporting documentation such as detailed results or tables of

statistics that support the analysis but which are too detailed to be contained in the main text.

Importantly, material contained in appendices should complement the main text. Appendices

should not be used as a device for incorporating additional material in order to stay within the word

limit. Each appendix should be on a separate page, designated in sequence as Appendix A,

Appendix B etc., listed in the table of contents and referenced within the main text. Remember to

provide references for sources of material used in the appendices where appropriate.

References (list of all sources cited in your text) and Bibliography (list of all other sources used

but not cited in your text)

Failure to include a source, used in your dissertation, in the references list risks you being accused

of plagiarism (see Appendix C for University regulations on plagiarism). Failure to include the

references will result in an automatic referral in the dissertation. The bibliography shows the extent

of your background reading and provides evidence of wider research. See Section 8 for further

details on referencing.

The Self-reflection Element

The self reflection should give a brief overview of the learning experience and how you feel the

process has enhanced your personal development, e.g. what skills and qualities it has helped you

to develop.

To assist you in monitoring and recording this aspect of your dissertation, you will find a Personal

Record of Dissertation Development schedule in Appendix E. This can be completed and signed

by both you and your supervisor. It is suggested that this is done on three occasions - once in

October/November, once in December/January and once in


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are they expressed in a positive and decisive manner

are limitations/implications addressed

Referencing, Bibliography, Structure and Quality of presentation (10%)

does the document meet the specified criteria for presentation

is there an appropriate structure in place

is the grammar and spelling correct, with an appropriate narrative style

has the document been proof read, resulting in an absence of typographical

or other careless errors

is the bibliography in the correct format

is the text referenced correctly throughout and appropriate reference list provided.

Reflection and self development (Handed in as the last chapter of your dissertation, but

assessed separately)

This section is the demonstration of your engagement with the research process and how you

have developed your skills and knowledge through this process. Evidence can be provided by

discussions with your supervisor and other academic staff either from TBS or the LRC (and

supported by the completed Personal Record of Dissertation Development) or by various other

means, eg copies of e-mails, workshop attendance, etc.

You will be marked according to the University generic criteria (see Appendix F) based on the

following content specific criteria.

Self-reflection on the dissertation process and outcomes

outline of personal achievements and development

reflection of performance and ideas and concepts for future work

identification of opportunities and future alternatives approaches to satisfy outcomes

evaluation of future personal needs for any future activity Each

of these 4 components has a weighting of 25%.

4. The Supervision Process

A key feature of the dissertation process is the role of supervision. Supervision is the mechanismadopted to provide communication between student and tutor. However, to maximise its

beneficial impact, thought needs to be given to the way in which the supervision is carried out and

recognition given to the responsibilities of both supervisor and student.

The following sections address three key areas and you are advised to read them carefully.

4.1. Styles of Supervision


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There are a variety of supervision styles in use, each with their own merits and difficulties. We do

not wish to be prescriptive and recommend a particular approach but advise each supervisor and

student to determine which is the most appropriate approach for them. Various factors should be

taken into account in negotiating which method to adopt:

Student's preferred style of learning, taking account of a need for structure, discipline andability to self motivate

Supervisor's experience of the various methods

Supervisor's availability.

There are three main styles to consider:

Highly structured. The supervision is very structured for the whole period of the

dissertation. Progress is monitored closely via regular communication throughout.

A second approach is highly directive in the early and late stages of the project, but with

much less input in the middle stages.

The third option is very directive in the early stages but input then diminishes as the

dissertation process becomes well established and the student becomes clearer and more

confident about what is required.

A further possibility is of course to be flexible throughout and for the supervision to change as

necessary. However this has a number of drawbacks. Firstly, it is a very reactive approach and

suggests a lack of clear direction in the dissertation process. Secondly, it presupposes that the

supervisor will be available as and when a need arises but, realistically, workloads may not allow

this. Thirdly, this approach does not encourage the student to be as disciplined in achieving

progress. Therefore this approach is not recommended as an option.

Whichever approach is decided upon, practical issues such as frequency and means of

communication should be discussed.

If you have difficulty contacting your supervisor, you must consider all the options for contacting

them - e.g. e-mail, messages in pigeon holes, etc. In extreme circumstances you should inform the

Dissertation Co-ordinator, Alex Finlayson. You will not be able to use this as a reason to ask for an

extension to the submission date if the issue has not been raised previously. Where any difficulties

are raised the views of both the student and supervisor will be sought and records of all meetings

considered.

Details of appointments made/kept/missed, duration of and discussion undertaken at eachmeeting you attended, etc will be kept by your supervisor and this information can later be

accessed by markers and examiners if required.

4.2. What you can expect from your Supervisor

The supervisor's role is principally to provide advice, guidance and feedback to the dissertation

student. Primarily this will be in respect of the research methods being employed and the process

of performing and writing up a dissertation.


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Advice will be provided as a result of discussion with the student, and students are expected to

provide some input to the debate. Guidance will be based upon the supervisor's knowledge of the

subject area and on previous experience of supervising students' work. Guidance will not be

prescriptive in nature, but will be provided in such a way that students must use their own judgment

about how progress should be achieved.

Feedback will be provided in response to material presented by the student. Work presented will

be critically reviewed and constructive criticism given. Comments may be given on the subject

matter or upon the general presentation of the material. However, please remember that

supervisors will not act as proof readers and correct spelling or grammar. General comments only

may be made, if appropriate, about the need to improve these areas.

In addition to providing guidance, supervisors are also a source of general support in the learning

process and will give encouragement to students as required, or perhaps be available just to listen.

They will also encourage students to become more responsible for their own learning as the

dissertation progresses.

4.3. What you can't expect from your Supervisor

You can not expect guidance from your supervisor on the specific content of your dissertation.

Supervisors are not responsible for pastoral care of students. Sometimes it can be difficult to

identify boundaries of where general supervisory duties end and pastoral care begins. If in any

doubt, or if there is clearly a problem which may have implications for the successful completion of

the dissertation or any other module then supervisors will advise the student to see the

Dissertation Coordinator or their Programme Leader immediately.

Finally, it should be noted that supervisors are not expected to provide any indication of a possiblemark for the dissertation at any stage prior to its submission, nor can they provide a mark prior to

the results being approved by an Award Board.

4.4. What is expected from the Student

The key point to emphasise here is that the dissertation should be the student's work, not the

supervisor's. Ultimately the student must decide upon what topic to examine, which methods to

adopt, how to carry out the analysis and how to convey and interpret the results. The supervisor

may provide views and feedback upon all these issues, but the student must judge how to balance

their own views against advice received.

The process is driven solely by the student. Contact must be initiated by the student and obviously

it is up to the student to keep any supervision arrangements agreed. This means being disciplined,

making and keeping appointments and being prepared for all meetings by having undertaken any

remedial work your supervisor has recommended. The student is expected to contribute ideas to

discuss or provide the tutor with material for consideration. Where supervisors are being asked to

provide feedback upon written work, it is extremely helpful if students can ensure this is available to

supervisors at least two working days before the appointment.


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Your supervisor must countersign your ethics release form after marking your proposal. Therefore,

you must contact your supervisor to discuss your proposal and the ethical implications before you

hand in your proposal. No supervision will be available after this time unless this Research Ethics

Release Form has been received.

The ethics release form will be assessed for its suitability by your allocated supervisor. If thesupervisor feels unable to accept it, then it will be passed to the Chair of the School Research

Ethics Sub-Committee for consideration. Changes may be required before your research is

deemed to be ethically acceptable. Any dissertation without ethical approval (either through

non-submission of the pro forma or an unacceptable ethical approach) will not be accepted for

submission.

5.3. Ethical Responsibility

The ethics release form demonstrates your research intentions. Its approval is a recognition that

the University has found your proposed research to be ethically acceptable. However once the

research is underway the responsibility for fulfilling the research objectives in an ethical mannerbecomes your (the student's) responsibility. Your supervisor is not responsible for monitoring your

research activity. However advice and guidance of an ethical nature can of course be discussed,

like any other issue, as part of the broader supervision process.

5.4. Changing your research

If you decide to change your research significantly from your research proposal, it is also your

responsibility to ensure that an additional Research Ethics Release Form is completed to reflect

the new research. This will be assessed as before. If you are at all unsure, make sure you discuss

the issue with your supervisor.

6. References

6.1. Why do I Reference?

All sources that you have used in your work, whether directly quoted or referred to, must be

referenced. It is correct academic practice to recognise the contributions of others in this way and

it averts the risk of plagiarism.

6.2. When do I reference?

References must be given in the text of your piece of work whenever you use external evidence

and information, such as:

Direct quotes from a book or journal article

Using someone's ideas

An author is mentioned in the piece of work

Figures, graphs or other data are used

The system of referencing that the School adopts is the Harvard system, because it is the quickest,

easiest and most user-friendly system available. The Harvard system consists of two simple

elements:


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individuals and functions will enable the organisation to innovate, remain proactive and adapt

to the dynamic needs of the customer. An organisation incorporating improvisation in their

marketing activities will develop long-term relationships with the customer base and enjoy

enhanced performance, in all respects. Dennis and Macaulay (2007, p. 12)

6.3.2. In Reference List

References in the list include the three pieces of information above but also include additional

information:

Title of book - all titles must be in italics

Place of publication

Name of publisher

For example:

Widdowson, H.G. (1975), Stylistics and the Teaching of Literature, London, Longman.

Babiak, P., and Hare, R. D., (2006), Snakes in Suits: When Psychopaths go to Work, New

York, Harper Collins.

6.4. Journal Articles 6.4.1.

In Text

References are the same as references to books. The reference list is a little bit different, however,

and must include the following information:

Authors name

Date of publication

Title of article

Title of Journal

Journal volume number

Journal Issue number

Page numbers for the entire article

For example:

Michaelson, C., (2001), 'Is Business Ethics Philosophy or Sophism?', Business Ethics: A

European Review, 10, 4, pp. 331-339.

Jenkins, L. and Kramer, C. (1978) 'Small Group Processes: Learning From Women', Women's

Studies International Quarterly, 1 , 1, pp. 67-84.

The actual title of the article is not in italics, but in single quotation marks. The title

of the journal is in italics.

6.5. Secondary Sources


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Your text books will all include hundreds of references to other authors and sometimes you will

need to refer to these without actually reading the original work. This is not a problem. All you need

to do is to include a "cited in" reference as an 'in text' reference.

For example:

(Dennis, 2004, cited in Brassington and Pettit, 2006. p. 17)

(Douglas, 1931, cited in Smith et al, 2004. p. 339)

In the Reference List include both the original reference and the secondary (text book) reference.

6.6. Websites

We must at this stage offer a word of warning. Far too many students use many internet sources to

research and complete their work. You must be very careful about using such sources as they areusually not academically suitable. Wikipedia, for example, is NOT an academic source even

though it might be useful and interesting. Many of the so-called online Business Tutorials are not

credible and should not be used. Simple advice: read books and academic journal articles instead

of websites.

Some websites are useful, of course, for example government departments, business websites,

etc. The Harvard system has no definitive way of referencing this yet and some people disagree

but our advice is to:

Include, in the text, the author of the site or details of the organisation, charity, government

department etc. In the reference list include these details plus the full web address and the date

you accessed the material. For example:

Repak, N. (2005) 'Time management'

http://www.gradresources.org/articles/time management.shtml (13 June 2005)

Sometimes you will not be referring to articles on the web but simply websites, in this case please

use the full web address and the date you accessed the information, for example:

http://www.gradresources.org/articles/time management.shtml (13 June 2005)

Obviously if you're using the web to read journal articles you will not use the web address but you

will use the journal reference as discussed above.

6.6.1. Reference to a Newspaper

You may often want to use newspapers as a source of information, especially for up to date

discussions on current events. Often newspaper articles, however, do not have an author and

therefore need a specific reference when you use a quote. For example if I quote from a piece on

the Iraq War I might want to use a quote to back up my point:
http://www.gradresources.org/articles/time_management.shtmlhttp://www.gradresources.org/articles/time_management.shtmlhttp://www.gradresources.org/articles/time_management.shtmlhttp://www.gradresources.org/articles/time_management.shtmlhttp://www.gradresources.org/articles/time_management.shtmlhttp://www.gradresources.org/articles/time_management.shtml


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7. Frequently asked questions

Can I change my dis sertat ion from the propo sal handed in?

This depends on the change. Dissertations often do change their focus over their lifetime and

sometimes methodology, particularly data collection methods, have to be adjusted because youcannot get access to the people that your originally wished to speak to.

However, if you completely change the topic you may not have been allocated a suitable

supervisor for your new topic.You will certainly have to go back to the proposal stage again and,

if it has already been submitted, a new Research Ethics Release Form will be required.

Therefore, you must NOT MAKE any major changes to your dissertation topic without

consultation. A complete change of topic will create problems for you (and your supervisor). The

important message here is that you must talk changes through with your supervisor.

How do I develop the topic I have cho sen?

It is important that, from the outset, you set yourself clear boundaries for your dissertation topic. By

this, we mean, as well as deciding what your dissertation is about, you must also decide what it is

not about. This may involve some narrowing down of your original project idea. For example, you

may set out to study the influences of loyalty card schemes in retailers, and subsequently narrow

this down to studying only food retailers.

It is especially important to set very clear aim(s) and objectives at the beginning. The dissertation

aim(s) should be broad in nature and expressed in the form of prose. The objectives should be very

precise and expressed in "one line" statements beginning with a verb. For example, the broad aim

is to examine the influences of loyalty cards on UK food retailers. Some of the objectives that fit

with this aim are:

to examine the growth of loyalty card schemes in UK food retailing

to identify those UK retailers who use loyalty cards

to describe the way in which loyalty cards operate

to examine the use of loyalty cards as a means of increasing customer loyalty

to examine the use of loyalty cards as a database of customers

to understand the link between loyalty cards and electronic point of sale systems

It cannot be emphasised too strongly that the early stages of the dissertation will determine itseventual outcome. Unclear and imprecise aims and objectives are very difficult to "rescue" later.

Also use the help and guidance of your supervisor. He/she will guide and advise you on what can

realistically be achieved and help YOU to develop the topic into a dissertation. There are no

universal rules for this as each dissertation is different.


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How am I al located a superviso r?

You have been allocated a supervisor on the basis of the general area of your dissertation. The

supervisor is there to assess your proposal and subsequently guide you through the dissertation

process, including the reflective element. Although, the supervisor may not necessarily have

experience in the explicit topic area you are researching, they will be familiar with the area, haveexpertise in the methodology and be able to act as a gateway to other sources.

What should I discuss wi th my sup erv isor dur ing m y dissertat ion?

The answer here is quite simply anything to do with your dissertation: subject, methods, ethics or

the process itself, perhaps how to keep motivated. It is a good idea to update your supervisor at

each contact time with your progress, i.e. what you have written in draft, what is written in final

form, what you are currently working on etc. However remember, your supervisor is there to give

feedback and advice on your work and your ideas. The more input from you and the more effort

you make, the more useful the supervisor becomes. But the supervisor cannot and will not make

up for a lack of effort from you.

How can I develop a theory base for my d issertat ion?

One of the important criteria in assessing a dissertation is the theory that underpins it. Think about

your topic, discuss it with your supervisor, and set out the key areas of theory that you think you

may use. For example, a dissertation on charity shops may use the theory of retail structures and

evolution, retail location, niche retailing, and not for profit marketing. Always move from the general

to the specific. Start with the textbooks (you may have already done a module in this broad area),

look at the references of journal material in the texts, get to a library and look up those references,

use on-line journals, "surf" the internet. Ask your supervisor. Above all never stop looking. By the

end of your dissertation you should know as much about your chosen topic as anybody.

What do we mean by an indu stry or a market chapter?

Often the topic of a dissertation has to be put into its context. If you are looking at a specific

organisation then you will need to know in what industry it operates. Often you will need a chapter

on the industry or the market. Again the general to specific rule applies. You will need to collect

data about for example the size of the industry (or the sector relevant to your study), the structure

i.e. is it concentrated or fragmented, what share is held by the major organisations, is it static

growing or in decline and by how much ?. You will need to search out this data from published

material.

What is the dif ference between and " industr y" and a "market"?

This can often be a difficult one and is best explained by an example: The packaging market

concerns all material that is used for the packaging of goods. The packaging industry comprises

various sectors expressed as Standard Industrial Classification (SIC) codes and within them

Minimum List Headings (MLHs). In packaging these would include paper and board, glass and

plastics.


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In practice, data on industries is usually easier to find as most government statistics are collected

in this way. Market data tend to be produced commercially and is often unobtainable by academic

libraries. However in consumer goods and services there is a wide variety of market data in such

publications as Mintel, Euromonitor, Jordans, Retail Business etc.

How is m y dissertation marked?

An independent person marks your dissertation. Your supervisor will then be asked if they agree

with this mark. A third person also moderates a sample of dissertations and an external examiner

from another University marks a further sample. The criteria for awarding marks are given in the

assessment regulations section and a detailed marking criteria grid is given in Appendix E.

What makes a goo d dissertat ion?

A key area of assessment is "analysis". It is this area of assessment that will discriminate between

a dissertation that is excellent/very good/good/acceptable/unacceptable. Dissertations that are

very descriptive are unlikely to achieve high grades. You need to use various analytic techniquesto examine your data against the theory. Do my findings agree with the theory? if they do not is

there an explanation for this? etc.

Another key factor in your mark is the extent to which you have studied the theory and the

literature. Use of journal articles is likely to improve your mark.

Overall a critical approach is required throughout.

What do we mean by analysis?

This can vary quite widely according to the academic discipline on which your dissertation is

focused. For example if you are using quantitative techniques to collect data e.g. a survey, then

you will need to process that data using a software package . Analysis here means taking the data

from the survey and cross tabulating it, e.g. cross tabulating a question asking the respondent's

gender with a question asking how many time in the last month have they visited a charity shop.

This will produce a table as below:

________________ Visits per month __________________

Gender None 1 - 3 4 - 6 7 - 10 > 10

Male 16 19 21 8 2

Female 5 29 14 12 3

A further level of analysis will involve using the software to statistically test the relationship

between gender and visits per month to look for any significant difference between the genders.

For this type of table you will use the software to calculate the Chi squared statistic.

In a more qualitative dissertation, analysis may involve using techniques such as content analysis

to analyse the content of advertisements or keyword analysis to look for common

words/phrases/ideas in the text of depth interviews. It may mean constructing a


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matrix or diagram, or taking data collected and considering it in terms of a SWOT or PEST

analysis, but only use this type of model if appropriate.

Do remember that analysis does not necessarily mean "number crunching".

What do we mean by us e of journal art ic les?

In most academic areas, journal material can be divided into "popular/journalistic" and

"academic/refereed". Both have their place in dissertations. For example the popular journals such

as "Marketing" and "Campaign" and press articles such as from the "Financial Times ", "Investors

Chronicle" or "The Economist" can make your dissertation up to date whereas the academic

journals such as "Journal of Marketing, "European Journal of Marketing" and "International Journal

of Retail and Distribution Management" will give your dissertation academic credibility and rigour.

In most dissertations the important thing is to achieve a balance between the different types of

literature.

What can I expect f rom m y sup erv isor?

Basically it comes down to advice and guidance in whatever form is appropriate. You cannot

expect your supervisor to do it for you directly or indirectly through reviewing endless drafts and

re-drafts. You cannot expect your supervisor to provide you with his/her own material, e.g.

journals, but your supervisor will authorise inter library loan requests if he/she considers them

appropriate to your dissertation. Remember, above all, that your supervisor is an important

resource to you - make the best use of this resource.

What i f I am having trouble contact ing m y sup erv isor?

E-mail is the best way of making contact. However, if you want to visit the university and see your

supervisor, it is best to contact them well in advance to check their availability. Do not expect them

to see you at very short notice. You may of course phone your supervisor, but remember that when

they are not in their office your call will go unanswered. Do not leave messages and expect them to

be passed on, as this is very unreliable.


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What is the draft dissertat ion?

You will see in the Timetable that you are required to submit a draft version of your dissertation.

The draft should include at least all the main body of the dissertation - all the key chapters. It is not

normally necessary to provide all the elements such as Abstract, Contents etc. as detailed in

Section 9. However, you should discuss with your supervisor what is specifically expected.

The purpose of handing in a draft is to help you! It enables you and your supervisor to establish the

progress of the dissertation and to ensure, well before the final deadline, that there are no major

problems still outstanding. However it is not an opportunity for the supervisor to 'mark' your

dissertation before the final version is submitted.

You should note that the draft is not handed in formally. You should submit it in directly to your

supervisor, not to the Assignment Office. The draft is not marked and there is no penalty for non or

late submission. However the feedback you receive is very valuable and you are strongly advised

to comply with this requirement. Please note that the date has been chosen carefully. Handing in a

draft close to the deadline date is not acceptable and will probably not be accepted by yoursupervisor.

What wri t ing style shou ld I adopt?

The dissertation is a report. It is a formal document which should be written in the third person. This

means you should avoid using terms such as 'I sent out 40 questionnaires

to....' But instead use a phrase such as '40 questionnaires were sent to ............... '.

Use of the third person conveys greater objectivity. If you have any doubts about your writing style

refer to the relevant chapter in Research Methods for Business Students. Also, ensuring that your

supervisor regularly sees work that you have written will help to eliminate potential problems.

What shou ld I do w ith completed questionnaires, tape recordin gs, and oth er primary

data col lected?

You should put into your appendices one completed questionnaire as an example. You should

also put into the appendices one full typed transcript of any tape recordings you made of interviews

conducted. ALL primary data collected by you must be securely retained until you have received

your final result. The dissertation marker, your supervisor or the external examiner may request to

see evidence of your research in the event of any problems occurring in relation to your grade.


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8. Extensions and Mitigating Circumstances

Below is an extract from the revised Academic Procedures Handbook.

" Normal ly extensions wil l not be given for dissertat ions. Any requests for extensions for

dissertat ions sho uld be referred to the dissertat ion co -ordinator to ensure a con sistent and

manageable appro ach. Dissertat ion su pervisors and p rogr amme leaders may not give an

extension to th e hand-in-date"

The normal regulations apply to the dissertation. Anyone who requires an extension must contact

the Dissertation Co-ordinator who will consider the supporting evidence provided by the student

and complete the necessary documentation if the extension is agreed.

Any submissions received after the deadline date or time, which have no supporting extensiondocumentation, will have the usual late penalty applied, unless mitigating circumstances

procedures are instituted.You are reminded that computer problems such as disk failure are

not acceptable. Nor is late submission due to delays experienced in travelling to university

to hand in, delays in printing or binding, or posting (in the case of distance learners). Such

possibilities should be anticipated and allowed for in your time plan.

8.1. Feedback

A feedback sheet containing your mark and written comments will be available to you after the

Award Board. This can be posted to you if a stamped addressed envelope is left with TBS

reception and marked "Dissertation Feedback".

8.2. If any assessment element fails

If you fail an element of assessment, you will receive detailed feedback from your supervisor which

will provide guidance on resubmission. A Proposal will have to be resubmitted and approved within

4 weeks of initial submission, and must normally be passed to progress to the dissertation phase,

A Dissertation or Self-reflection submission will normally be required to be resubmitted by the end

of August or start of September (date confirmed nearer time) like other re-sit work.

The feedback and resubmission instructions will be sent to you.

If this should result in a further fail, it is normally possible for you to make a further attempt at the

dissertation by re-taking the complete module. This would require you to enrol again as a part time

student and to pay the appropriate fee for the dissertation module (currently 180, but subject to

change. Such fees are not normally available from your LEA.)

8.3. Dissertation Copies


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One copy of your dissertation will be retained by the University and may be displayed in the

Learning Resource Centre. The other copy will be available for return to students. The student

can collect this copy from the Student Information Centre by prior arrangement, between 1st

September and Graduation, or to be collected on demand during the Graduation period. Any not

collected by 30th November will be disposed of.

Where a dissertation cannot be made publicly available, because of confidentiality restrictions,

then all copies must be clearly marked, and subject to the requirements of the University one

copy will be retained by TBS for a minimum of 5 years in case required by the University.


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Names of Researcher(s)/Students w orking on this project:

Aim of Project:

Methods/Procedures (please specify)

Ethical Considerat ion The following points have been assessed:

1. The merit and feasibility of the proposal

2. Possible discomfort, distress or inconvenience to participants and/or Researchers

3. Procedures for respecting confidentiality and operating with data protection

legislation.

4. The implications of monetary or other inducements to University of ____________

JULTEESSIDE

Please return form with

Section A completed to:

CONFIDENTIAL The Secretary,RESEARCH ETHICS RELEASE FORM Research Ethics

Committee

School of

Section A: To be completed by the appropriate Project Supervisor or

Director of Studies.

School :

Project Title:

9. APPENDIX A - Ethics Release Form Example

Name of Project Supervisor/Director of Studies:

Taught PG Staff - Staff - Final Year

Postgradu Research higher other Under-grad.

ate Student degree resear Student

ch

Please tick type o

Researcher:

Expected durat ion of project from: to:


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Teesside, its staff, student or researchers, to participants or anyone else involved.

5. Potential conflicts of interest arising between the researcher's employment and the

research project, or other collaborative research.

6. All safety risks have been assessed in accordance with the University's Risk

Assessment Procedure and measures taken where appropriate to make them as low

as reasonably practicable.7 If the research involves human subjects, the following points have also

been assessed:

Procedures for:

providing explanation to participants including the preparation of an

appropriate information sheet.

obtaining informed consent from participants or where necessary from their

parents or guardians, including the preparation of a written consent form.

8. If the work may involve participants from vulnerable groups, the nature of recruitment

and participation of these people.

I have read the University's guidelines on ethics related to research, and to the

best of my knowledge and ability confirm that the ethical considerations overleaf

have been assessed. I am aware of and understand University procedures on

Research Ethics and Health & Safety. I understand that the ethical propriety of

this project may be monitored by the School's Research Ethics Sub-Committee.

(Please complete the following as _______ appropriate)

Please Tick __________________________________________________________

I have appropriate experience of the general research area. ______________

I confirm that I have Research Ethics Training required by my

School.

I confirm that as Supervisor that I will monitor progress of the

project.

I confirm that the project complies with the Code of Practice of the

following Professional Body:

I recommend that the project should proceed without

submission to a Research Ethics Committee

Signature of Staff Researcher: Date:

OR:

Signature of Project Supervisor/Director of Studies: Date:

Section B: APPROVAL or REFERRAL


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10. APPENDIX B - Dissertation Certification

UNIVERSITY OF TEESSIDE

TEESSIDE BUSINESS SCHOOL

UNDERGRADUATE STUDIES

DISSERTATION CERTIFICATION

1. I confirm that the work in this Dissertation is original and has

been carried out by me as part of my programme of study.

2. I confirm that all secondary material has been properly

acknowledged by me and referenced in this work.

Signed: .........................................................

Name: ............................................................

Date: ..............................................................

Course: ..........................................................


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11. APPENDIX C - PLAGIARISM AND CHEATING

Introduction

The two concepts of Plagiarism and Cheating overlap to some extent, but it is necessary to

establish broad distinctions so that the most appropriate action can be taken.

"Cheating" may be defined as gaining an unfair advantage over other students. It is likely to occur

in examinations by, for example, communicating with other candidates or taking unauthorised

material into an examination.

"Plagiarism" may be defined as passing off another's work as your own and is, therefore, more

likely to occur in assessed coursework and open-book examinations.

Plagiarism, is therefore, a specific form of cheating and may occur in an examination if, for

example, a candidate is able to copy another's work.

Allegations of infraction of examination regulations, including allegations of plagiarism and/or

cheating in an examination, should be referred to the Examination Disciplinary Committee.

This document is primarily concerned with course-work plagiarism on taught courses.

Framework

Under the arrangements whereby the University has been granted degree-awarding powers, the

University is required to establish clear and consistent practices in relation to suspected cases of

cheating and plagiarism or other forms of unfair advantage.

See University Plagiarism Regulations

Refer to Student/Programme Handbook which you received in Year 1 or refer to the appropriate

University Website or Contact University Student Services or Student Union for advice.


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12. APPENDIX D - University Policy on Research Ethics

The following is an extract from the University of Teesside's policy on ethics for research.

GUIDANCE NOTES ON ETHICS FOR RESEARCH INVOLVING HUMAN SUBJECTS

INTRODUCTION

As an organisation, the University of Teesside is committed to the support and development of

educational activity. This presupposes a commitment to research.

All persons should pay due regard to the Code of Ethics of any professional body of which they are

members, to the University's Equal Opportunities Policy, and to the University's Registration under

the Data Protection Act.

The following statements are intended as guidelines for staff and students undertaking or

associated with research:

The researcher has obligations to the subjects of the study, to sponsors/employers, to

colleagues and to the development and promotion of knowledge.

Persons in authority in places where research is to be undertaken have obligations to the

subjects of the study, to the governing body of the institution or place of work, to the sponsors of

the study and to the research workers.

Persons working in places where research is being carried out have obligations to subjects and

to the development and promotion of knowledge through research. When assisting in the

conduct of research they have obligations to adhere to the ethical code binding upon all

research workers.

All health-related research should be undertaken within the framework of the Helsinki

Declaration drawn up by the World Medical Organisation in 1964 and revised by the World

Medical Assembly in 1975 and 1983 and according to the guidelines in the Department of

Health's 1991 Circular on Local Research Ethics Committees.

PERSONS UNDERTAKING RESEARCH

1. Responsibility to Subjects


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'Subjects', here, is taken to include individuals (e.g. staff, students or patients) and

collectivities of all kinds (e.g. formal organisations, geographical areas).

a) Before agreeing to undertake any project of piece of research, the researcher must

be satisfied that the knowledge sought is not already readily available.

b) In all circumstances, researchers must consider the ethical implications of their

research and the physiological, psychological, social, political and economic

consequences of it for the participants.

c) The researcher is responsible for obtaining informed and freely given consent from

each individual who is to be a subject of study or be personally involved in a study

(though this may not be possible when records form the basis of research). The

researcher should explain as fully as possible and in terms meaningful to the

subjects what the research is about, who is undertaking and financing it and why it

is being undertaken. He or she must make explicit the subject's right to refuse to

participate or to withdraw at any stage of the project, and this right must be

respected.

When it is not possible to obtain informed consent, special consideration must be

given to the interest and welfare of subjects/informants/participants. The

Department of Health (1991) indicated:

"Some research proposals will draw their subjects from groups of people

who may find it difficult or impossible to give their consent, for example the

unconscious, the very elderly, the mentally disordered or some other

vulnerable group. In considering the proposals, the LMEC should seek

appropriate specialist advice and they will need to examine the proposal

with particular care to satisfy themselves that proceeding without valid

consent is ethically acceptable."

d) If the subject, for any reason, is unable to appreciate the implications of

participation, informed consent must be obtained from parents or legal guardian, in

the case of children or by way of a court declaration in the


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"Principle 4

A legally incapacitated person may only undergo medical research where

authorised by Principle 5 and if his legal representative, or an authority or an

individual authorised or designated under his national law, consents. If the

legally incapacitated person is capable of understanding, his consent is also

required and no research may be undertaken if he does not give his

consent.

Principle 5

1. A legally incapacitated person may not undergo medical research

unless it is expected to produce a direct and significant benefit to hishealth.

2. However, by way of exception, national law may authorise research

involving a legally incapacitated person which is not of direct benefit

to his health when that person offers no objection, provided that the

research is to the benefit of persons in the same category and that

the same scientific results cannot be obtained by research on

persons who do not belong to this category".

The Royal College of Physicians (1990), in Research Involving Patients,

suggested that:

"with some exceptions such as observational research which carries no risk

and is not intrusive, patients should know that they are taking part in

research and research should only be carried out with their consent.

(Many mentally handicapped and mentally ill patients will not be able to give

this consent, but) a strong ethical case can be made out for non-therapeutic

research (involving only minimal risk) in mentally handicapped patients

because only through better understanding of their condition can care for

such patients be improved. We think that the best guidance under these

circumstances might be that there


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should be agreement by the close relatives or guardians and that the

mentally handicapped individual seems to agree to the procedure."

However, the Royal College of Psychiatrists (1990), in Guidel ines for Ethics of

Research Comm ittees on Psyc hiatr ic Research involving Human Subjects,

argued that:

"Research is an essential in psychiatry as in any other branch of medicine.

While there are ethical problems in carrying out research, it is unethical to

fail to do research because this deprives present and future patients of the

possibility of more informed and better treatment as well as the (more

distant) prospect of prevention of psychiatric disorder."

However, it is reiterated that English law does not currently permit

guardians/parents or anyone else (apart from the mentally incapacitated adult

himself/herself in certain limited cases) to give consent on behalf of mentally

incapacitated adults. The only certain way that a researcher can proceed lawfully is

to seek a declaration from the court that the proposed research procedures are

lawful.

e) If the subjects are being accessed as patients or information is being abstracted

from medical records, then the guidelines issued by the MRC (MRC Ethics Series)

should be followed.

f) If the nature of the research is such that fully informing subjects before the study

would invalidate results, then whatever explanation is possible should be given to

the subjects. There must be provision for appropriate explanation and debriefing tothe subject on completion of the study.

g) An investigator should seek the opinion of experienced and disinterested

colleagues whenever his or her research requires or is likely to involve:

deception being built into the investigation

deception concerning the basis of subject selection


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psychological or physiological stress, or

encroachment on privacy

Geographical or institutional isolation of the investigating researcher increases

rather than decreased the need to seek colleagues' advice.

h) Deception of subjects, or withholding relevant information from them,

should occur only when the investigator is satisfied that the aims and

objectives of the research cannot be achieved, or the welfare of subjects

assured, by any other means. Where deception has been necessary,

revelation should normally follow participation as a matter of course. When

the subjects' behaviour makes it appear that revelation could be stressful,or when to reveal the basis of subject selection would be distressing, the

extent and timing of such revelation should be influenced by consideration

for the subjects' psychological welfare. Where deception has been

substantial, the subject should be offered the option of withholding the data,

in accordance with the principle of participation by informed consent.

i) Explanations to subjects should include information as to how their names

came to the knowledge of the researcher. Researchers should identify

themselves and the organisation responsible for the study and leave with

the subjects a written note giving this information together with a brief

statement concerning the nature of the study.

j) Research subjects must be assured protection against physical, mental, emotional or

social injury. No harm must come to them as a result of being involved in the study

insofar as the present state of knowledge allows.

k) The nature of any promise of confidentiality or anonymity, or restrictions on the use of

information, must be made clear to the subjects and strictly adhered to.

l) The researcher should be aware of and seek to avoid the danger of raising false hopes or

unnecessary anxieties.


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h) The researcher has a responsibility for the advancement of the theory and

methods of the field of study in which he or she is working.

i) The researcher is responsible for adherence to the code of ethics by

members of his or her team and by any students working under his or her

guidance.

3. Relations with Sponsors, Employers and Colleagues

a) Researchers have an obligation to make clear to their employers or sponsors that

they cannot undertake work outside their research competence and to decline work

where limitations of competence or facilities in terms of money, time, personnel or

equipment are such as to make the achievement of the research aims improbable.

b) The researcher must make clear to his or her employer or sponsor that 'solutions' to

problems cannot be guaranteed and should make explicit the limitations of the

proposed research.

c) The terms under which is being carried out should be stated in a clear way with as

much detail as possible, to avoid misunderstanding.

d) The researcher has a responsibility to notify and obtain agreement from employer

and/or sponsor for any proposed departure from the terms of reference or proposed

change in the nature of the project.

e) If any project is subject to material change in its nature after an Ethics Release form

has been signed or Ethical Approval has been granted, a further Ethics Release

form must be completed, or Ethical Approval be applied for, as appropriate.

f) When research is undertaken in a formal organisation, it is wise to clarify in advance

the responsibility of the research worker to the organisation, the lines of

communication, and the means of settling any problems that may arise.


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c) Employees and students invited to participate in trials of commercial products must

exercise special care to avoid being involved in inappropriate methods of data

collection and to avoid any association with the advertising of a product.


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3. APPENDIX E - Personal Record of Dissertation Development RECORD OF

ame of Student: Route: ........................

ate Synopsis of discussion and action agreed Student and Academic's Signature

eeting 1

eeting 2

eeting 3

eeting 4

ttached: Copies of e-mail correspondence, Notes and dates of phone conversations. Please use additional sheet if required.


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EETINGS, DISCUSSIONS, E-MAILS, PHONE CALLS, ETC


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14. APPENDIX F - University UNDERGRADUATE Assessment Marking Criteria for level 3

15. Level 3

90%

-100%

Exceptional work. Presentation is logical,error-free and, where appropriate, creative. Thereis an in-depth understanding of issues/problemsand excellent critical/deep engagement with thematerial and concepts involved. Very skilfulinterpretation of data. Arguments, ideas and,

where appropriate, solutions are presentedcoherently and fully underpinned by thoroughresearch and reading.

80%-89%

Outstanding work with presentation of a veryhigh standard. There is comprehensiveunderstanding of key concepts and knowledgeand clear evidence of critical analysis andinsight. Accurate interpretation of data witharguments, ideas and solutions presentedeffectively and based on strong research andreading.

70

%-79%

Extremely good work with presentation of a highstandard. Demonstrates an excellent knowledgebase with a clear understanding of the issues andapplication to practice where appropriate. There issome effective critical and analytical application of

relevant research and reading.

60%-69%

The work is very good, logically structured andpresented to a high standard. Demonstrates astrong knowledge base with a clearunderstanding of the issues and application topractice where appropriate. There is somecritical and analytical application of relevantresearch.

50%-59%

The work is clearly presented and logicallystructured. It shows evidence of a soundunderstanding of the topic and addresses majorissues. The work contains some discussion andinterpretation of relevant perspectives althoughfurther development of the arguments presentedwould be beneficial. There are examples of criticalreflection and evidence of application of theory to

practice.

40%-49%

Adequate presentation. The work displays basicknowledge and understanding of the topic but islargely descriptive. There is an attempt to bringtogether different ideas and concepts although thiswould have been strengthened by the inclusion offurther key issues. The structure of the workrequires attention to its coherence and logicaldevelopment of content. The link between theoryand practice, where appropriate, is somewhattenuous and its development would enhance thework considerably

30%-39%

FAIL

The work is poorly presented and containsnumerous errors, inconsistencies and omissionswith limited use of source material. The workdisplays a weak knowledge base and a lack of

sufficient understanding of the topic. There is littleor no evidence of the application of theory topractice where appropriate. It contains manyunsupported statements with little attempt to bringissues together and lacks critical analysis andreflection.

9%ANDBELOW-

The work is very poorly presented and containsnumerous serious errors, inconsistencies andomissions with little use of source material. Thework displays a very weak knowledge base and alack of sufficient understanding of the topic. Thereis little or no evidence of the application of theory topractice where appropriate. It contains manyunsupported statements with little attempt to bringissues together and there is a complete lack of

Dissertation Handbook 2007-08 (1)

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Transcript of Dissertation Handbook 2007-08 (1)