BTM5IRM – Critically examine the key characteristics of quantitative, qualitative, and mixed-methods research in business/management studies.

Programme:

Business & Tourism Management

Level:	Level 5	Module Title:	Introduction to Research Methods
Module code:	BTM5IRM	Module leader/s:
Assignment No:	1	Assignment Type:	Critical Review
Assignment weighting %:	100	Assignment Word Count: (or equivalent)	4000 words

Penalties

All penalties that are listed at the end of this document in the Table of Penalties.

Submission Dates and Times (Day: Date & Time)

Summative Link Monday 6 October 2025 14:00 BTM5IRM_JAN23: Critical Review – First Submission Inbox – Grading | Global Banking School

Late Submission Wednesday 8 October 2025 14:00 BTM5IRM_JAN23: Critical Review – Late Submission Inbox – Grading | Global Banking School

Resubmission 1 Friday 5 December 2025 14:00 BTM5IRM_JAN23: Critical Review – Resubmission 1 Inbox – Grading | Global Banking School

Grade & Feedback release Dates All grades and feedback release dates are 21 days after the submission date. E.g., the assignment deadline is Tuesday 27th May 2025, 2:00pm then the grade release date will be 17th June 2025, 2:00pm

This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:

Module Outcome 1 Critically examine the key characteristics of quantitative, qualitative, and mixed-methods research in business/management studies.

Module Outcome 2 Critically evaluate the strengths and weaknesses of different approaches to research in business/management.

Module Outcome 3 Demonstrate an informed understanding of how to develop research questions and methodology in business/management.

Module Outcome 4 Demonstrate an informed understanding of key ethical considerations of conducting research projects.

Assignment Requirements

1. This assignment will prepare students for Level 6, Module 1 Research Methods 2 and also build skills employers value, like analysing trends or writing reports.

2. Students will independently select their research topic, aligning it with their professional and personal goals within the field of management in the tourism sector, either within the UK or the global tourism market.

3. Your task is to write a 4000-word Critical Literature Review excluding Table of Contents, References, and Appendices). Possible deviation for the word count is 10%, i.e., the minimum word count is 3600 words, and the maximum word count is 4400 words of the main text.

4. This assignment requires students to do the following: ▪ Critically examine the key characteristics of quantitative, qualitative, and mixed-methods research. ▪ Critically evaluate the strengths and weaknesses of different approaches to research in business/management. ▪ Demonstrate an informed understanding of how to develop research problems, questions, and methodology. To develop research problems, questions and methodology, students must critically evaluate previous studies and methodologies and develop a critical literature review to inform their research design.

5. Conducting a critical review of the literature will enable students to:

• Develop a critical awareness of research methodology.
• Develop an understanding of how to design research methodology for business/management research in the Tourism Sector.
• Develop an understanding of the role of ethics in academic research.
• Understand and show the importance of research literature in developing research.
• Students must demonstrate knowledge in critically bringing together different ideas from the various literature (academic books, journals, or reputable sources) pertinent to their research field and will learn to choose appropriate methods based on the research question. These skills are crucial for employability.

Assignment task/s to be completed Your Critical Literature Review should:

• Explore a Real-World Issue within the field of management in the tourism sector in the UK or globally.
• Find a Research Gap: Use research literature (academic books, journals, or reputable sources) to identify what is known and what is missing.
• A practical problem may be more appropriate for undergraduate research, as it represents the initial attempt at conducting research. Consequently, a critical literature review might be necessary to conduct a preliminary inquiry, aimed at planning research to address a problem within a UK-based or international tourism business, tourist destination, DMO, or any other organisation in the tourism sector.
• Students should conduct secondary research using relevant published resources in their chosen field to identify a research gap and a research problem contextualising their research topic and scoping the research (see lecture materials).
• Find sources by using the library databases (EBSCO, CCCU Library etc.) to find academic articles or reports to start, building up sources. Ask: Is the source peer-reviewed? Recent (within 5-20 years)? Relevant to my topic? ▪ Students must show an understanding of the key theoretical assumptions underpinning social science research and debates around research ethics and integrity.
• Students will critically examine the theoretical background of the research problem and how that helps them develop a research aim, research objectives, research questions, and methodology. ▪ Summarise and Analyse: Read your sources, noting what’s known and what questions remain. This helps you spot a research gap, like “No studies explore how virtual reality affect UK tourism.”
• Draft your review and follow the structure as explained in class (e.g., Introduction, Literature Review).
• Get Feedback: Submit draft sections (e.g., introduction, source list) by [formative deadlines on Moodle] for Tutor feedback.
• Polish and Submit: Check your word count, references, and anonymity, then upload to Moodle early to avoid last-minute issues

Checklist Before Submitting: ▪ Word count is 3600-4400 (main text only).

• No name or student ID in document or file name.

Additional resources to create the Critical review

1. This Assignment will be Anonymously marked.
2. No Front Sheet is to be submitted or student name or student ID is to appear anywhere in your assignment submission as it will be anonymously marked.
3. This Assignment will have assignments selected for a random VIVA.
4. Critical Review must be conducted individually, and students are responsible for submitting their own piece of research and demonstrating academic integrity.
5. There will be NO Figures or Tables in the body of the critical review.
6. The only figure that you might need is Conceptual Framework, that will be numbered, titled, and cited, and which authorship will be named if this is created by the student, e.g. Fig. 1. Conceptual Framework for … research (created by author based on (Name, year; Name, year; Name, year). In brackets you will list the sources you used to create the framework.

Mandatory Referencing and Research Requirements

• Referencing Style CCCU Harvard Referencing Style harvard (canterbury.ac.uk)
• https://www.canterbury.ac.uk/asset-library/library/harvard.pdf CCCU Harvard 
• Referencing Guide · CCCU Harvard citation (updated Dec 17 2024) Citationsy There are NO mandatory sources to be included in the Assignment

There are NO mandatory sources to be included in the Assignment

• ATTENTION: There are no mandatory sources in this assignment. Critical Review will demonstrate student’s ability to select credible and relevant sources which would help to start a research inquiry into business and tourism studies.
• Please, be aware that you CANNOT USE books on RESEARCH METHODS as resources for Critical Literature review. Your recommended resources for the module are needed to gain knowledge of the research methodology, while in your Critical Literature Review you will need to select your own sources relevant to the chosen topic and field of study and incorporate them in the review by synthesizing them effectively
• Sections where resources are expected to be used are highlighted in green throughout the Critical review Template available on Moodle. In addition to 15+ resources for 3-4 topics in the Literature Review, you must use more resources for the Theoretical Framework and Conceptual Framework to explain key theories and concepts and justify the research problem.
• Overall, your Critical Review will refer to more than 20 academic and business sources

Learning Materials/ ResourcesAt GBS you have access to our online databases through ESBCO, which can be accessed via: EBSCO Discovery ServiceYou also have access to the CCCU library which can be accessed online at:You also have access to the CCCU library which can be accessed online at:Course: Library | Global Banking Schoolhttps://ulms.ent.sirsidynix.net.uk/client/en_GB/CCCUhttps://www.canterbury.ac.uk/library-servicesEssential Resources (available on shelves and electronically in GBS library)Bell, E., Bryman, A. and Harley, B. (2019). Business Research Methods. 5th ed. Oxford: Oxford University Press.Saunders, M., Lewis, P. and Thornhill, A. (2019). Research Methods for Business Students. 8th ed. Harlow: Pearson.Flick, U. (2020) Introducing research methodology: Thinking your way through your research project. London: SAGE.Tracy, S.J. (2020) Qualitative research methods: Collecting evidence, crafting analysis, Communicating Impact. 2nd ed. Hoboken, NJ: Wiley-Blackwell.eBooks (unlimited user access):Big Data for Qualitative Research / Kathy A. MillsInternational Organizations and Research Methods: An Introduction / Fanny Badache, Leah R Kimber and Lucile MaertensResearch Methods for Business and Social Science Students / John Adams, Hafiz T. A. Khan and Robert Raeside Research Methods for Graduate Business and Social Science Students / John Adams, Hafiz T A Khan, Robert Raeside and David I. WhiteOther recommended reading:Abdulai, R. T., & Owusu-Ansah, A. (2014) Essential Ingredients of a Good Research Proposal for Undergraduate and Postgraduate Students in the Social Sciences. SAGE Open, 4(3).https://doi.org/10.1177/2158244014548178Booth, W.C., Colomb, G.G., & Williams, J.M. (2016) The Craft of Research. University of Chicago Press. Cooper, D.R. (2019) Business research: a guide to planning, conducting, and reporting your study. Los Angeles: SAGE.Cottrell, S. (2019) The Study Skills Handbook. 5th ed. Basingstoke: Palgrave, pp. 352-361. Creswell, J.W. (2017) Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.Creswell, J.W., & Plano Clark, V.L. (2017). Designing and Conducting Mixed Methods Research. SAGE Publications.Davies, M. and Hughes, N. (2014) Doing a successful research project: using qualitative or quantitative methods. 2nd ed. Basingstoke: Palgrave.Ford, N. (2012) The essential guide to using the Web for research. London: Sage Ghauri, P., Grønhaug, K., and Strange, R. (2020) Research Methods in Business Studies. 5th edn.Cambridge: Cambridge University PressJennings, G. (2010) Tourism research. 2nd ed. John Wiley and sons Australia, Ltd.Kirk, R. (2012) Experimental Design: Procedures for the Behavioral Sciences. SAGE Publications.Kumar, R. (2019) Research Methodology: A Step-by-Step Guide for Beginners. SAGE Publications.Laetus O K Lategan, Liezel Lues and Hesta Friedrich-Nel (2011) Doing research. Bloemfontein, South Africa: Sun Press. Available at:https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=2256576&si te=eds-live&scope=site (Accessed: 19 December 2023). UNLIMITED COPIES AVAILABLENeuman, W.L. (2019) Social Research Methods: Qualitative and Quantitative Approaches. Pearson.Punch, K.F. (2001) Developing Effective Research Proposals. London: SageRomberg, S. (2018) Business Research: A QuickStudy Laminated Reference Guide. [S.l.]: QuickStudy Reference Guides. Available at:https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=nlebk&AN=2803701&site= eds-live (Accessed: 4 April 2024).Sekaran, U. and Bougie, R. (2019) Research Methods for Business: A Skill-Building Approach. 8th edn. Hoboken, NJ : John Wiley & Sons, Inc.Wallace, M. and Wray, A. (2011) Critical reading and writing for postgraduates. 4th edn. Sage, 2021. Yin, R.K. (2017) Case Study Research and Applications: Design and Methods. SAGE PublicationsJournals:Educational Researcher: Sage Journals (sagepub.com)International Journal of Research & Method in Education (tandfonline.com)International Journal of Tourism Research – Wiley Online Library Journal of Business Research |ScienceDirect.com by Elsevier Journal of Empirical Research on Human Research Ethics: Sage Journals (sagepub.com) Journal of Mixed Methods Research: Sage Journals (sagepub.com) Journal of Research in Science Teaching – Wiley Online Library Journal of Research Practice – DOAJ Qualitative Research: Sage Journals (sagepub.com) Open Access SAGE Journals with a Research Methods Focus: Big Data & Society (BD&S) Methodological Innovations Research Ethics Teaching Methods Identifying & Planning Research The International Journal of Qualitative Methods Websites and Electronic Resources:On Academic Writing and writing a Critical Review: Academic Phrasebank | The University of Manchester An Ultimate Guide to Write a Tourism Business Proposal – HttClub Course: Study Skills (globalbanking.ac.uk)How to write a literature review | StudySkills@Sheffield | The University of Sheffield McCombes, S. & George, T. (2024)How to Write a Research Proposal | Examples & Templates. Scribbr. https://www.scribbr.com/research-process/research-proposal/ (Accessed: 18 December 2024) National Centre for Research Methods (NCRM) Research Objectives (manchester.ac.uk) Study_Guide_How_to_Write_an_Effective_Literature_Review_v2.0_.pdfOn Research in Business and Tourism: All data related to leisure and tourism – Office for National Statistics (ons.gov.uk) Article Archives – CMI (managers.org.uk) Businessweek – Bloomberg Census – Office for National Statistics (ons.gov.uk) CMI Career Confidence | Management & Leadership Development (managers.org.uk) ETC Corporate – The European Travel Commission (ETC) (etc-corporate.org) Financial Times (ft.com) Harvard Business Review – Ideas and Advice for Leaders (hbr.org) Hospitality & Tourism Complete | EBSCO International tourist arrivals by world region 2023 | Statista Oxford Economics The Economist | World News, Economics, Politics, Business & Finance UN Tourism (unwto.org) The UNWTO Tourism Data Dashboard | Tourism Data Tourism Statistics | World Tourism Organization (e-unwto.org) Tourism Statistics Database (unwto.org) UK Tourism Statistics 2024 – Latest Data (condorferries.co.uk)On Research Ethics: Global Banking School (2024) GBS Code of Practice for the Ethical Conduct of Research. Available at: https://www.globalbanking.ac.uk/media/jh4bi33o/code-of-practice-for-the-ethical-conductof-research-jan-2024.pdf (Accessed: 24 July 2024). Governance and Ethics – Canterbury Christ Church UniversityFormat of your submission and how your assignment will be assessed This assignment should be submitted electronically via Moodle (module tutors will discuss this process with you during class time). 1) You must submit your work in Microsoft WORD document format. 2) This Critical review will be presented in one structured document of 4000 words of the main body, excluding the Table of contents, References and Appendices. 3) Your file must be less than 40MB in size. 4) Please, delete the text in red after you complete the draft of your research. 5) This submission will be marked anonymously. You must not have an assessment front sheet / a cover page. 6) You must NOT give your name or Student ID anywhere in the text. 7) You should NOT name the submitted file as your name or Student ID. 8) You CANNOT submit a set of images of the text, as this will be viewed as Academic Misconduct and the attempt to avoid similarity check on Turnitin. See all details in the Table of Penalties (Appendix A). 9) Your submitted text must be editable, and not in the textbox or frame. 10) You can submit your work as many times as you like before the submission date. If you do submit your work more than once, your earlier submission will be replaced by the most recent version. 11) Once you have submitted your work, you will receive a digital receipt as proof of submission, which will be sent to your forwarded e-mail address (provided you have set this up). Please keep this receipt for future reference, along with the original electronic copy of your assignment 12) Please, get acquainted with the following documents to comply with the requirements on Academic Integrity, preventing and handling cases of Academic Misconduct. By submitting your assignment, you are acknowledging that you have read and understood these regulations. 13) Global Banking School (2024) GBS Academic Good Practice and Academic Misconduct: Policy and Procedure. Available at: https://globalbanking.ac.uk/media/5dfl05ts/gbs-academic-good-practice-and-conduct-policyand-procedure-v6-0.pdf (Accessed: 10 December 2024). 14) Student-Academic-Integrity-Policy-2024.pdf (canterbury.ac.uk) 15) Student-Academic-Misconduct-Procedures-staff-students (canterbury.ac.uk) • It is the complete and sole responsibility of the student to upload their assessment to Turnitin for Marking prior to the specified deadline. Students should not request lecturers or SST’s to submit assessments on their behalf as they are unable to do so. • To avoid uploading issues, students should aim to upload their assessment several hours prior to the deadline to avoid Turnitin issues around the deadline time or accidentally submitting to the wrong submission link. It is recommended to check that the assessment that has been uploaded is able to be read after you have uploaded it and if not to re-upload it. Contact the SST on your campus if you have any issues.

• Any assessment submitted after the specified deadline will incur a late penalty as specified in CCCU Academic regulations unless prior approval has been granted for Exceptional Circumstances. Your work will be assessed on the extent to which it demonstrates your achievement of the stated learning outcomes for this assignment (see above) and against other key criteria, as defined in the grading descriptors. If it is appropriate to the format of your assignment and subject area, a proportion of your marks will also depend on your use of academic referencing conventions. The assignment will be assessed against the specified rubric as uploaded to Moodle (see Appendix B). Marking Scheme / Rubric – The Marking Scheme (otherwise known as a rubric) is available on the Module Assessment Tab on Moodle. Submission Requirements Submission Platform This assignment should be submitted electronically using Moodle to the Module Submission link Submission Date &Time All submission & resubmission dates and time are as stated at the beginning of this Assignment brief. You should submit your Assignment for all deadlines earlier than 2:00pm on the date stated. Late submissions can be accepted for Summative Submissions only up to a maximum of 2 working days after the submission deadline. This does not apply to resubmission deadlines. A 10-mark deduction will be made by CCCU for all late submissions. Work submitted more than two working days after the deadline will not be accepted and will be recorded as a non-submission. Assignments submitted to the Resubmissions deadlines will be capped at 40 by CCCU. If you are affected by events which are unexpected, outside your control and short-term in nature (i.e. lasting one to two weeks), under the exceptional circumstances procedure you may be eligible for:
• Self-Certification – A seven day extension to your coursework. Students are allowed a maximum of 2 self-certification request per academic year can be requested. Please note that Examinations and time-constrained test are not eligible for the seven day selfcertification request
• Extenuating Circumstances – A 14 day extension to your coursework but there must be evidence to support the request. You can make a self-certification request up to 14 calendar days before your deadline:

for coursework it must be no later than 2pm on the deadline date Appendix A Table of Penalties Issue with the Assignment Penalty to be Applied Suspected Academic Misconduct or Breach of Academic integrity The Assignment will be graded zero. Written feedback will be ‘This assignment has been identified as potential Academic Misconduct/Breach of Academic Integrity. You will be invited to a meeting to discuss’. You will be invited to a meeting with an academic Misconduct reviewer. When you attend the meeting if Academic Misconduct or the breach of Academic Integrity is upheld you will be asked to rewrite the section of the assignment it applies to and resubmit the assignment. Do not upload any assignments to the AMC submission links before the meeting otherwise it will be removed. Failure to attend the meeting means the assignment will remain graded at zero and you will be unable to pass the module until you have attended the meeting. The assignment is more than 10% over the prescribed wordcount i.e. for 3,000 words, if 3,400 is submitted excluding the cover page, table of contents, references and appendices. A 10-mark deduction applied to the overall grade that is manually entered by the Lecturer. This deduction is capped at 40%, which means an assignment cannot get less than 40% if a deduction has to be made. For example, if the mark for the assignment was 60. The lecturer would deduct 10 marks and the mark will be 50. Written feedback will also state ‘This assignment is 10% over the wordcount and 10 marks have been deducted’. Where assignments are more than 10% less than the prescribed wordcount and lecturers cannot identify if the learning outcomes have This assignment will be graded below 40. been met. Where a student submits a .pdf instead of a word document. This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state ‘This is a pdf submission and is not allowed. All submissions should be in Microsoft Word format’. Students not working in their groups as agreed by the lecturer. This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state ‘This submission was not completed in the designated group’. Please note: Where a student has asked the lecturer to move from their original group and the lecturer has agreed this does not apply. For a presentation assignment that requires oral delivery, and the student does not present in person. The Oral rubric criteria is not moved, and the oral criteria will remain at zero. For a presentation assignment and the student does not upload a converted PPT To Word File with speaker notes. The communication rubric criteria is not moved, and the communication criteria will remain at zero. For a presentation assignment that requires oral delivery, and the student did not present on the day or upload the presentation to a Word document with speaker Notes. This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state ‘There was no Oral presentation in class and the submission was not converted to Microsoft Word’. For a presentation assignment the student uploads a file that contains no slides and is simply continuous text. This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state ‘There are no slides present in the assignment submission’. If the assignment is group work and the resubmission is not changed to individual work. If a group assignment is failed then the resubmitted work must be changed by a minimum of 25% to make it an individual piece of work. This means if a Group Presentation is 12 slides a minimum of 3 must be different to the group submission. If the assignment is a Group Poster with 6 text boxes then a minimum of 2 of them must be different to the Group Poster. This assignment will be graded a Fail. The lecturer will grade as 1 and the written feedback will state ‘This resubmission should be individual and a minimum of 25% of the assignment has not changed’. Where a written assignment has text that is unable to be read by Turnitin because it is either a graphical image (excluding Presentations & Posters); for example, a screenshot or the assignment is written within text boxes on each page. This assignment will be graded 0 and the written feedback should state ‘This assignment is unreadable by Turnitin and cannot be checked for Academic Misconduct. It has been referred for an AMC meeting’. The assignment will then be referred for Academic Misconduct investigation. An assignment that does not make use of any Mandatory references provided in the assignment brief/Module Handbook. The reference rubric criteria is not moved and that criteria will remain at zero An assignment has a reference list, but no citations. The reference rubric criteria is not moved and that criteria will remain at zero. Written feedback should state ’The reference criteria has been graded Zero as no citations have been used. Please include citations in your assignment to support the academic points being made’. An assignment has no citations and no reference list. Foundation & Level 4 – The reference rubric criteria is not moved and that criteria will remain at zero. The written feedback will state ‘Please ensure that you use citations and references to support your assignment submission’. At Level 5 and Level 6 this would be graded as a Fail. The lecturer will grade as 1 and written feedback will also show ‘This assignment has no citations and no reference list’. Where False references are included in an assignment. This will be referred for Academic Misconduct. This assignment will be graded 0 and the written feedback should state ‘This assignment contains false references and has been referred for Academic Misconduct. You will be invited to attend an Academic Misconduct meeting’. Assignment is submitted after the Late Deadline or if it is a Resubmission, after the Resubmission deadline This assignment will be graded a Fail. The lecturer will grade as 1 and written feedback should state `This assignment was submitted after the deadline. Please resubmit at the next resubmission opportunity.` Generative AI CCCU and GBS have provided guidance on how students can use Generative AI to support their knowledge and education. Please see the link below that provides further guidance on the topic and also includes some case studies that students should familiarise themselves with. Welcome to your generative AI guidance – Canterbury Christ Church University GenAI has a broad range of uses and a student may use GenAI tools for:

• Time management
• Planning an assignment
• Generating ideas for a topic
• Learning new concepts (check key facts with reputable sources)
• Developing critical writing skills such as editing and proofreading
• Self-directed study assistance
• Creating revision materials.

Students may NOT use GenAI applications as indicated below The use of an artificial intelligence tool/source/programme/platform, such as ChatGPT or any other GenAI software, to generate material which is submitted as if it is the student’s own work without clear referencing is not permitted. Generative AI should not be used to produce the original text required in summative assessments. This includes:

• The summary and analysis of peer reviewed literature.
• The summary and analysis of original data.
• The synthesis of ideas, discussion or conclusions.

The generation of new findings or creation of graphs, charts or images. English Proficiency and the use of GenAI. Students can make use of a spelling and grammar checker to correct misspelled words and to correct grammatical errors. However, if the GenAI offers to rewrite sentences or create sentences this may be seen as an unacceptable use of GenAI. Students must understand the sentences created including the overall meaning as well as the meaning of specific words Student Integrity and Academic Misconduct The values of student integrity expected by GBS and CCCU are:

• Honesty – being clear about what is your work and where your ideas come from other sources.
• Trust – others can have faith in you being open about your work and acknowledging others’ work.
• Fairness – you do not try to gain an unfair advantage in using others’ work.
• Responsibility – you take an active role in applying the principle of Academic Integrity to your work. `
• Respect – you show respect for the work of others. 

Peer-support: Students might choose to get support from their peers when preparing assessments, such as discussing the subject of the assessment, exchanging ideas, and receiving suggestions for improving the work. This is peer-support, and the GBS accepts this as a reasonable expectation when completing assessments. However, peers must not make any changes to anyone’s assessments as such actions could lead to allegations of academic misconduct. Use of English as the medium of assessment: Students cannot write an assessment in another language and subsequently translate their work into English or have it translated by any form of third-party. Use of translation software or third-party translators is a form of academic misconduct. Proofreading: Students can make use of Microsoft Word’s grammar and spell-checking functions but the use of Grammarly is not allowed as it uses AI text generation. If student’s use third-party proofreaders, these cannot make any changes that alter the assessment in anyway including correcting language or citation format errors. Third-party alterations to the assessment are a form of academic misconduct. Plagiarism Plagiarism can be defined as incorporating another person’s material from books, journals, the internet, another student’s work, or any other source into assessment material without acknowledgement. It includes:

• Using exactly the same words (sentences, phrases or even expressions not in everyday use, invented or created by an author to explain an idea) as used originally
• Rephrasing by making slight adjustments
• Paraphrasing in a way which may deceive the reader as to the source.
• Plagiarism in whatever form it takes is form of academic misconduct.

Collusion: If students submit work for assessment that is falsely presented as the student’s own work but was jointly written with somebody else; this is a form of academic misconduct. Duplication/Self-Plagiarism: The inclusion in assessments of a significant amount of identical or substantially similar material to that already submitted for assessment by the student and graded for the same course or any other course or module at GBS or elsewhere is classed as self-plagiarism. It does not include a resubmission of the same piece of work allowed by the examiners in an improved or revised form for reassessment purposes. Self-plagiarism is a form of academic misconduct. Further clarification of the above can be found in CCCU’s Academic Misconduct documents below 1. CCCU Student Academic Misconduct Procedures can found below: Please click the link to Open.

https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Misconduct-Procedures-staffstudents.pdf 2. CCCU Student Academic Integrity Policy can be found below: Please click the link to Open. https://www.canterbury.ac.uk/asset-library/policy-zone/Student-Academic-Integrity-Policy.pdf Appendix B. Grading Rubrics for Critical Review Area Reference Weighting % (Must add up to 100 in multiples of 10) Criteria 100-80 : Excellent 79-70 : Very Good 69-60 : Good 59-50 : Sound 49-40 : Satisfactory 39-20 : Fail 19-0 : Fail A) Knowledge & Understanding

20 Information Information gathering/ processing Uses initiative to seek out new sources of information, evaluates their validity against a range of relevant information and synthesises and evaluates their validity comprehensively. Selects a broad range of highly relevant information. Demonstrates a developing understanding of the complexity of the information and processes it comprehensively. Selects appropriate information and processes it thoroughly with some critical evaluation. Selects appropriate information and evaluates and comments on it with some critical evaluation, includes some readings beyond the set range. Selects generally appropriate research and primary sources and shows ability to comment on them adequately. The selection of sources/data here is not appropriate to the task and there are not enough evidenced evaluations of readings and research to support the work. The selection of sources/data here is not appropriate to the task and the evidence gathered is not evaluated systematically.

20 Evaluation Evaluation of process and the quality of information / data developed Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria that are largely original/selfdetermined. Evaluates complex information and/or data and the inquiry process perceptively using appropriate criteria some of which may be self-determined. Effectively and thoughtfully evaluates information and/or data and the inquiry process, including critique of the techniques used. Effectively evaluates information and/or data and the inquiry process using prescribed guidelines. Shows basic evaluation of the inquiry methodology and information and/or data generated. In this submission, evaluation of process and the information and/or data is incomplete. The work shows limited or no evaluation of either process or outcomes. B) Cognitive Skills 3 10 Referencing Referencing Sources used are acknowledged in the text and reference list and used fluently to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list and used to support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list and support discussion. Referencing follows a systematic approach, appropriate to the discipline. All elements of individual references are present. Sources used are acknowledged in the text and reference list. Referencing follows a systematic approach, appropriate to the discipline. Most elements of individual references are present. Sources of information are acknowledged and integration between text and reference list is mainly effective. Attempts to follow systematic approach, appropriate to the discipline. Elements of individual references are generally complete. Some sources of information acknowledged but links between text and reference list are unclear. Referencing does not follow a systematic approach. Elements of individual references are incomplete and/or absent. Little or no acknowledgement of sources of information in text and/or reference list in this submission.

4 10 Methods Selecting research methods (Relationship between method chosen and the nature of the inquiry) Methodology selected is effective and appropriate to the aims of the task enabling successful and efficient collection and recording of complex data. The rationale for choosing this methodology from several methodologies is selfdetermined and convincingly explored. Methodology selected is effective and appropriate to the aims of the task enabling effective collection of complex data. The rationale for choosing this methodology from several methodologies is convincingly explored. Methodology chosen is appropriate to the task and attention given to the selection of a methodology from the range of prescribed ones. Methodology used is appropriate to the task and the rationale offered refers to established guidance. Methodology used is appropriate to the task and brief rationale offered refers to established guidance. In this piece of work the choice of methodology and relationship to information and/or data being collected is confused and confusing. In this piece of work the issue of methodology is not addressed and/or an inappropriate methodology is selected. There is little evidence of how planning was used to complete the task. C) Practical Skills 5 10 Application Form and content in a practical context Demonstrates a well -developed ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles more widely. Clear awareness of and some ability to experiment with conventional forms. Work shows clear evidence of intellectual rigour and/or creativity. Technically and professionally competent throughout. Demonstrates some ability to critically engage with theory and practice. Synthesises creative strategies and interrelated forms and styles. Work shows clear evidence of intellectual rigour and/or creativity. Experiments with conventional forms. Technically and professionally competent. Work evidences some ability in critically relating theory to practice. Demonstrates developing ability to analyse, synthesise and experiment with relationships between form and content. Good evidence of creativity. Generally, technically and professionally competent in most respects.

Work evidences some awareness of the relationship between theory and practice. Work tends to be conventional but shows ability to relate form and content. Some aspects of creativity present. Structure and content are relevant and approaching technical and professional competence throughout. Work shows evidence of an appropriate relationship between form and content. Moderate degree of technical and professional competence. Some presence of creativity. Work shows little or no evidence of an understanding of the relationship between form and content. Lacks creativity and is technically poor. The work has not addressed the brief in a way that shows understanding of the relationship between form and content. D) Transferable Skills 6 20 Autonomy Independence / autonomy (including planning and managing learning) Critically analyses feedback to identify areas of learning needing improvement. Manages own learning comprehensively using a full range of resources which go beyond those readily available. Identifies learning needs by actively seeking out feedback from a range of sources and makes comprehensive and effective use of available resources. Confidently identifies learning needs and acts independently to improve performance. Is generally autonomous in utilising learning resources effectively. Shows developing ability to work independently. Accesses and uses a range of learning resources and support. Undertakes clearly directed work independently. Uses the standard learning resources.

Demonstrates limited ability to work independently, needing significant guidance on methods and resources. Has not yet demonstrated ability to work independently; needs significant guidance on methods and resources. E) Professional Competencies 7 10 Reflectivity Reflective practice Consistently analyses practice by critically reflecting on personal contributions and that of others and the rationale behind these. Demonstrates imaginative thinking about potential alternatives and their implications for further practice. Confidently analyses personal contribution and that of others to practice through reflection and considers possibilities and their consequences in a range of contexts.

Develops effective action plans. Evaluates personal contribution and that of others to practice and develops consistent plans of action. Demonstrates ability to evaluate own practice and that of others using several frames of reference. Considers future actions Able to interpret own practice and that of others based on specific frames of reference. Identifies some future actions. Limited interpretation of own practice and that of others here. As a result, appropriate future action planning is extremely limited. Incomplete or inaccurate interpretation of own practice and that of others here. As a result, not yet able to plan any appropriate future actions