Assessment Type: Journal Articles Review – 2500 +/- 10% word report. Group Assessment

Lillian Vargas

Assessment Type: Journal Articles Review – 2500 +/- 10% word report. Group Assessment.
The marking rubric is available from
https://app.box.com/s/0gi6uhewlzi2r2onxcifuk340c6a9nhh
You must submit your group details to moodle this should be obvious but there are instructions available from https://app.box.com/s/3ezeraxqi8r2j0n5nk7jug1gs7yvsz3p
If you are having trouble finding a group use the forum near the top of moodle or ask if anyone wants to from a group at the END of class, (get the lecturer or tutor to do this if you are shy)
Purpose: To allow students to demonstrate their ability to research a research question by critically reviewing nominated literature related to the question. This contributes to Learning Outcomes a, b, c, d and e.
Value: 20% Due Date: 5.00pm Wednesday of Week 11 Submission: Upload a soft copy – Word .doc or .docx – to Moodle and Turnitin. If requested Students must also submit a separate file that has all the original source material and the parts of the source material used in their assignment should be highlighted.
Topic: Journal Articles Review – the research question and specific journal articles will be provided in class and via Moodle by week 8 Task Details: Students will be given specific directions relating to readings about a research topic. Students will need to compare and contrast what various authors say, and propose additional research on the same topic.
Presentation: 2500 +/- 10% word critical review – Word .doc or .docx Title page, executive summary, table of contents, appropriate headings and subheadings, recommendations/findings/conclusions, in-text referencing and reference list (Harvard – Anglia style), attachments if relevant. Single spaced, font Times New Roman 12pt, Calibri 11pt or Arial 10pt
Marking scheme
Marking Guide: The following rubric will be used and the total mark scaled to a mark out of 20, please demonstrate you have learnt how to do a proper literature review and ask appropriate secondary research questions.
Task instructions
Bus701 literature review assignment: course description and task instructions
A brief discussion of the terminology used in these instructions.
Not all journal articles clearly state a -Research question- , not all journal articles have a section called “Literature review”, However the vast majority journal articles have both of these things.
*Someone writing a journal article should be able to summarize the objective article in a short paragraph, and someone reading it should quickly be able to work out the objective, some journal articles do this by clearly stating the research question
*A journal article will discuss previous studies a summarize what has been done and then identify a research gap, It will discuss some research that has not been done or it will discuss how to implement some research that has not been implemented., some journal articles do this by having a section called “Literature review”
If an article has new research the literature review makes it clear how the new research builds on existing research.
Some journal articles only do the literature review. In this case you could say the research question is
“summarize the existing literature and find the gap in the literature”
OVERVIEW
task: write a literature review using the articles provided on Moodle, You must use at least three of the journal articles given on moodle, You don’t have to use all of the journal articles, For example you do not have to use any of the articles related to plagiarism at all, you could just focus on the articles that discuss how accounting graduates lack certain skills
*worth 20% of your final grade, 2500 words
*It is a group assignment, maximum group size is 4,
Referencing
Use Harvard referencing
*Make sure cite references in the other parts of your assignment the references are on your reference list.
You are NOT allowed to cite references you have not read.
You are NOT allowed to cite references that are not on your reference list, even if you make clear they are second hand references, For this type of assignment second hand references are totally inappropriate.
Format of the assignment
Coversheet
It should have the following details
Names of group members:
Student numbers of group members:
Subject: Bus701 research methods
Assignment: Literature review
Title
come up with a title that gives an idea of what research question/research topic/narrow subject area you are reviewing, If you look at the titles of the journal articles given on moodle that should give you a good understanding of what is appropriate.
Executive summary /abstract
Briefly describe the research question/research topic/narrow subject area and research gap. In other words, clearly explain what your research question/research topic/narrow subject area is and explain what NEW research could be done.

Introduction
You can start with a general and broad introduction to the topic but eventually explain why the research question is a question worth answering. In other words, Describe the benefits of doing research on research question/research topic/narrow subject area
For this section you can use references taken from any from any source.
Body
Review the literature
For this section you must use at least 3 of the references on moodle
(the same files are available from)
https://app.box.com/s/jiz6hq7rpdlbjpsz6mk4ttvdaf2xegsa
and between 1 and 3 journal articles you find yourself
Conclusion
Your conclusion must include a discussion of the following points.
1) what the research gap in your review might be suited to a line of qualitative research investigation;
2) what “how & why?” style secondary research question might be used to fill that gap; and
3) three subsequent semi-structured, open interview questions that could be used to get resolution of that secondary research question.
References
Use Harvard references,
The references of the journal articles available on moodle
Bruton, S. and Childers, D., 2016. The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin®. Assessment & Evaluation in Higher Education, 41(2), pp.316-330.
De Lange, P. and Watty, K., 2011. Accounting education at a crossroad in 2010 and challenges facing accounting education in Australia. Accounting Education, 20(6), pp.625-630.
Doss, D.A., Henley, R., Gokaraju, B., McElreath, D., Lackey, H., Hong, Q. and Miller, L., 2016. Assessing Domestic vs. International Student Perceptions and Attitudes of Plagiarism. Journal of International Students, 6(2), p.542.
Graham, A., Hampton, M. and Willett, C., 2010. What not to write: An intervention in written communication skills for accounting students. International Journal of Management Education, 8(2), pp.67-74.
Gray, F.E. and Murray, N., 2011. ‘A distinguishing factor’: oral communication skills in new accountancy graduates. Accounting Education, 20(3), pp.275-294.
Gribble, C. and Blackmore, J., 2012. Re-positioning Australia’s international education in global knowledge economies: implications of shifts in skilled migration policies for universities. Journal of Higher Education Policy and Management, 34(4), pp.341-354.
Jackling, B., 2007. The lure of permanent residency and the aspirations and expectations of international students studying accounting in Australia. People and Place, 15(3), p.31.
Jackling, B. and De Lange, P., 2009. Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence. Accounting Education: an international journal, 18(4-5), pp.369-385.
Jackling, B. and Keneley, M., 2009. Influences on the supply of accounting graduates in Australia: a focus on international students. Accounting & Finance, 49(1), pp.141-159.
Keneley, M. and Jackling, B., 2011. The acquisition of generic skills of culturally-diverse student cohorts. Accounting Education, 20(6), pp.605-623.
Liao, M.T. and Tseng, C.Y., 2010. Students’ Behaviors and Views of Paraphrasing and Inappropriate Textual Borrowing in an EFL Academic Setting. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), pp.187-211.
Lim, Y.M., Lee, T.H., Yap, C.S. and Ling, C.C., 2016. Employability skills, personal qualities, and early employment problems of entry-level auditors: Perspectives from employers, lecturers, auditors, and students. Journal of Education for Business, 91(4), pp.185-192.
Leong, R. and Kavanagh, M., 2013. A work integrated learning (WIL) framework to develop graduate skills and attributes in an Australian university’s accounting program. Asia-Pacific Journal of Cooperative Education, 14(1), pp.1-14.
Lines, L., 2016. Substantive editing as a form of plagiarism among postgraduate students in Australia. Assessment & Evaluation in Higher Education, 41(3), pp.368-383.
Lowden, K., Hall, S., Elliot, D. and Lewin, J., 2011. Employers’ perceptions of the employability skills of new graduates. London: Edge Foundation
Mozgovoy, M., Kakkonen, T. and Cosma, G., 2010. Automatic student plagiarism detection: future perspectives. Journal of Educational Computing Research, 43(4), pp.511-531.
Rogerson, A.M., 2014. Detecting the work of essay mills and file swapping sites: Some clues they leave behind.
Watty, K., Freeman, M., Howieson, B., Hancock, P., O’Connell, B., De Lange, P. and Abraham, A., 2014. Social moderation, assessment and assuring standards for accounting graduates. Assessment & Evaluation in Higher Education, 39(4), pp.461-478.

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