Topic: Project Report

Order Instructions:

Note from Tutor:(In my essay, I am choosing IKEA)

“use relevant theory appropriately in all three sections

Show clear links between theory and practice.”

introduction:

About 500 word in total;

Firstly, describe about the IKEA company and talk about its profit or loss. About 100 words.

Secondly, describe what is the company’s strengths, strategy and future aims. 200 words.

Thirdly, how does people or media evaluate this company. 100 words.

 

International operation

 

Using Michael Porter’s Five Forces Model to analysis the IKEA company.

 

Using one more theory to analysis the company as well. U can choos PESTEL or SWOT etc.

( Any strategy theories are all fine, just choose the best one)

 

Competitive position

Using PESTL or SWOT.

Firstly, analysis the international operation.

Secondly, compeitive position.

Thirdly, compare them.

corss-cultural

Using HOFSTEDE’S theories and TROMPEAARS’ theories.

people issues

people issues is about HR, about how to manage people ( in different cultural, different leaderships etc.)

Conclusion:

Important; Using as more theories as u can,please.

 

Northampton Business School

 

IBO4002 Business Project

(20 credits February 2011 intake)

Module Guide 2011

1 Introduction

This brief document is intended only to highlight the key features and requirements of the project-writing for students starting the module in the Autumn Term 2011. Further guidance is available from the module’s NILE site and/ or your supervisor and/ or the module leader.

The aim of writing a Business Project is to use business theory as a framework for exploring a particular multinational company and to draw conclusions from your analysis. This project is designed to develop students’ research, organisational and personal skills and also requires the student to demonstrate an ability to present, analyse and evaluate information in a reflective and critical manner.

2 Staff

The module leader is Graham Wilkinson, room C305, direct dial phone 01604 893439, email[email protected]. Please contact him with any questions, especially in the early part of the project process. Other staff are also involved as supervisors for student projects.  Their contact details will be published on the module’s NILE site. Once you have been allocated a supervisor he/ she should be your main contact for the module and you should attend those classes. Do not change groups!

3 Getting started

This is arguably the hardest part of the process!  Please make sure you attend the introductory lectures as well as the small group sessions. You must make sure that you discuss your progress with your supervisor at regular intervals – this will help you get a better grade in this important part of your final year work.

4 Indicative Content

The project requires the student to complete a piece of independent study based around the structure/ criteria shown below. This should complement the student’s taught programme (while avoiding duplication) and facilitate a detailed understanding of these business issues. Each individual project is, by definition, a unique piece of work. However, it should be remembered that each project should use a variety of theories/ models to discuss and analyse the areas mentioned below.

• Students choose one multinational company

• Each student then has to research and discuss the following three sections/ areas in relation to their chosen company using relevant theory as a framework:
• international operations and competitive position in markets
• cross-cultural and people issues
• ethical and financial perspectives/ pressures

 

• Structure:
• introduction 500 words
• each section above 1300 words, totalling 3900 words
• conclusion 600 words, including forward-looking recommendations
• total 5000 word

5 Learning outcomes

On successful completion of the module students will be able to:

Knowledge and Understanding

a)       Understand key authors and theories relevant to the topic;

b)       Identify and explore key facts and concepts;

Subject-specific Skills

c)       Clearly state and pursue a clear set of aims and objectives;

d)       Select and justify an appropriate research method;

e)       Draw appropriate conclusions from the study;

Key Skills

f)       Create and sustain a substantial and coherent written argument based on independent study.

6 Teaching and Learning Strategy

Students will be expected to attend the scheduled lectures and the small group/ supervsion meetings as shown on the timetable below.  Remember: most of the learning for this module is done outside the classroom, as shown.

Lectures: 6 hours

Small group supervision meetings: 10 hours

Private study: 184 hours

Total: 200 hours

7 Assessment

 

This module is assessed by one 5,000-word piece of work, covering all the learning outcomes.  The hand-in date is Wednesday 14 December 2011.  You should hand-in one printed copy to Park Campus Student Assignment Office and an electronic copy via the module’s NILE site.

In general, tutors will consider the following aspects when grading your work. Please note that the work is graded as a whole; we do not allocate grades separately to each of  these areas.

Your work should:

• be well-presented;
• be written in good English, including grammar and spelling;
• be fully and correctly referenced, using the Harvard system, both in the text and at the end;
• use relevant theory appropriately in all three sections;
• show clear links between theory and practice;
• be logically structured;
• show a good level of analysis and understanding (not just simple description); and
• have conclusions that fit with the earlier analysis.

8 Timetable

Classes on the dates shown below are scheduled as follows:-

 

Lectures:
All students	Tuesdays	1600-1800	K201	Graham Wilkinson
Small group work/ supervision meetings:
Group 1	Fridays	1100–1200	B4	Graham Wilkinson
Group 2	Fridays	1500–1600	C106	Rani Kaur
Group 3	Thursdays	1200–1300	C310	Craig Meredith
Group 4	Mondays	1700–1800	C107	Adrian Pryce
Group 5	Fridays	0900–1000	C312	Peter Campkin
Group 6	Tuesdays	0900-1000	C328	Jokull Johannesson
Group 7	Tuesdays	1400-1500	C318	Tim Peacock

 

 

Autumn Term 2011
Date	Activity
Oct 4	All students: 1600 K201Introduction to the module; outline of content and assessment; distribution of study guides; confirmation of groups/ supervisors
Oct 6/7/10/11	First supervision classes: clarification of project module requirements and deadlines (Times/ rooms as shown above)
Oct 11	All students: 1600 K201Topics and searching for information
Oct 13/14/17/18	Supervision meetings: student company choices confirmed
Oct 18	All students: 1600 K201Developing your ideas and choosing appropriate theories
Oct 20/21/24/25	Supervision meetings: project details agreed
Oct 27/28/31/Nov 1	Supervision meetings: theories relating to international operations and competitive position in markets
Nov 3/4/7/8	Supervision meetings: progress tutorials
Nov 10/11/14/15	Supervision meetings: theories relating to cross-cultural and people issues
Nov 17/18/21/22	Supervision meetings: progress tutorials
Nov 24/25/28/29	Supervision meetings: theories relating to ethical and financial perspectives/ pressures
Dec 1/2/5/6	Supervision meetings: progress tutorials
Dec 8/9/12/13	Final supervision meetings: final draft of project to be completed
Dec 14	Hand-in of finished 5,000-word project

 9 Grading Criteria

The standard university criteria, shown below, will be used. Grades from A+ through to D- indicate work of a pass standard; grades of F+ and below are fails.

HE Credit level 3
An exceptional first	A+	80-100	Work which fulfils all the criteria of the grade below, but at anexceptional standard.
A good first	A	75-79	Work of distinguished quality which is based on a rigorous, comprehensive and detailed knowledge base, including awareness of the provisional nature of knowledge and its theoretical, ethical and conceptual dimensions, together with its wider context and implications.  Work will demonstrate sustained ability to engage in analysis of new/abstract data and situations, synthesise data and concepts to design novel solutions, critically evaluate evidence and its contradictions, and confidence in application to define and propose resolutions to complex problems relevant to the field of study or assessment task.  This will be the basis for authoritative arguments and judgments and work which meets professional standards in relation to a full range of key skills. There will be strong evidence of competence across a range of specialised skills using them to plan, develop and evaluate problems solving strategies, to challenge received opinion and develop reflective judgments and reports. Clear evidence of capability to operate autonomously with minimal guidance in complex and unpredictable contexts using a wide range of innovative and standard techniques will be demonstrated. Outputs will be communicated effectively, accurately and reliably.
A first	A-	70-74	Work of very good quality which displays most but not all of the criteria for the grade above.
A high upper second	B+	67-69	Work which clearly fulfils the criteria for the grade below, but shows agreater degree of capability in relevant intellectual/subject/key skills.
A good upper second	B	63-66	Work of commendable quality based on a strong comprehensive/detailed  knowledge base for the field of study, including an assured grasp of concepts, principles and major theories, and demonstrating some awareness of the provisional nature of such knowledge and understanding together with its wider implications.  There will be evidence of considered and confident analysis of new/abstract data/situations, synthesis of data/concepts, critical evaluation of evidence and effective application of knowledge skills to address complex problems.  The ability to work effectively within professional contexts with minimum direction to meet objectives and take responsibility for quality of outputs and criticise them will also be evident.  There will be evidence of capability in all relevant subject based and key skills, including the ability to self-evaluate and work autonomously with minimal direction to use effectively a range of innovative and standard techniques in complex and unpredictable contexts.
An upper second	B-	60-62	Work of good quality which contains most, but not all of the characteristics of the grade above.
A high lower second	C+	57-59	Work which clearly fulfils all the criteria of the grade below, but shows a greater degree of capability in relevant intellectual/subject/key skills.
A good lower second	C	53-56	Work of sound quality based on a firm detailed/comprehensive knowledge base for the field of study and its developing and provisional nature, including a good grasp of current theories and issues both abstract and practical, together with the ability to organise and communicate effectively.  The work may be rather standard and limited in its insight/theoretical grasp or depth, but will be mostly accurate and provide some evidence of the ability to analyse the new or abstract, synthesise data/concepts, critically evaluate and apply appropriate methods/techniques, with minimal guidance. There will be no serious omissions or inaccuracies and there will be capability in professional contexts.  There will be good evidence of ability to take responsibility for own learning, some capability to challenge received opinion and make use of a range of resources to form judgments.  Evidence of the ability to operate with autonomy in complex and unpredictable situations, selecting and applying appropriate techniques will be demonstrated within limits. There will be competence in relevant key skills.
A lower second	C-	50-52	Work of capable quality which contains some of the characteristics of grade above.
A high third	D+	47-49	Work of satisfactory quality demonstrating a reliable knowledge base and evidence of developed key skills and/or subject based skills, but still containing limited evidence of analysis, synthesis, evaluation or application, or of appropriate detail or skill application.
A good third	D	43-46	Work of broadly satisfactory quality based on a knowledge base which is coherent and of appropriate depth/detail for the field of study, including a awareness of current theories and issues and some key theories, appropriately presented and organised, but is primarily derivative, with limited  evidence of autonomous/creative analysis, synthesis, evaluation or application.  Although there will be limits to knowledge and intellectual skills, such that work may contain some omissions, there will be some evidence of an ability to deploy established techniques of analysis and enquiry, sound conceptual understanding and ability to manage own learning and communicate effectively and appropriately.  There will be evidence of ability to operate with autonomy in predictable contexts, but less evidence of ability to operate in more complex or unpredictable situations.  However, there will be evidence of ability to select and apply a variety of standard and possible innovative techniques, and to meet threshold standards of competence in relevant key skills.
A third	D-	40-42	Work of bare pass standard demonstrating familiarity with and grasp of a factual/conceptual and theoretical knowledge base for the field of study, but significantly lacking in either detail/depth or currency.  There will be evidence of some independent ability to employ specialist skills to solve problems within area of study, but only just meeting threshold standards in eg analysis, synthesis, evaluation and interpretation of data and information, reasoning and soundness of judgment, communication, application, or quality of outputs at this level. Work may be characterised by some significant omissions, limitations or problems, but there will be sufficient evidence of development and competence to operate in a professional manner, respond appropriately to complex or unpredictable contexts and take responsibility for the nature and quality of outputs.  Threshold standards of competence in relevant key skills will be evident.
A marginal fail	F+	35-39	Work which indicates some evidence of a systematic, coherent and analytical engagement with key aspects of the field of study, including familiarity with current scholarship, and evidence of ability to utilise specialised skills, but which also contains significant limitations in understanding or knowledge, such that there is insufficient evidence of eg the ability to sustain arguments, critically evaluate evidence from a range of sources, effectively communicate complex ideas to different audiences, transfer or apply skills to solve problems, in relation to threshold standards.
A fail	F	20-34	Work that falls well short of the threshold standards in relation to one or more of knowledge, intellectual, subject based or key skills at this level.  It may address the assessment task to some extent, or include evidence of successful engagement with some of the subject matter, but such satisfactory characteristics will be clearly outweighed by major deficiencies across remaining areas.
A comprehensive fail	F-	5-19	Work of poor quality which is based on only minimal understanding, application or effort.  It will offer only very limited evidence of familiarity with knowledge or skills appropriate to the field of study or task and/or demonstrate inadequate capability in key skills essential to the task concerned.
Non submission/Nil attempt	G	0-4	Nothing presented or nothing of value

10 Referencing

Please note that your project MUST be in your own words. ALL direct quotes and paraphrasing from other writers must be fully attributed and referenced using the Harvard system.

11 Reading

The detailed content of each project is, by definition, unique; therefore, it is impossibe to give any general advice in this guide.  That said, please note that advice on sources of information will be covered in the second of the lectures; supervisors will also be able to help in the small-group meetings.  There are many books about the process of reseraching and writing; one that you may find helpful is McMillan K and Weyers J, How to write Dissertations and Project Reports, Pearson, 2^nd ed, 2011.

12 Advice

• Analyse the topic – don’t just describe events. The question ‘Why is…?’ should be at the forefront of your thinking throughout the work.
• You should undertake secondary research from a wide range of sources. Textbooks are useful as a starting point, but you must use other sources, particularly academic journals (in either printed or electronic form) and the internet, as well.
• It is not necessary to undertake primary research (via questionnaires, visits to organisations, etc). However, such an approach may be useful and relevant for some pieces of work.
• Make sure you discuss the company using the theory!
• Do not simply accept what the company says as being true! Try to be objective.
• Compare and contrast different views, opinions and approaches – then draw your own conclusions from the evidence!
• Make the most of your supervisor and the classes! He/ she is there to help you with your research and in structuring the written work.
• Appendices are NOT permitted except to give details of any primary research (eg questionnaires) that has been undertaken.

13 Finally…

Good luck with your project – and the rest of your final year studies. If you have any questions about any aspect this module please get in touch with me.