Research Methods for Business and Management MOD001105 Department: Leadership and Management Module Code: MOD001105 Level: 7 Academic Year: 2016/17 Trimester: 2 Contents 1. Key Information 2 2. Introduction to the Module 2 3. Learning Outcomes and Outline Delivery 2 4. Assessment 3 4.1. How this Module is Assessed: What You Need to Do and When 3 4.2. Submitting Your Work 4 4.3. Feedback 5 5. Learning Resources 6 5.1. Library 6 5.2. Other Resources 7 6. How is Your Work Marked? 7 7. Assessment Criteria and Marking Standards 9 8. Attendance 15 9. Assessment Offences 15 9.1. Definitions of Assessment Offences 15 9.2. Help to Avoid Assessment Offences 17 9.3. Procedures for Assessment Offences 18 10. Module Evaluation 18 11. Report on Last Delivery of Module 18 1. Key Information Module title: Research Methods for Business and Management MOD001105 Module Leader: Andrew Armitage Module Tutors: As per your institution advice Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in two ways via: • the Virtual Learning Environment (VLE) • the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment Regulations, is available at this website too. In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This module provides course participants with the appropriate knowledge, skills and abilities they will need to effectively carry out a piece of small scale business/management research. A particular emphasis will be placed upon developing individuals towards their Masters dissertation/project. A focus is given to the specific issues faced by managers and researchers when carrying out research in an organisational setting. These will include the philosophical aspects of enquiry in social settings, operating in political contexts, negotiating access to key individuals and data, and meeting the research outcomes expected by multiple organisational stakeholders. Consequently, this module will focus on providing individuals with the necessary skills to meet these challenges and therefore effectively plan, carry out and report upon their Masters level dissertation/project. 2.1 Employability skills delivered in this Module It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below: SKILL Skills acquired in this module Communication (oral) X Communication (written) X Commercial Awareness X Cultural sensitivity Customer focus X Data Handling X Decision making X Enterprising Flexibility Initiative Interpersonal Skills Leadership/Management of others Networking Organisational adaptability Project Management Problem Solving and analytical skills X Responsibility Team working Time Management X Other Review or synthesize existing knowledge Investigate existing situations or problems Provide solutions to problems Explore and analyse more general issues Construct or create new procedures or systems Explain phenomenon Generate new knowledge 3. Learning Outcomes and Outline Delivery No Type On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding Demonstrate a critical awareness of different research designs and respective methodologies relevant to academic and practitioner researchers working within an international context. 2 Knowledge and understanding Explain their chosen research question/hypothesis and research objectives, and all the relevant elements contributing to a research proposal suitable to researching a contemporary international business topic. 3 Intellectual, practical, affective and transferable skills Critically evaluate the literature relevant to their research aims in order to develop a conceptual framework or critical stance. 4 Intellectual, practical, affective and transferable skills Act as an independent self-learner demonstrate the skills necessary to plan, organise, undertake and present an international business project. Lectures Topics 1 Module overview, nature of management research 2 Formulating and clarifying the research topic 3 Critically reviewing academic literature and academic writing 4 Research philosophies and approaches 5 Negotiating access and research ethics 6 Selecting samples 7 Collecting data through questionnaires 8 Analyzing quantitative data 9 Collecting data through observation and interviews 10 Using secondary data 11 Writing and presenting your project report 12 Issues in research and assignment advice and formative feedback 4. Assessment 4.1. How this Module is Assessed: What You Need to Do and When The assessment for this module consists of two elements. Final submission dates for elements of assessment vary. Element Type of assessment Word or time limit Submission method Final Submission Date 010 Research proposal Poster 500 In hard copy No later than: 11th March 2017 011 Full research proposal 2500 In hard copy No later than: 24th April 2017 4.2. Qualifying conditions Method see guidance notes Learning Outcomes % Weighting & Fine Grade (FG) or pass/fail (PF) Qualifying Mark see guidance notes Length/duration and other comments Coursework A (Element 010) 1-4 20% 30 Students produce a 500 word (max) research proposal poster Coursework B (Element 011) 1-4 80% 30 Final research proposal, maximum word limit of 2500 In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment as specified above (b) pass any pass/fail elements 4.3. Submitting Your Work All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted to your college. Academic staff CANNOT accept this work directly from you. If you decide to submit your work to your college by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at your college. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Important: Work that is submitted late – defined as up to five working days after the published submission deadline - will be accepted and marked. However, the element of the module’s assessment to which the work contributes will be capped with a maximum mark of 40%. You are requested to keep a copy of your work. 4.4. Feedback You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is accomplished by a member of academic staff providing a mark and associated comments which will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. This feedback will be available on-line via Grademark® (if relevant) or may be sent directly to your Anglia Ruskin e-mail account. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results. 5. Learning Resources 5.1. Library Library Contacts Lord Ashcroft International Business School [email protected] Reading List Resources Notes Key text Wilson, J. (2010). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage. . We will draw heavily on this book. Copies in the library plus an e-book copy Books Saunders, M., Lewis, P. and Thornhill, A. (2012). Research Methods for Business Students. (6th edn). Harlow: Prentice Hall. Bryman, A. and Bell, E. (2011). Business Research Methods. (3rd edn). Oxford: Oxford University Press. Easterby- Smith, M., Thorpe, R. Jackson, P. and Lowe, A. (2008). Management Research. (3rd edn). London: Sage. Keleman, M. and Rumens, N. (2008). An introduction to critical management research. London: Sage. Sekaran, U. and Bougie, R. (2010). Research Methods for Business: A Skill Building Approach. (5th edn). New York: John Wiley & Sons. Wilson, J. (2010). Essentials of Business Research: A Guide to Doing Your Research Project. London: Sage. Useful background textbooks Journals It is important that you draw from material contained in academic journals. These are some relevant titles. Available in the Digital Library. Websites Research in Education (RESINED), 2008. Research in Education Home page. [online] Available at [Accessed 5 July 2011]. This is a really useful website which explains the process of research carefully and clearly with lots of examples and it covers both qualitative and quantitative research methods. Websites Book Companion website at www.pearsoned.co.uk/saunders Research in Education (RESINED), 2008. Research in Education Home page. [online] Available at [Accessed 14 September 2012]. For access to all resources associated with the key text including revision questions, exercises, and additional case studies. This is a really useful website which explains the process of research carefully and clearly with lots of examples and it covers both qualitative and quantitative research methods. Additional notes on this reading list Additional reading will be recommended weekly in class. Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm 6. How is Your Work Marked? After you have handed your work in or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include: • Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (eg: a presentation or Major Project), it is marked by more than one lecturer (known as double marking) • Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking • External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities. External examiners are appointed to our Departmental Assessment Panels (DAPs) and oversee the assessment of modules which fall within the remit of each DAP. A full and up-to-date list of Anglia Ruskin’s External Examiners is available to students and staff at www.anglia.ac.uk/eeinfo. • Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach. 7. Assessment Criteria and Marking Standards 7.1 ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA & MARKING STANDARDS - LEVEL 7 Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display. Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills Characteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication 80-89% Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills 70-79% Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality 60-69% Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions 50-59% Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions 40-49% A marginal pass in module outcome(s) related to GLO at this level Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. 30-39% A marginal fail in module outcome(s) related to GLO at this level. Satisfies qualifying mark Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions. Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions 20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions. Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions 10-19% Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions. Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions 1-9% No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions. No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions 0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes 7.2 Specific Marking Criteria 7.2.1 Element 010 (Research Poster) Marking Criteria* Comments Marks 1. Does the working title mirror closely the content of the poster? Maximum 20% 2. Does the introductory part of the poster inform the reader of the problem or situation and the context the student is interested in? Maximum 20% 3. Does the poster inform the reader of the rationale of this study? a. What is the research issue? b. Why is it an issue, and why now? c. How and when is it going to be investigated? d. What could this research shed light on? Maximum (a, b, c, d) a. max 15% b. max 15% c. max 15% d. max 15% Note: The marking scheme allows flexibility, and it is by no means exhaustive. TOTAL: 100% Organize your research poster materials using headings, such as “Title”, “Introductory Part”, “Rationale”. These headings will help establish a logical flow to your poster. 1) Title: initially this might be regarded as a working title, and ideally should mirror closely the content of the poster. The title is particularly important for a poster. In general, a good title will get people to stop and listen. 2) Introductory part: This informs the reader of the problem or situation and the context you are interested in. The goal is to give the reviewers some basic academic information they can use to evaluate the significance of the research proposal. 3) Rationale for this study. - What is the research issue? - Why is it an issue, and why now? - How and when is it going to be investigated? - What could this research shed light on? You have to introduce the topic and clarify the significance of what you are trying to present. That is, you have to present research questions with a logical sequencing of facts. You have to give examples to illustrate your rational. Be sure to have a conclusion that summarizes your take-home message (why is it an issue now? what could this research shed light on?). Your poster should be constructed so that it presents the desired information in a self-explanatory manner. You have to think of a poster as a series of highly efficient, organized panels upon which appear synopses of the relevant information you want to convey (what is the research issue?) – just enough to get your point across. Include references. Make it clear that you know what has been done in your area in the past and where your research will fit in. You have to make your poster visually appealing. Have fun. Be creative. Incorporate colour. Use photographs, graphs, charts, maps, and the like. Simplify charts and figures to include only relevant information. Be attentive to the layout and placement of your materials. Write clearly. Make sure your poster includes complete sentences and accurate spelling and punctuation. 7.3.2 Element 011 (Full Research Proposal) Marking Criteria* Comments Marks A. Introduction - Does the introduction inform the reader regarding the research aims, objectives and research questions? Maximum 15% B. Literature review - Does the student critically review at least 6 sources to underpin the study? - Does the literature review demonstrate student’s knowledge of the literature and make a critical link with the research question to be investigated? Maximum 30% C. Research design and methodology - Does the student provide a detailed rational of how she/he intend to achieve the research objectives and framework; - Type of investigation. - Data collection method. - Sampling method. - Accessibility issues. - Ethical issues. - Data analysis plan. - Research limitations. Maximum 40% D. Timetable and references - Does the student provide a rational timetable? - Do references correctly applied? Maximum 15% TOTAL: 100% A. Introduction You have to introduce the topic and clarify the significance of what you are trying to present. In addition, in this section you have to present the: - Research aims - Research objectives - Research questions Please, provide references. Give academic information. B. Literature review This section will demonstrate your knowledge of the literature and make a critical link with the research question to be investigated. Students are expected to critically review at least 6 sources to underpin the study. The literature should mostly rely on published academic journal articles in the research area. This critical activity should produce a conceptual framework. C. Research Design and Methodology This section should provide a detailed rationale of how you intend to achieve your research objectives. You are expected to address the following areas: - Type of investigation: Explain clearly whether your research can be classified as an exploratory, descriptive or hypothesis testing study. Refer to the lecture notes and textbook for details on each type. - Data collection method: Explain how you are going to collect the data (e.g. postal questionnaire, telephone interview, focus group, etc) and why this fits the purpose of your research. - Sampling method: Explain whether you plan to use a probability or non-probability sampling design and the specific sampling technique. The study participants should be able to offer the right type of information to enable you address the research problem. - Accessibility issues: what accessibility issues are you likely to encounter when you collect the data? How are you going to manage the accessibility issues? - Ethical issues: You must discuss any ethical issues that are relevant to your research topic, participants, and method. Discuss how you are going to deal with the ethical issues. - Data analysis plan: how you intend to analyse the data you will collect? This section must be consistent with the previous section on data collection method and must be mindful of the nature of the data collected, whether this is quantitative or qualitative. - Research limitations: Define the limitations of the study that you believe you may encounter and could be affect the quality, scope, or value of the research. D. Timetable and References Provide a Gantt chart on how you will use your available time to complete your proposed research. This will provide an indication of the viability of the proposal. You will need to justify your plan. The reference list at this stage need not be lengthy, only sufficient to inform your proposal. The list must include all the sources that were cited and consulted in writing the research proposal. You must use the Harvard Style of referencing. 8. Attendance Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Course Leader and/or Module Tutor. 9. Assessment Offences As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. 9.1. Definitions of Assessment Offences (A) Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: • directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; • using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; • rewording someone else’s work, without referencing them; and • handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. (B) Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: • agreeing with others to cheat; • getting someone else to produce part or all of your work; • copying the work of another person (with their permission); • submitting work from essay banks; • paying someone to produce work for you; and • allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). (C) Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: • taking unauthorised material into the examination room; • inventing results (including experiments, research, interviews and observations); • getting an examination paper before it is released; • behaving in a way that means other students perform poorly; • pretending to be another student; and • trying to bribe members of staff or examiners. 9.2. Help to Avoid Assessment Offences Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. In accordance with our ‘Academic Honesty Policy’, you will be able to do tutorials on being honest in your work from the library (http://anglia.libguides.com/GAP) and other central support services and faculties, and will be able to review your work for plagiarism using ‘Turnitin®UK’ (where appropriate), an online service for matched-text. You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. Turnitin®UK will produce a report which clearly shows if passages in your work have been matched with another source. Originality of assessment is an academic judgement and there is no generally acceptable upper or lower similarity score. You may talk about the matched-text in the ‘Turnitin®UK’ report with a member of academic staff to see where you may need to improve your academic practice. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources that will help you develop your academic skills. 9.3. Procedures for Assessment Offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs. 10. Module Evaluation During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time. 11. Report on Last Delivery of Module MODULE REPORT FORM This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students. Module Code and Title: Anglia Ruskin Department: Location(s) of Delivery: Academic Year: Semester/Trimester: Enrolment Numbers (at each location): Module Leader: Other Module Tutors: Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel. Feedback from Students Briefly summarise student responses, including any written comments Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate) Developments during the current year or planned for next year (if appropriate) External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module