12 Steps to Understanding a Qualitative Research Report

Insert Student Name: Insert Student ID Number Student Programme Group Number 28

Katie Hill

Business Data Analysis

You are requested to work through Chapter 7 and 11 of Locke et al (2010) before you begin to work on any journal articles. Plan time to do this early to ensure you get the most benefit. Once you have your assigned/chosen journal article read it a few times to develop your knowledge and understanding of the article. Note your observations on what difference the article made to you. See Instructions from Chapter 7 and 11 of Locke et al

under each step. For your article create a 2 page long, 12 step framework. Pay attention to the additional information Locke et al have inserted at each step. more than 2 pages are to be used for any article you review. For practice (your draft 12 step framework) can extend to 3 pages but you need to re-visit and decrease content to 2 pages before you upload your work. I also recommend you take No

a separate note of all new terms that you come across both in the Locke et al text and any articles you read. You will then be able to come back to them later in the module. When you complete your first article you need to move onto a 2nd article that you found but decided not to use for a 12 step framework for qualitative research purposes. Reflect on what made you leave that article aside for the moment.

You have a minimum of 200 words to use for this. I have added an area after the 12 step framework for this purpose.

Data Analysis ModuleM1N120382-12-A and Spirduso (2010)

Adapted from Locke, Silverman

12 Steps to Understanding a Qualitative Research Report

Finally please include a bibliography of the articles you found when you searched for your chosen topic. List these in Harvard reference style. Again I have assisted by reminding you that there is a specific sequence used to inform all the important information to find the article(s) that you have found.

Step 1. CITATION in Harvard Reference style Alex Avramenko, (2012),"Enhancing students' employability through business simulation", Education + Training, Vol. 54 Iss: 5 pp. 355 - 367 Step 2. PURPOSE AND GENERAL RATIONALE The Objective of this paper is to present a resolution to business simulation with less Dependence on the computer programs but instead provides work experience within a programme of study. The study is important because it will ultimately emphasise the confidence of students and maximise their chances of employability. Step 3 FIT AND SPECIFIC RATIONALE Previous Research was done by(Bennis and OToole, 2005; Neubaum et al., 2009; Pfeffer and Fong, 2004).The research was about how the learning process in business schools is not fully fulfilling its purpose by not teaching students employability skills. Therefore this topic fits into existing research as this trys to show a way of how to teach students these necessary skills. Step 4. PARTICIPANTS The Participants taken part in the business simulation project (2007-2010) were around 250 Management students. The students characteristics includes some predominantly learners with limited real-life employment experience, and some mature students who are quite career driven returning to university. The Nationalities of the students are differing as they are from Europe, Asia, Africa and North America. Step 5. CONTEXT The Study took place in Salford Business School, University of Salford, Salford, UK between 2007 and 2010. The simulated sessions were organized in an eight-hour work pattern with One hour lunch break for a period of two weeks. These took place in real office-style environments. Step 6. STEPS IN SEQUENCE. In the order performed, what were the main procedural steps in the study? Describe (diagram for yourself separately) (Refer to Locke et al, 2010, page 211) Selection of students university(250 management students) Students were given individual roles by instructor The participants in the business simulation worked in large boardroom-style rooms(for 2 weeks) A self-study period where students work on tasks of their individual role Group interviews then took place where students discussed their views identify results assert conclusions Step 7. DATA. Data was collected using a focus group method. Focus Groups were organized after each Business Simulation Project. The views of the Students were then established Data Analysis ModuleM1N120382-12-A and Spirduso (2010) Adapted from Locke, Silverman

12 Steps to Understanding a Qualitative Research Report

by questionnaire responses obtained from graduates via the alumni network within a year from graduation. The views were also established from group interviews which allowed the students to add their personal opinion. The moderator of each focus group task was to seek explanation of any principal view. The Moderator did not participate in anything other than its task. The focus group interviews eliminated any form of favouritism or bias. The Instructors role was to assist and cooperate with the students by teaching them how to adapt to the role that they would be playing. Step 8. ANALYSIS A Questionnaire was used via the universitys alumni networks enquiry to determine whether the business simulation project was actually helpful with boosting students confidence about employment and preparing for what it is like to actually be in the workplace. The After in-class simulation activities were helpful when exploring the thoughts of the individual student. Step 9. RESULTS Due to the business simulation project, it was generally recognized that the management theory being taught in the preceding simulation courses was a lot more understandable than before. Some students even felt that they had acquired ownership of theories, which resulted in them being able to use the theory driven by their own knowledge and experience rather than having to follow well-established prescriptions. There were a few views from students which were in relation to the time-demanding nature of the business simulation and teamwork. However in a business time management is a very important criterion therefore it can be said that it is a good thing that some students have realised this. Also some students felt that there was a lack in teamwork which resulted in uneven contributions in the amount of work which was produced. This is also a good thing that students learned this because in the work place these are situations that occur. Step 10.CONCLUSIONS The results at step 9 became the conclusions which means that even though the business simulation project was successful it would require a significant amount of time and effort, which therefore makes it not as practical as the traditional methods of learning. Step 11. CAUTIONS. The project only lasted for two weeks showing that it is difficult to realize the ways of the work place in such a short space of time. Also it was noted that due to cultural differences it was difficult for some students to work well together which resulted in conflict. Step 12. DISCUSSION. It was interesting that students actually got to experience what it is like to work in a real-life working environment as it would become useful when going into employment as you would be prepared. I also found it interesting that the students realized how teamwork does make an impact when working and how it is important to put in a considering amount of effort.

Data Analysis ModuleM1N120382-12-A and Spirduso (2010)

Adapted from Locke, Silverman

12 Steps to Understanding a Qualitative Research Report

START ON A NEW PAGE

SECOND ARTICLE ON THIS TOPIC The second article that relates to Enhancing employability: the role of prior learning assessment and portfolios", Journal of Workplace Learning was written by Karen Romaniuk, Fern Snart, (2000).The reasons that this article was not developed through the 12 step framework are as follows: I felt that learning about a business simulation project is something which is more interesting to read and learn about than learning about the use of portfolios and assessment. In a way they are both contrasting articles as in the business simulation article its about how to take a more hands on approach to educating students, instead of using portfolios etc. I felt it was more in my interest how learning outside the classroom was actually very beneficial to the students and how the skills they learned from the project actually prepared them for real-life work situations. However I did find the article on portfolios and learning assessments quite interesting as I understood that this way of leaning is critical and without it, you wouldnt learn the skills needed in the workplace. Therefore even though portfolios and learning assessments are essential in the work place, I found it more interesting learning about other ways of learning skills.

Data Analysis ModuleM1N120382-12-A and Spirduso (2010)

Adapted from Locke, Silverman

12 Steps to Understanding a Qualitative Research Report

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BIBLIOGRAPHY

Author surname, initial(s), (year published) Title of the article, Journal title in italic print, Volume and/or Issue Number of the journal, pages that the article appears in noted as pp # - # # Alex Avramenko, (2012),"Enhancing students' employability through business simulation", Education +Training, Vol. 54 Iss: 5 pp. 355 367 #Karen Romaniuk, Fern Snart, (2000),"Enhancing employability: the role of prior learning assessment and portfolios", Journal of Workplace Learning, Vol. 12 Iss: 1 pp. 29 34

Data Analysis ModuleM1N120382-12-A and Spirduso (2010)

Adapted from Locke, Silverman

12 Steps to Understanding a Qualitative Research Report

1st Author surname and initials with a comma between names, 2nd authors details and 3rd authors details (year published) Title of article, Journal title in italics, Volume and/or Issue Number of the journal, pages that the article appears in noted as pp# Avramenko,A Romaniuk,K Snart,F Carolyn Woodley, Rob Sims, (2011),"EPortfolios, professional development and employability: some studentperceptions", Campus-Wide Information Systems, Vol. 28 Iss: 3 pp#. 164 - 174

Data Analysis ModuleM1N120382-12-A and Spirduso (2010)

Adapted from Locke, Silverman