conduct a critical evaluation of the process with the particular emphasis of lean principles and prepare a report for senior management

Assessment task
details and
instruc�ons
The Concept of the Assessment.
The assessment has been developed as an integral part of the module and
as one of the principal drivers to learning. The assessment has been
designed to align to the learning materials in being innova�ve and related
to the student’s workplace and/or profession. In all assessment ac�vi�es,
students are encouraged to apply what they have learnt to their own
(project or business) organisa�on (if available). The assessment will be on
the basis of the extent to which a student has been able to apply subject
material to gain new insight and create or envisage the start of new
innova�ons within the organisa�on or profession.
It is the inten�on of the module team that as much flexibility should be
allowed within the specifica�on of a project to allow students to nego�ate
a project brief that meets the academic requirements of the module. These
nego�a�ons should take the form of a discussion between the student,
Module Tutor and, where appropriate, the student’s employer.
Specifica�on of the project
Background – The Toyota Produc�on System and deriva�ve approaches
such as lean produc�on have contributed towards sustainable compe��ve
advantage for their adopters. New understanding and prac�ces for
designing, controlling and improving integrated design and produc�on
processes are at the heart of the Toyota Produc�on System.
Scenario – In rela�on to your own workplace and a project, with which you
are familiar, iden�fy a specific process. If you have no access at the
moment to a work context, please use scenarios given by the tutor as the
star�ng point – you can modify and expand these scenarios in such ways
that the applica�on of lean principles can be considered in more depth.
The process could be the requirements capture process, the design
process, the process of structuring and managing the produc�on system,
or some other process system that is clearly iden�fiable within your
business. For the iden�fied process system conduct a cri�cal
evalua�on of the process with the par�cular emphasis of lean principles
and prepare a report for senior management that addresses the following
issues:
• Rehearsal of the lean principles
• Critical evaluation of the current process
• Development of a target process / system based on consideration
of alternative approaches

What are ‘cortical columns’ and how have they influenced our understanding of brain structure and function?

General:

The highest marks were awarded if essays showed evidence of critical thinking, excellent structure, answering the question as set and with clarity, an appreciation of detail reported in original research papers, without significant inaccuracies or deviation into irrelevant areas, and wide reading beyond the reading list. Marks were also awarded for accuracy. Essays were based on one question per topic, but there were themes running through the course across different lectures, and marks were also awarded to essays which attempted to combine appropriate information from different lectures.

Marks were frequently lost for the following reasons: Poor structure (e.g. no introduction or conclusion); logic often didn’t follow between sentences and/or paragraphs; irrelevant source material; insufficient explanation of certain concepts; links between paragraphs needed; insufficient clarity caused by erroneous use of English.

1. What are ‘cortical columns’ and how have they influenced our understanding of brain structure and function?

2. How do the main types of antidepressant medication, starting from those first used, up to the present day, work? Describe their actions on neurotransmitters and discuss their limitations as a treatment.

3. Some philosophers and researchers claim that it is not possible to explain mental states in terms of brain states. Others claim the opposite. Contrast and evaluate the arguments made by those on each side in this debate

4. Cortical networks in the primate brain are said to be hierarchically organised. Discuss the organisation of EITHER the visual OR the motor cortical network, and explain why its properties are hierarchical.

5. What have the sizes of brains and brain areas revealed about the way that the brain has evolved?

submit an individual Research Proposal (1000 words excluding references – reference list is not included in the 1000 words).

Research Proposal (Individual Assessment).
The word limit is 1000 words (+/- 10%).
You are required to submit an individual Research Proposal (1000 words excluding references – reference list is not included in the 1000 words).

The research proposal will need to include key elements/sections and will inform the basis for a systematic review dissertation.

The elements/sections to include (in the order highlighted below);

⦁ A brief introduction to a chosen topic along with links to literature key policy, current literature (400 words).
⦁ A specific research question
⦁ Clear aim & objectives
⦁ Why methodological frameworks are used?
⦁ Use of PICO or PEO (support choice as to why).
⦁ A Reference list (Using Harvard Referencing).

Additional information and guidance are provided below relating to the different sections of the Research Proposal. Please present your Research Proposal using the appropriate headings.

Introduction

The introduction should demonstrate an understanding of the issue/topic. The paragraphs you include should outline the topic of your study and introduce your reader to the dissertation. It is advisable to write this section upon completion of thorough reading of relevant literature, as at this point you will be aware of what you are introducing. You should provide background information of your research topic, provide an analysis of key issues and ensure that your work is appropriately supported.

As the dissertation is based on reviewing the existing material available on the topic you need to be sure that there are sufficient academic sources you can draw on to answer your question.

Research Question

Getting the research question focused is crucial to a high quality dissertation. The research question is simply the question you intend your study to answer. If the question is too broad, unclear, has too many sub-parts or contains reference to something so obscure, you will find it very difficult or impossible to answer and you will end up with a final dissertation that is ambiguous and potentially disjointed. A dissertation with a research question that does not relate to your final discussion will appear incoherent so remember to repeatedly re-visit your dissertation research question, aim and objectives.

Aim & Objectives

The aim should be realistic and clearly explain what you hope and intend to achieve by having produced the dissertation. Please ensure that you refine your dissertation to one broad aim that is then fulfilled by individual objectives.

The objectives are the research steps you take to achieve the aim. The objectives have to relate to your overall aim and you should continually re-visit your aim and objectives throughout the execution of your work. Keep the objectives concise and restricted in number. Long lists of objectives result in (or from) confusion and often do not get done.

Why methodological frameworks are used

This should include an overview of specific frameworks and why they are appropriate within the topic/issue you have selected. You maybe undertaking a qualitative or quantitative study therefore it will outline what approach/framework is suitable.

PICO or PEO(including information to support your choice). Examples are provided below.

PICO
Before you start your search, it is important to have a well-built question. One way to construct a well-built question is to use the PICO model. PICO stands for patient/population, intervention, comparison and outcomes. 
Patient/Population Intervention Comparison Outcomes
Who is your patient?
⦁ Age, sex, race or patient
⦁ Primary problem
⦁ Health status What do you plan on doing for the patient?
⦁ Diagnostic test
⦁ Medication
⦁ Procedure What alternative are you considering?
⦁ Another test, medication or procedure
⦁ Watchful waiting What do wish to accomplish?
⦁ Accurate diagnosis
⦁ Relieve or improve symptoms
⦁ Maintain function

PEO
PEO is another framework that is especially useful when investigating a prognosis or likelihood of developing a certain condition as a result of a pre-existing condition or exposure. 
Patient/Population:  how would you describe the patient or population of interest? 
Exposure:  what pre-existing conditions does the patient/population have or what has the patient/population been exposed to?
Outcome:  the outcome of interest; unlike in PICO, the outcome is almost always used in the search terms with the PEO framework

References (using the Harvard Referencing style)

Further Information
Allwritten work must be accurately referenced using the Harvard Referencing System, which is available via the University of Sunderland Library site. The guide to Harvard Referencing is called ‘Cite Them Right’. Please familiarise yourself with this system and if you have problems with referencing, please ask me for help. Please ensure that you check your grammar frequently, consider the structure of the sentences and paragraphs and ensure that your work is original and written in your own words. There is additional information relating to the issue of Plagiarism (and how to avoid it) within the Module Handbook.

Presentation of your work as well as the content will count towards your final mark. Please make sure your written work is neat and well-presented before your final submission. Written assignments should be typed in no smaller than 12pt. Arial font and 1.5 spaced. Please ensure your name and the module code is clearly visible on the front sheet of all written work. Please do not add borders or any other decorative elements to your work. It is acceptable that your reference list is in single space format.

Any specified word limit should be adhered to. You will not be penalised if your work is either 10% under or over the specified limit. However, if you exceed these maximum word counts you will have marks deducted proportionally, after your work has been marked. For example; a 1,500-word essay should be no less than 1,350 and absolutely no more than 1,650 words. If you write much less than 1,350 for a 1,500 word essay you would disadvantage yourself. If you exceed the maximum word limit you will have marks deducted as a proportion of the amount exceeded.

Critically appraise the role and processes of innovation and business model development to create new ventures, products and services in response to grow the opportunities.

Assignment Title: Ideation, Business Model, Road Map & Launch Plan

You are expected to develop your business model, detail the launch plan and recommend the method which you will use to pitch for investment.
You must show how you will monitor and measure success of the launch.
I am suggesting that the Community Store UK increases the number of shops across the UK in the less favoured areas, in order to help people who are less fortunate, and to redistribute tmore volumes of surplus of foods and household products. Also, the company can launch a campaign to promote a simple, minimalist lifestyle, and frugal eating as being healthy, with the scope to change the mindset that ‘more is better’ because as demonstrated more and more often nowadays ‘less is more’.

Within this section you may wish to consider some of these headings:
Business Model: what is your business model canvas (this will be a new product service plan rather than a full business plan)
Value Creation: how are you planning to achieve this?
Detailed Launch Plan: explain & detail your plan using marketing frameworks.
Investment Pitch: who will you pitch to/how much will you ask/do you have the evidence to back up your claims. Detail the pitch – but make it new product/ new service specific.

Decide on which tools and techniques you wish to use to help with your ideation process:
Mind-mapping
Mood boards etc
Collect research, literature, and evidence.

Think about the organisation:
Company values
What makes the brand?
What is your competitive advantage?
Innovations
What have other companies in your sector done? What does your research show?
You will be expected to write up your ideation process and evaluation using relevant theory and frameworks.

Data collected as part of your evaluation can be added as a referenced appendix to your submission.

Develop a critical understanding of the role and processes of strategic marketing planning in the creation of value and/or competitive advantage for an organisation.
Evaluate how marketing tactics should be adjusted depending on context of the organisation, factors in the environment, segmentation, customer personas and consumer behaviour.
Critically appraise the role and processes of innovation and business model development to create new ventures, products and services in response to grow the opportunities.
Synthesize evidence within the market environment in the context of contemporary issues including digital transformation, marketing ethics and sustainability
Integrate and apply academic concepts and literature, and secondary research in the context of a strategic marketing plan.
Evidence a range of entrepreneurial skills through a new venture or new product/service development project including team working, ideation, innovation, evaluation, communication and persuasion.
Justify financially viable business models, launch plans and roadmaps that will deliver sustained growth in response to clearly identified market opportunities.
Critically evaluate key issues using academic concepts and literature.

Bibliography:

Trott, P. (2017) Innovation Management and New Product Development, Pearson
Entrepreneurs – Chapter 2, P68
New Product Development – Chapter 4, P482
Market Adoption & Technology – Chapter 3, P86

Kotler, P., Armstrong, G., Harris, L. C. and Piercy, N., 2017. Principles of Marketing. 7th European edition. Harlow: Pearson Education. (Chapter 4)

Reading 
Digital Marketing. Strategy, implementation and practice
Chaffey, Dave; Ellis-Chadwick, Fiona. 2019
Harlow, United Kingdom: Pearson Education Limited 7th ed. 2019
Effective client management in professional services: how to build successful client relationships 
Jack Berkovi author. 2014
Surrey, England; Burlington, Vermont: Gower Publishing Limited : Gower Publishing Company 2014
 

Chapter 9 – Jefferson, S. & Tanton, S. (2015) Value Content Marketing – how to make quality content your key to success
 
https://www.forbes.com/sites/lauraheller/2019/04/01/why-instagram-home-depot-and-pinterest-think-photos-are-the-next-big-thing/#7f2a76d3b4b4 
https://contentmarketinginstitute.com/2011/03/boring-brands-content-strategies/
https://www.socialmediatoday.com/news/new-report-finds-instagram-engagement-rates-are-in-decline/558327/?fbclid=IwAR0_zPuhC7TN6y2U94j-RBCaRuLOs9w1DvmyJc2MM01gBmuugKv9tQV6ZM8
Maylor, Harvey (2010) Project management – Chapters 9 and 10
 
Risk Management in Marketing:
https://www.marketingweek.com/the-rise-of-risk-management-in-marketing/?nocache=true&login_errors%5B0%5D=invalidcombo&_lsnonce=6c795ced94&rememberme=1  (Links to an external site.)
Risk Management in the Digital Era
https://www.mckinsey.com/business-functions/risk/our-insights/the-future-of-risk-management-in-the-digital-era  (Links to an external site.)
Effective Scenario Planning
https://www.smartinsights.com/managing-digital-marketing/planning-budgeting/tool-effective-scenario-planning/  (Links to an external site.) 
Beware of False Metrics
https://www.smartinsights.com/goal-setting-evaluation/goals-kpis/beware-of-false-metrics/ (Links to an external site.)

Chaffey, D., Business Information Management: Improving Performance Using Information Systems: 2004 Edition, (1st Edition) Publisher: Financial Times/ Prentice Hall
Chaffey, D., & Ellis-Chadwick, F. Digital Marketing: Strategy, Implementation and Practice (2017). Pearson
Heinze A.J, et al (2017) Digital and Social Media Marketing: A Results-Driven Approach (2017). Routledge
Peterson, Cumming & Carpenter, 2003 – cited in www.researchgate.net 

Analyse and critically evaluate relevant learning theories and learning styles and their impact on both individual and group learning within your designed and delivered learning and development activity.

The Assessment Task
Your report must be academically supported and referenced.
Your work must be presented in a report format.

Within your 2000-word report you must:
Analyse and critically evaluate relevant learning theories and learning styles and their impact on both individual and group learning within your designed and delivered learning and development activity.

Analyse and synthesise the theories and models you used to facilitate the systematic approach to training.

Draw a conclusion on the effectiveness of your learning and development session. Make one recommendation for future improvement.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Analyse and critically evaluate both individual and organisational learning in context, taking into account individual learning theories (15%)

Analyse and synthesise theories and models that are used to meet and prioritise requirements in the systematic approach to organisational training (15%)

Develop a range of training and development initiatives that are both relevant and communicated in an appropriate manner for a professional context (60%)

Academic / Professional quality (10%)

Your grade will depend on the extent to which you meet these learning outcomes in the way relevant for this assessment. Please see the grading rubric on NILE for further details of the criteria against which you will be assessed.

Review impact of most recent policies on Broadband and internet infrastructure have had to allow for a more inclusive use of the internet.

⦁ Topic:
Digitalisation a mechanism for Inclusion or Exclusion Across Great Britain: Improvements Accomplished since publication of Phillips et al “Patters, Policies and Scenarios for connecting the final few in Rural Communities Across Great Britain” – Journal of Rural Studies 2017.
⦁ Introduction
“In this paper it has been argued that for the ordinary citizen easy, ready access to online services is becoming a matter of major import, not just something which is nice to have. The Internet is becoming embedded in society so rapidly that it is becoming a default medium for anyone wishing to provide information, to perform transactions, to create civic engagement” Warren (2007)

On the 25th of February 2015, Lorna Phillips et al submitted a research paper to the Journal of Rural Studies about the “The digital divide: Patterns, Policy and scenarios for connecting the ‘final few’ in rural communities across Great Britain.” It was revised and submitted on the 15th November 2016 and was available on line on the 17th January 2017.
The first line of the introduction to the paper state
“For many, it is difficult to imagine life without digital modes of communication” Phillip et al (2017)
Indeed, communication utilising digital methods is the means by which many stay in touch with family, friends, and gather informal and communicate with national and international government and businesses. Digital communication is the life blood of communities and nations.

Within the paper, according to the office of National Statistics, in 2014 nearly 16% of households where not on line; Appendix 1 shows that by 2015 the number had decreased to 14% and Appendix 2 shows a systematic decline in numbers that by 2018 the figure was 10%.
This statistical reduction from 16 % to 10% in 4 years show a marked increase in digital participation.

A summary of the conclusion arrived at by this research paper in 2015 are as follows:
⦁ The analysis of Ofcom infrastructure data provided evidence of “urban -rural digital divide” in the United Kingdom such as digital infrastructure inequalities impacting on professional, personal and businesses lives in deep rural areas -an exclusion from participating equally in those areas of life.
⦁ In addition, due to infrastructural issues, day to day activities and transactions expected of business, households and individuals driven by businesses and government are impeded as result of this digital exclusion in urbans and rural areas
⦁ Internet Service Providers are motivated by profitability, consequently, this infrastructure issue is more likely to persist for a considerable period or in the long run remain until alternative solution can be found for them.
⦁ Phillip et al suggested a number of potential options which would be require to help resolve this urban-rural digital divide/ exclusion for example, exploration of ”none fixed connection such as satellite and wireless”, community led incentive which should form part of national and international policy; geographical and individual social-technical capabilities, rescoping potential collaboration models between public sector and commercial service providers i.e. public private financial agreement or provision of industrial expertise.
⦁ Technological advancements to help impact internet downloading speed
⦁ Finally, digital proofing policy to ensure effective intervention in future infrastructure development was suggested.

The aim of my project would be to replicate this paper reviewing the three main aim:
⦁ Reflection on the digital exclusion and inclusion in England, Scotland and Wales based on the analysis on most recently available data – 2018 published by Ofcom – UK Telecommunication Regulator.
⦁ Review the current implication of digital inclusion and exclusion infrastructure for 1 remote and 1 rural parts of Wales
⦁ Review impact of most recent policies on Broadband and internet infrastructure have had to allow for a more inclusive use of the internet.

Design and deliver a learning and development session, on a relevant topic, of your choosing.

The Assessment Task
Design and deliver a learning and development session, on a relevant topic, of your choosing. Your session must be presented in an appropriate manner for a professional audience. Your topic must be approved by the HRM3009 module tutor. Help, guidance and support will be available throughout this assessment.

Design and deliver your agreed learning and development session. Your session should be 20 minutes in duration and delivered via voiceover in PowerPoint. You must ensure your activity includes all aspects relating to a systematic approach to training including transmitting information and a valid / appropriate measuring system which assesses individual participation.

You must also ensure your activity complies with ethical and legal considerations.

You must be able to ascertain the effectiveness of your learning and development session, through an appropriate feedback mechanism.
Learning Outcomes
On successful completion of this assessment, you will be able to:
Identify an appropriate learning and development initiative and take into account individual learning styles (20%)
Deliver a training and development initiative that is relevant and communicated in an appropriate manner for a professional context (40%)
Apply an appropriate measuring system to assess learners and to evaluate the session (20%)
Present to an academic and professional quality (20%)

Your grade will depend on the extent to which you meet these learning outcomes in the way relevant for this assessment. Please see the grading rubric on NILE for further details of the criteria against which you will be assessed.

Assessment Support
Specific support sessions for this assessment will be provided by the module team and notified through NILE. You can also access individual support and guidance for your assessments from Library and Learning Services. Visit the Skills Hub to access this support and to discover the online support also available for assessments and academic skills.
Academic Integrity and Misconduct
Unless this is a group assessment, the work you produce must be your own, with work taken from any other source properly referenced and attributed. For the avoidance of doubt this means that it is an infringement of academic integrity and, therefore, academic misconduct to ask someone else to carry out all or some of the work for you, whether paid or unpaid, or to use the work of another student whether current or previously submitted.

For further guidance on what constitutes plagiarism, contract cheating or collusion, or any other infringement of academic integrity, please read the University’s Academic Integrity and Misconduct Policy. Also useful resources to help with understanding academic integrity are available from UNPAC – the University of Northampton’s Plagiarism Avoidance Course.

N.B. The penalties for academic misconduct are severe and include failing the assessment, failing the module and even expulsion from the university.
Assessment Submission
To submit your work, please go to the ‘Submit your work’ area on the NILE site and use the relevant submission point to upload your report. The deadline for this is 11.59pm (UK local time) on the date of submission. Please note that essays and text-based reports should be submitted as word documents and not PDFs or Mac files.

Written work submitted to TURNITIN will be subject to anti-plagiarism detection software. Turnitin checks student work for possible textual matches against internet available resources and its own proprietary database.

When you upload your work correctly to TURNITIN you will receive a receipt which is your record and proof of submission. If your assessment is not submitted to TURNITIN, rather than a receipt, you will see a green banner at the top of the screen that denotes successful submission.

N.B Work emailed directly to your tutor will not be marked.
Late submission of work
For first sits, if an item of assessment is submitted late and an extension has not been granted, the following will apply:

Within one week of the original deadline – work will be marked and returned with full feedback, and awarded a maximum bare pass grade.
More than one week from original deadline – grade achievable LG (L indicating late).

For resits there are no allowances for work submitted late and it will be treated as a non-submission.

Please see the Assessment and Feedback Policy for full information on the processes related to assessment, grading and feedback, including anonymous grading. You will also find the generic grading criteria for achievement at University Grading Criteria. Also explained there are the meanings of the various G grades at the bottom of the grading scale including LG mentioned above.

Extensions
The University of Northampton’s general policy with regard to extensions is to be supportive of students who have genuine difficulties, but not against pressures of work that could have reasonably been anticipated.

For full details please refer to the Extensions Policy. Extensions are only available for first sits – they are not available for resits.

Mitigating Circumstances
For guidance on Mitigating circumstances please go to Mitigating Circumstances where you will find detailed guidance on the policy as well as guidance and the form for making an application.

Please note, however, that an application to defer an assessment on the grounds of mitigating circumstances should normally be made in advance of the submission deadline or examination date.

Feedback and Grades
These can be accessed through clicking on the Feedback and Grades tab on NILE. Feedback will be provided by a rubric with summary comments.

To what extent second language acquisition (SLA) can contribute to learner’s psychological and emotional development and their social well-being?

Literature Review

To what extent second language acquisition (SLA) can contribute to learner’s psychological and emotional development and their social well-being?

According to the growing research, language helps to constitute emotions such as fear, disgust, and anger by cohering sensation into specific perceptions. Dewaele (2019) holds that language plays a pivotal role in emotions. According to the evidence from cognitive and developmental science, language builds concept knowledge in a pupil. Acquisition of a second language helps the pupil formulate abstract concepts (Rimm-Kaufman & Hamre, 2010) and enables the pupil to use concepts learnt in a classroom to make meaning in sensory perception. Therefore, language binds the concept of emotions to embodied experience. Besides, by learning a second language, the pupil creates a range of positive and negative emotions. Shao et al. (2019) argue that in the process of learning the second language, emotions are of critical importance to its achievement. Traditional research on second language acquisition and emotions concentrated on negative emotions such as language anxiety, leaving behind positive emotions such as admiration, hope, joy, gratitude, pride, and happiness unaddressed (Teimouri et al., 2019). However, according to recent research, positive emotions, such as enjoyment, and negative emotions have both been addressed in the process of learning and teaching (Shao et al., 2019). Researchers have examined various language learning emotions with their outcomes. Positive and negative emotions provide an insight into how the acquisition of a second language can fine-tune the emotions of the learner that may eventually lead to the success of the learner (Oxford, 2016).
Positive psychology is built on three pillars: positive emotions that comprise the school and family members, positive emotions such as good virtues and strengths, and emotions such as joy and happiness (Seligman & Csikszentmihalyi, 2000). Fredrickson (2001) also holds that the key component of positive psychology is positive emotions. Positive emotions help the learner achieve psychological growth, improved well-being, and intellectual development. This argument emphasises the point that positive psychology and positive emotions play a pivotal role in second language acquisition, which is a developing process that necessitates a long-term effect on a learner’s optimism, resilience, interest, and motivation (Fredrickson, 2001). Positive emotions such as emotional intelligence, courage, optimism, and empathy help the learners energise and recognise their strengths and those of others. When the feature of positive psychology such as happiness and emotional intelligence are reflected in the learner’s behaviour, feeling and thought, it helps them overcome language obstacles, thus helping the learner obtain the optimal effect and learning experience in the second language classroom setup (Lake, 2013). In addition, good institutions such as schools with supportive peers and teachers, high-quality education, freedom in inquiry, democracy, and security can transcend learners who feel lonely in the process of learning the second language (Shao et al., 2013). According to Khajavy et al. (2018), the three pillars of positive psychology are linked together in second language acquisition. Positive features portrayed by the learner can develop positive emotions, which affect teachers and learners through means such as social appraisal and emotional contagion. A conducive environment in the classroom and at the institutional level leads to beneficial language experience and the development of all learners (Khajavy et al., 2018).

What is the lived experience of criminal gang members enrolled in an employment program to reduce gang-related homicides?

Abstract
St. Kitts and Nevis’s Government, in collaboration with the local police force, introduced an Alternative Lifestyle Pathway Program (ALPP). The program aims to help reduce gang-related homicides by specifically targeting known criminal gang members with legitimate employment. The ALPP is an incentive-based program newly introduced in St. Kitts and Nevis, and it is not known if such a program will help reduced gang-related homicide. The purpose of the research is to investigate the lived experiences of criminal gang members enrolled in the ALPP. It is important to understand the lived experience of the person enrolled in this program so that the administrator and stakeholders (Government, police, and civil society) can better appreciate its formation. The Government also needs to know the outcomes of such programs in the long-term. The research answers the research problem: What is the lived experience of criminal gang members enrolled in an employment program to reduce gang-related homicides? A phenomenological research design supported by a theoretical framework built on the Phenomenology Hermeneutic theory of interpretation will explore the problem. The data for this research is analyzed using the coding, categories, and themes; finally, the hermeneutic circle will be used to understand the interpretation of the data. The study indicated that incentive-based programs must be structured appropriately with other rehabilitative solutions when targeting criminal gang members to help reduce gang-related homicides. This research adds value to the positive social change agenda by giving the criminal justice system an academic alternative diversion program to help reduce gang-related homicides and save lives.

What is the lived experience of criminal gang members enrolled in an employment program to reduce gang-related homicides?

What are the experiences of teachers moving into leadership in the East of England?

ASSIGNMENT FRONT SHEET

Student Name:
Certification : I certify that the whole of this work is the result of my individual effort and that all quotations from books, periodicals etc. have been acknowledged.
Student Signature: Date:
Student Registration Number:
Student email address :

Programme : MBA/MPA Academic Year : Carousel Delivery Module title : Research Methods Module code: Level : 7
Assignment no : 2
Word guide: circa 2,450
excluding references etc.
Percentage Weighting of this assignment for the module: 70%
Issue date : First Week of the Module
Lecturer : Second marker :

Assignment feedback:
Mark %

Masters Level Marking Criteria

Description: Fail:
Marks below 30% No work has been submitted in the time allowed, or the work submitted demonstrates little or no understanding of the task or the subject matter. This may be evident where the work is substantially incoherent, irrelevant or lacking in factual content, or where these shortcomings are present in combination such that the work as a whole is unsound. Major errors of fact, or evidence of substantially poor cognitive or other relevant skills will also lead to a fail.
Description: Fail:
Marks in the range
30% – 39% The work shows some knowledge and required skills are present to a degree. There may be appreciable error or omission of facts, poor structure, misdirection to the task, or poor conceptualisation or illustration of the work. Evidence of analysis and evaluation is weak. There will be indications in the work that the candidate is capable of improving it by further application to the task
Description: Pass:
Marks in the range of 40% – 49% The work contains sufficient descriptive information. There is some analysis and explanation with appropriate illustration and example, and some attempt to evaluate. The work will generally be coherent and relevant, it will contain some useful proposals or solutions related to familiar solutions and there will be some attempt at originality. It will be communicated clearly.
Description: Pass:
Marks in the range of 50% – 59% The work contains all the necessary contextual information. There will be adequate analysis, explanation and conceptualisation, with appropriate illustration and example, and sound attempts to evaluate and judge. The work will be substantially coherent and will contain relevant and feasible proposals or solutions related to familiar situations, some responses to uncertainty or ambiguity and some acknowledgements of the implications of change.
Description: Pass:
Marks in the range of 60% – 69% The work will contain complete explanations using most available information. There will be substantial analysis; the ability to recognise evidence, use ideas, conceptualise, evaluate and judge in familiar situations will be clearly demonstrated. Proposals or solutions will be contextually relevant and useful, with substantial evidence of the skill necessary to operationalize them in a variety of situations, including those in which uncertainty, ambiguity or change are present. The work will provide evidence of originality and of useful knowledge transfer to novel situations. It will be coherent and convincing.
Description: Pass:
Marks in the range of 70% and above The work will clearly demonstrate the ability to analyse accurately, reliably and fully, all relevant information; to use evidence; to conceptualise, evaluate and judge; to propose and operationalise effective solutions, and to show substantial originality and creativity in a variety of familiar situations or in the face of ambiguity, uncertainty or change. It will demonstrate valuable knowledge transfer and propose feasible solutions for a wide range of situations. Evidence of the ability to innovate will be present.

For Assignment Two, you need to collect data and analyse it using the software packages provided such as SPSS and NVivo. The deadline is 1pm (UK time) on the Monday of week nine. A relevant example for Assignment Two will be provided to enable you to achieve the highest mark possible.

In order to complete Assignment Two, you need to perform the following tasks:

You need to broadcast your online survey questionnaire by the end of the week to your classmates and peers only (not from external individuals) by posting it on the discussion forum and/or emailing your classmates. You are required to collect primary data from your classmates. For the research methods, you will employ hypothetical test data, but note that you will need to use real data when completing your dissertation.

Your online survey questionnaire should consist closed-ended (multiple-choice questions to be analysed using SPSS software).

Your online survey questionnaire should also consist and open-ended (essay) questions (to be analysed using NVivo software). This is to enable you to complete both types of analysis for the purpose of the assessment. Please note that for your dissertation research project that a small amount of qualitative data from a questionnaire should be analysed via quantitative coding rather than using qualitative techniques. Also note that a survey questionnaire collecting both types of data is not a mixed methods study – it is a mono-method quantitative study.

Your classmates will be given several weeks to complete the survey. You and your classmates must respond to each other requests. Please note that if you do not collect any data you cannot complete the assessment.

You need to obtain at least ten responses to you survey questionnaire to complete Assignment Two successfully. You can peer review each other’s survey providing constructive feedback to help them improve their survey design skills.

Apart from the survey questionnaire (compulsory), if you wish, you may design one interview question and find one classmate to answer the interview (optional) (to be analysed using NVivo software). For example, you may wish to use a tool such as WhatsApp or Teams to conduct your short interview.

As a postgraduate student, you are free to devise your own structure (headings, subheadings, etc.), using a format such as Sections 1, 2 and 3, etc. or Introduction, Analysis, (Quantitative) Results and (Qualitative) Findings, Discussion and Conclusion.

Assignment Two is a 2,450 word assignment excluding tables, figures, references, appendices (e.g. calculations if required) etc. However, the word count is a guide only; it will not be applied mechanically for this specific assessment to determine your marking; please see the above masters level marking criteria.

The feedback from the assignment 1

Thank you for your submission. The proposal is a good starting point and viable. However, you need to follow the proposal template provided. The last of your research objectives should be a recommendation and for a Masters dissertation four objectives in total is usually sufficient. You need to include more intext citations throughout your writing, it is a key starting point to producing a good proposal and every point you make needs to be cited. Relevant Theme and Discipline/Theory Area section should include an academic definition of the key terms in your research scope and ensure you provide the source, based on Harvard referencing guide. For your Method of Data Collection, it is essential to define the terms used, based on academic sources, what method you will use, qualitative or quantitative data collection. You need to work with a lot more sources than you engaged here. Well done!

The proposal

Working Title

“An investigation into the role change management plays in academic leadership”

This proposal is intended for the Master of Business Administration qualification. The East of England has been identified as an area in the United Kingdom where there has been a rise in the number of failing schools in this region. Consequently, there has been huge criticism of school leadership and its capacity to bring change. This research will investigate school leadership and its ability to bring about change.

Research Aim

How change management can develop teachers moving into leadership.

Research Questions

What are the experiences of teachers moving into leadership in the East of England?

Research Objectives

To identify the skills in teachers moving into school leadership

To examine the continued professional development needed by school leaders

To analyse the current requirements for entering school leadership

Limitations of study

Several limitations may apply to this research. Firstly, the researcher may lack experience in collecting primary research, resulting in the implementation of a method that may not be best suited for the research. (Bryman, 2012) Secondly, sample size can be an issue, as, if the sample is too small this could affect the results significantly as the similarities between the data will not be able to be established. Thirdly, the timescale can affect the study as respondents can choose to withdraw from the study, they can become ill and no longer participate( Wiles, R et al, 2005) Finally, another key factor is the gatekeeper of the organisation. They have the ability to make the process of gathering research a positive one, but can also create problematic situations for the researcher by giving little or no access. (McFadyen, J, and Rankin, J, 2016)

Rationale for Study

The rise of academies in the United Kingdom (UK) has brought a new style of leadership that has challenged traditional school leadership. An academy is an English state-funded school that is directly funded by the department of education however they are not controlled by the local authority (educationhub.blog.gov.uk, n.d.) This has allowed for the use of unqualified teachers to enter the profession and enter leadership. Many of these people have come from the private sector and have brought the values that have created influential impacts in governmental and public life, resulting in the voice of the corporate and private sectors being infiltrated in the public sector. This now sees the government referred to as a customer that purchases rather than a provider of services ( Liberman, A. and Miller L, 2005) However, there may be some benefits of having this style of leadership in education and the skills that come with it. This research will examine these factors.

Research Design

This study has been designed from a qualitative research perspective, which will include examining the whole data collection and observing patterns that may be associated. This is referred to as cross-sectional design (Bryman. 2012)
When conducting interviews, this approach is very applicable and convenient as it allows the researcher to conduct an in-depth analysis analysing emerging themes. However, while Cross-sectional design has been often associated with quantitative research it is used in interviews be it structured or unstructured.

The research could be referred to as qualitative longitudinal research (QLLR) in terms of investigation. This is due to the temporal nature of the design with a focus on analytical attention. (Thomson et al., 2003:185) The reason for this is the working relationship the researcher has with the respondents by working in the same organisation. As well as the ethnographic nature of the research that will be conducted over a short time (Bryman, 2012), resulting in the use of the term qualitative longitudinal research. Albeit the investigation will be conducted using qualitative and quantitative methods.

Types of Data Employed

Sampling

The purposive methods of sampling will be employed. This will lend itself to the most accurate data that will be required. Therefore, three middle managers will be selected. The choice to use middle leaders is centred on the high probability that these leaders would have had a reasonable amount of time in education (3-5 years). As a consequence, the relevant questions will be asked to the group that has been identified.

Methods of Data Collection
A mixture of semi-structured interviews consisting of opening ended and closed questions will be used. Therefore, allowing the examination of the text and further analysing for emerging themes from the data.
Interviews will be digitally recorded and conducted face-to-face. The leaders will be interviewed in a place familiar to them. This is intentional as it alleviates the chance of anxiety. Each respondent will be interviewed separately and recorded on a Dictaphone which will be transcribed.

Observing good ethics at all times is crucial when conducting research. As a result of this social responsibility is of utmost importance. Respondents tend to want to be presented in a positive light and to avoid this interview technique such indirect questioning should be Considered. (Fisher, 1993)

Data Analysis
The transcription of the data will be carefully analysed using thematic analysis. In this analysis, there are no specific criteria that must be met. Rather it seeks to establish any emerging themes. This creates validity of the research (Yardley, 2008) and Elliot, 1999).

Direction for further research

Further research would be likely to be developed from the themes that arise from the research. Consequently, developing more refined questions such as examining specific issues faced by school leaders. The research could also be expanded to include school leaders in different settings i.e Primary, Secondary, and Higher Education to examine similarities in themes.