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Talk to an Expert| Category | Assignment | Subject | Business and Management |
|---|---|---|---|
| University | University of Huddersfield | Module Title | BMO0114 Individual Research Project |
| Word Count | 8,000 words |
|---|---|
| Assessment Type | 2025-26 |
| Assessment Title | Individual research paper |
| Module Code | BMO0114 |
| Module Title | Individual Research Project (IRP) |
| Module Leader | Dr Simon Kelly |
| Module Tutors | Click or tap here to enter text. |
| Assessment Type (Should match MSD) | Written Assignment |
| Academic Year | 25/26 |
| Term Assessment Applies to | Term 2 - Term 3 |
| Main or Resit |
Main |
| Assessment weighting |
100% |
| Group/Individual |
Individual |
| Word Count/Duration |
8000 words |
On completion of this module, students will need to demonstrate:
Knowledge and Understanding
On completion of this module students will be able to:
You are required to produce an original piece of research in an appropriate business or organizational topic consistent with your course of study. The word limit is 8,000 words (excluding abstract, references and appendix items).
You must choose one of the following types of research for your work:
a) A structured literature review
b) An analysis of secondary data
c) A study based on primary data collection
The approach taken will depend on the type of research you wish to do and on the topic that you wish to explore.
Further details can be found in the Student Handbook available on the BMO0114 Brightspace module page.
(1) Please read through Student Handbook document prior to the start of your research. It is available on your BMO0114 Brightspace module page. This document explains the requirements of this project and offers an illustrative structure for the type of research listed above (e.g. a structured literature review, data secondary analysis).
(2) You should familiarise yourself with the roles and expectations for both you and your supervisor. You can find out more information in the Supervisor-Student Agreement document available on the BMO0114 Brightspace module page.
(3) Please make sure that you have an approved E0 or E1 Ethics form before you start your research project and before gathering any research materials or data. You should include your signed Ethics form in your final work as an appendix item. More details are available in the module Student Handbook.
These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.
Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.
The grades between Pass and Merit should be considered as different levels of performance within the normal bounds of the module. The higher-level categories allow for students who, in addition to fulfilling the basic requirement, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.
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Unacceptable | Unsatisfactory | Pass | Merit | Distinction | ||||
| 0 – 9 | 10-19 | 20-34 | 35-49 | 50-59 | 60-69 | 70-79 | 80-89 | 90-100 | |
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Apply skills in research and enquiry (demonstrate ability to use research/data to support arguments and analyse perspectives) e.g. framing and creating questions; using appropriate methods for gathering evidence; awareness of methodological benefits/ limitations; ethics and integrity; analysis of evidence; communicating findings for a given context and group(s) of stakeholders |
Little or no skill demonstrated in selected techniques applicable to own research or advanced scholarship. Lacks any understanding of how established techniques of research and enquiry are used to create and interpret knowledge |
Little or no skill demonstrated in selected techniques applicable to own research or advanced scholarship. Lacks any understanding of how established techniques of research and enquiry are used to create and interpret knowledge | Little or no skill demonstrated in selected techniques applicable to own research or advanced scholarship. Lacks any understanding of how established techniques of research and enquiry are used to create and interpret knowledge | Demonstrates some skill in selected techniques and/or approaches applicable to own research or advanced scholarship, but with significant areas of weakness. Lacks sufficient understanding of how established techniques of research and enquiry are used to create and interpret knowledge | Demonstrates understanding of and skills in selected techniques/ approaches applicable to own research or advanced scholarship. Shows some originality in the application of knowledge, and some understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline Able to communicate effectively with a given audience | Displays a comprehensive understanding of and skills in techniques/approaches applicable to own research or advanced scholarship. Shows originality in the application of knowledge, and a good understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. Able to communicate very effectively arguments, evidence and conclusions to specialist and non-specialist audiences. | Conducts research highly effectively, using technical and/or professional skills as appropriate. Displays excellent grasp of a range of techniques applicable to own research or advanced scholarship. Shows originality in application of knowledge, and excellent grasp of how knowledge is created and interpreted in the discipline. Able to communicate at a high level arguments, evidence and conclusions for relevant stakeholders. | Conducts research highly effectively, using technical and/or professional skills as appropriate. Displays exceptional grasp of a range of techniques applicable to own research or advanced scholarship. Shows originality in application of knowledge, and excellent grasp of how knowledge is created and interpreted in the discipline. Able to communicate at a very high level arguments, evidence and conclusions for relevant stakeholders | Conducts the highest quality of research that is publishable. Displays exceptional grasp of a range of techniques applicable to own research or advanced scholarship. Shows originality in application of knowledge, and exceptional grasp of how knowledge is created and interpreted in the discipline. |
| Demonstrate principles of responsible management | Not considered or no relevance | Consideration at a superficial level with minimal relevance shown to responsible practice. | Considered with relevant solutions identified but no detail relevant to responsible practice. | Considered with relevant solutions identified but little detail relevant to responsible practice. | Considered with relevant solutions identified and adequate detail relevant to responsible practice. | Wide consideration relevant solutions identified and appropriate detail relevant to responsible practice. | Full consideration of implications for responsible practice with range of solutions discussed in detail. | Full consideration of implications for responsible practice with extensive range of solutions discussed in detail. | Full consideration of implications for responsible practice with full range of solutions discussed in detail. |
| Apply subject knowledge and concepts of subject area or area of professional practice Critically evaluate problems/insights within area of study or area of professional practice | Not considered or no relevance Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge demonstrating awareness of current problems and/or new insights | Approaching excellence in subject knowledge. Arguments are relevant and well developed, good degree of accuracy and technical competence | Excellent. Displays excellent subject knowledge | Outstanding demonstration of subject knowledge; timely and relevant insights within the field | Mastery in subject knowledge at the forefront of the field |
| Critically evaluate problems/insights within area of study or area of professional practice | Entirely lacking in evidence of knowledge and understanding | Typically, only able to deal with terminology, basic facts and concepts | Knowledge of concepts falls short of prescribed range Typically only able to deal with terminology, basic facts and concepts | Marginally insufficient. Adequate knowledge of concepts within prescribed range but fails to adequately solve problems posed by assessment | A systematic understanding of knowledge; critical awareness of current problems and/or new insights; can evaluate critically current research | Approaching excellence in some areas with evidence of informed critical awareness/insights. | Excellence Displays very high levels of accuracy and critical awareness of current problems/insights the ability to analyse primary sources critically. | Excellence in critical awareness of current problems/insights; originality and ability to make informed judgments. | Striking and insightful. Displays advanced mastery and understanding and critical awareness of current problems/insights at the forefront of academic discipline; originality and independent thought; ability to make informed judgements. |
| Presentation | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirements may not be observed; does not follow academic conventions; language errors impact on intelligibility | Length requirement met and academic conventions mostly followed. Minor errors in language | Length requirement met and academic conventions mostly followed. Possibly very minor errors in language | Good standard of presentation; length requirement met, and academic conventions followed | Very good standards of presentation | Professional standards of presentation | Highest professional standards of presentation |
| Use of evidence and sources to support task |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Some irrelevant and/or out of date Sources |
Limited sources |
Comprehensive understanding of techniques applicable to own research or advanced scholarship
|
Complex work and concepts presented, key texts used effectively |
Full range of sources used selectively to support argument |
Full range of sources used selectively to support argument |
Full range of sources used selectively to support argument
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Development of ideas |
Argument not developed and may be confused and incoherent | Argument not developed and may be confused and incoherent | Argument not developed and may be confused and incoherent |
Argument not fully developed and may lack structure |
The argument is developed but may lack fluency |
Argument concise and explicit |
Coherent and compelling argument well presented |
Coherent and compelling argument well presented |
Coherent and compelling argument well presented
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