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| Category | Assignment | Subject | Business |
|---|---|---|---|
| University | Yoobee College of Creative Innovation | Module Title | MBI803 Research Methods |
Assignment | Weighting 40%
| Graduate Profile Outcomes (GPO) | Learning Outcomes (LO) | Assessment |
|
GPO1 Develop advanced knowledge and skills and apply these to solve business informatics problems. |
LO3
Apply research skills in academic inquiry to develop well-formulated research questions that address challenges in professional practice within a specific context |
MBI803
Research Methods |
This assessment uses the following grade scale to determine an overall grade for the assessment.
| Grade | Band | |
| A+ | 90 – 100% | Passing Grades |
| A | 85 – 89% | |
| A- | 80 – 84% | |
| B+ | 75 –79% | |
| B | 70 – 74% | |
| B- | 65 – 69% | |
| C+ | 60 – 64% | |
| C | 55 – 59% | |
| C- | 50 – 54% | |
| D | 40 – 49% | Failing
Grades |
| E | below 40% |
All learning outcomes for the assessment must be met, irrespective of the grade awarded.
Assessment tasks will be graded according to specific criteria, which are detailed in the marking rubric.
Please see your programme handbook for the extended programme assessment and evaluation information.
Your work should not be plagiarised. Plagiarism includes copying material without acknowledging it, copying from another student, getting another person to help you with your assessment, using material from commercial essays or assignment services, or using AI to create the answers.
The purpose of this assessment is to assess your knowledge. In the event Yoobee suspects collusion, this will be addressed. For more information on plagiarism, please refer to the Student Handbook
| Week | Recommended Task Completion Progress | Submission |
| Week 3 | Task 1 Papers selection | |
| Week 4 | Task 2 Reading and analysis
Task 3 Identifying research gaps |
|
| Week 5 | Task 4 Formulating research questions Task 5 Critical reflection | |
| Week 6 | Make final revisions based on feedback, check all requirements are met and finalise your report | Final Submission Due |
Submit one PDF to the LMS by the specified due date.
Your report should include:
Only PDF or DOC files will be accepted for submission
To demonstrate students’ understanding of how well-defined research questions contribute to high-quality research and practice. It aims to develop students’ ability to critically evaluate the process of formulating research questions, highlight the importance of well-formulated questions in advancing research outcomes across various fields, and strengthen their skills in comparing how research questions shape both academic inquiry and real-world professional practice.
Choose two recent research papers (in the past 3 years) from reputable, peer-reviewed journals. One paper should be focused on healthcare, and the other should be from a different academic or professional context (e.g., education, business, social sciences).
Thoroughly read both selected papers to understand the research topic, methodology, and key findings.
Examine the limitations of each paper or other areas where the authors acknowledge the need for further research.
Based on the identified research gaps, create two well-formulated research questions for each paper. Ensure the questions are:
For each selected paper:
| LO | GPO | Task | Task Component | Weighting |
| LO3
Critically evaluate the importance of developing well-formulated research questions in different contexts of academic inquiry or professional practice.
|
GPO1 | Task1: Paper Selection | Task 1: Select reliable sources | 5% |
| Task 1: Select recent journals | 5% | |||
| Task 2:
Reading and Analysis |
Task 2: Provide an overview of each topic and methodology | 10% | ||
| Task 2: Summarise key findings in each paper | 10% | |||
| Task 3:
Identifying Research Gaps |
Task 3: Identify unanswered questions or unresolved challenges within the research area | 10% | ||
| Task 3: Reflect on limitations regarding the generalisability of the findings | 10% | |||
| Task 4:
Formulating Research Questions |
Task 4: Create two well-formulated research questions for first paper | 15% | ||
| Task 4: Create two well-formulated research questions for the second paper | 15% | |||
| Task 5: Critical Reflection | Task 5: Explain how having a well-defined research question can improve the effectiveness of research or professional practice | 10% | ||
| Task5: Discuss the potential negative consequences of poorly formulated research questions in each respective context | 10% | |||
| 100% | ||||
To pass this assessment, you must meet the requirements of each of the learning outcome (irrespective of the grade awarded).
| Criteria & Weighting | E (0-39) % | D (40-49) % | C-, C, C+ (5064) % | B-, B, B+ (6579) % | A-, A, A+ (80-100) % | |
| Paper Selection (LO3) |
10% | Did not select relevant papers or journals. | Relevant paper but not reliable source. | Selected papers from somewhat relevant journals. |
Selected relevant research paper from reputable journals, but papers may not have been the most recent. | Demonstrated a strong understanding of relevant journals and selected highly pertinent papers. |
| Reading and Analysis (LO3) |
20% | Did not provide an overview or analysis of the papers. | Overviews and analysis were unclear or inaccurate. | Provided basic overviews of the papers but lacked details on methodologie s or findings. | Provided clear overviews of the papers but lacked analysis of methodologies and findings. |
Demonstrated a deep understanding of the papers’ content. Insightful analysis and comprehensive titles, authors, publication details, research topics, methodologies, and key findings. |
| Identifying Research Gaps (LO3) |
20% | Did not identify any clear research gaps. | Identified some potential gaps, but explanations were unclear or limited. |
Identified some research gaps, but explanations lacked depth or focus. |
Identified research gaps and explained their significance very well. | Demonstrated strong ability to critically analyse limitations. Clearly identified and explained at least two significant limitations or unanswered questions within each of the research contexts. |
| Formulating Research Questions (LO3) |
30% | Did not formulate any research question or the questions were irrelevant to the paper. |
Formulated two research questions for each paper, but they were unclear, unfocused, or not clearly linked to the identified gaps. | Formulated two research questions for each paper, but they may have lacked some focus or justification. | Formulated two well-defined and welljustified research questions for each paper that clearly address the identified gaps. | Formulated two well-defined research questions for each paper that were: – Specific & focused – Feasible – Significant to the field. |
| Critical Reflection (LO3) |
20% | Lacks explanation of how a well-defined a research question improves research effectiveness or how poorly formulated questions negatively impacts practice. |
Basic explanation of the importance of a well- defined research question, but the analysis is weak. |
Explanation of how a welldefined, focused research question improves research or professional practice is provided but negative consequences of poorly formulated questions lacks depth or critical insight. |
Clear explanation of how a wellformulated research question enhances research or professional practice and the analysis of the potential negative consequences of poorly formulated research questions is well-developed and thoughtful. |
Demonstrated deep understanding of how a wellformulated research question improves research effectiveness or professional practice, with wellexplained examples. The discussion of the negative consequences of poorly formulated questions is thorough, insightful, and supported by relevant evidence from the selected papers. The response is clear, coherent, and excellently written, with no errors in logic or language. |
Note: The ranges for each grade level encompass the full 11-point grading system as outlined in the accompanying table. Please refer to the table for detailed percentage ranges associated with each letter grade.
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