in a three- to four-page paper, not including the title and reference pages, research and explain the concept of sustainability. Describe the importance of the concept of sustainability in today’s business environment and give examples of sustainability in an organization. Additionally, identify three examples of entrepreneurs who are building businesses based on the transition to sustainability and clean commerce.
Assignment 2: You Are a Consultant!
Imagine that you are a leadership teamwork consultant. The new manager of a company has hired you to create a new theme for the company’s create teamwork training. You will be working with nine (9) other team members.
Your client, the new manager, has always coached individual members of a team in the past, but now the manager has less time and has hired you to help with the training. The executive management believes that the purpose of coaching or training is to work with the entire team at the same time.
You will work with the team from the beginning to define a new theme for training. Brainstorm to devise the type of theme that you would like to use for the company’s new teamwork training. Consider the manner in which you would direct the team members to develop this training and the roles that you would assign the different members of the team.
Write a five to seven (5-7) page paper in which you:
Suggest two (2) key ways in which the proposed teamwork project would affect organizational performance.
Recommend where the company should set limits on spending and on using company assets for socially responsible projects. Predict the main effect that socially responsible projects could have on the company’s overall bottom line.
Propose two (2) approaches geared toward introducing the topic of ethics or ethical behavior in the teamwork training project.
Examine two (2) aspects of teamwork training that change a person into a transformational leader. Justify your response.
Predict your possible reaction to a team member’s suggestion of another theme that does not relate in any way to the theme that you have proposed. Provide a rationale for your response.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Examine how leadership influences organizational performance.
Analyze the link between business ethics, social responsibility, and organizational performance.
Determine key leadership qualities that contribute to leadership effectiveness.
Write clearly and concisely about leadership strategies using proper writing mechanics.
Use technology and information resources to research issues in leadership strategie
Assignment 1: DiscussionâAnalyzing Emerging Markets Emerging markets are complex, but can be analyzed and understood by defining a best practices checklist…
Assignment 1: Discussion—Analyzing Emerging Markets
Emerging markets are complex, but can be analyzed and understood by defining a best practices checklist that could easily be overlaid on any country considered an emerging market. Therefore, as you review the readings and additional resources for this week, write down the main ideas that continue to appear and begin to incorporate these ideas in a best practices list.
From the module readings and your understanding of emerging markets, provide an overview of the critical components, such as a country’s GDP, needed to properly analyze an emerging market. Then, answer the following:
- Why did you select the specific components you did?
- Is there a “best practices checklist” that can be created for analyzing emerging markets?
- Is it possible to use a “best practices checklist” as a guideline for analyzing all emerging markets? Why or why not?
Write your initial response in a minimum of 200–300 words. Apply APA standards to the citation of sources.
Research Skills Essay
1
Singapore Institute of Management
Introduction to Research Skills, 2017
Assignment
The Research Skills assignment is an opportunity to start thinking about your ideas
for the final year dissertation. The objective of the assessment is for you to develop a
research proposal that can be used as a guide to help you structure and manage
your final year research activities. Please note that this assignment does NOT
require you to define a final topic for your final year dissertation. It serves as an
exercise, and you can change your final year dissertation topic afterwards.
The word limit for the assignment is 2500 words (10% leeway) not including charts,
diagrams and list of references or appendices.
This is an individual assignment and it will count towards 100% of the module
assessment.
The due date for the assignment is 04/09/2017 by 12 noon (UK time).
Details of the Assignment – Research Proposal
You are expected to develop a research proposal. A research proposal provides the
background, the issues (research problems and questions), the theoretical base, the
methodology and the timeline of the research. In this assignment you are required to
focus on the general concept of ‘customer satisfaction’ in the Singapore context.
(Please note that in your final year dissertation you may choose a different topic and
context; this topic and context have been chosen purely for the purpose of this
assessment).
For this assessment your discussion must include:
An introduction that sets the scene and informs the reader of the specific topic
within customer satisfaction to be addressed in your discussion.
Some background information of the context, for example information about a
specific field (e.g. hotel, restaurant, transport, theme park etc.) in Singapore,
including statistics. Use databases like the Marketline/Mintel to access such
reports on the industry.
A brief literature review should be presented; this should highlight the main
theories and concepts associated with this topic. The literature should be clearly
linked to the critical issues under discussion. Highlight the main debates and
gaps around the issue of customer satisfaction, clearly indicating how your study
would address these gaps. Your discussion must clearly identify a specific issue
that your study will be addressing concerning customer satisfaction and justify
why this issue is pertinent and worth researching further. Credit will be given for
2
originality of the research idea and clearly defined scope and research
boundaries
You are required to read peer reviewed academic journals and other similar
resources to identify the theoretical debates and gaps around customer
satisfaction. Some useful journal articles have been listed in the module outline;
do ensure that you read these as well as other relevant ones.
Once you have clearly identified the gaps in the literature you must clearly state
the research objectives and the research questions that will be addressed by
your study (3-5 of them). These must be clearly derived from the gaps noted in
the literature.
You must also provide suggested potential theoretical contributions that could
emerge from your study, based on the gaps that you are addressing. Ensure that
the significance and rationale for the research is clearly explained and there is
evidence of originality in developing a potential research topic. Also indicate the
significance of your study to other stakeholders; for example why is your study
important for managers or policy makers?
You also need to suggest the research method (s) that would be used for the
study, and clearly justify why you choose them, and then conclude the
assignment.
You are required to devise a timeline showing the research activities with a
reasonable period of time. This timeline can be in various forms, e.g. a table or a
Gantt chart.
The Harvard referencing style must be used throughout the paper, and a list of all
the references used provided at the end of the paper. Poor referencing will be
penalized.
You may include an appendices section to provide any supporting information
you find pertinent, such as data/charts/statistics. However appendices must not
exceed 3 pages at the most.
Suggested Format and Weighting
Title (Clear and concise)
An introduction detailing the specific topic to be addressed (10%)
Contextual background (15%)
Literature debates and gaps related to a specific theoretical framework (20%)
Outline of research question(s), aims and objectives (10%)
Potential contribution of the research to literature and management practice
(15%)
Potential methods and conclusion (20%)
Timeline of the research (10%)
References
3
Specific Assessment Guidelines
1. Assignments should be submitted in Times New Roman size 12 font, with double
line spacing.
2. All readings should be clearly referenced using the ‘Harvard Style’. Poor
referencing will be penalized.
3. Ensure that you refer to the UoB ‘plagiarism’ guidelines and adhere to these
when developing your assignment
https://intranet.birmingham.ac.uk/as/studentservices/conduct/plagiarism/index.aspx
4. Any assignments submitted after the deadline will be penalised
5. Papers that exceed the 2,500 (+ or – 10%) word count will also be penalized.
6. Please note that the lecturer will not read any sections or drafts of any student’s
paper beforehand. All papers will be read only when submitted in September 2017.
4
University of Birmingham General assessment criteria for undergraduate
coursework and examinations
80+ An outstanding piece of work, showing total mastery of concepts and
theories associated with social science and business research and a highly
developed mature ability to analyse, synthesise and apply knowledge and
concepts. The work is well structured, with objectives clearly expressed. All
objectives of the work set are covered, the work is free of errors with a very
high level of technical competence, and ideas are expressed with fluency.
There is evidence of critical reflection; the work demonstrates originality of
thought and the ability to tackle questions and issues not previously
encountered.
70-79 An excellent piece of work showing a high degree of mastery of the
concepts and theories associated with and social science and business
research and a well developed ability to analyse, synthesise and apply
knowledge and concepts. The work is well structured, with objectives
clearly expressed. All major objectives of the work set are covered and the
work is free of all but very minor errors with a high level of technical
competence. There is evidence of critical reflection and of some ability to
tackle questions and issues not previously encountered. Ideas are
expressed clearly; only the originality required for an 80+ mark is absent.
60-69 A good piece of work showing a sound and thorough grasp of the concepts
and theories associated with social science and business research, though
lacking the breadth and depth for a first-class mark. A good attempt at
analysis, synthesis and application of knowledge and concepts but more
limited in scope than that required for a mark of 70+. The work is well
structured, with objectives clearly expressed. Most objectives of the work
set are covered; the work is generally technically competent but there may
be a few gaps leading to some errors. Some evidence of critical reflection
and a reasonable ability to tackle questions and issues not previously
encountered. Ideas are generally expressed with clarity, with some minor
exceptions.
50-59 A fair piece of work showing grasp of the major element of the concepts
and theories associated with social science and business research but with
some gaps or areas of confusion. Only the basic requirements of the work
set are covered; the attempt at analysis, synthesis and application of
knowledge and concepts is superficial with a heavy reliance on course
materials. Work contains some errors and technical competence is at a
routine level. Ability to tackle questions and issues not previously
encountered is limited, there is little critical reflection, and some confusion
and immaturity in expression of ideas.
40-49 A poor piece of work showing some familiarity with the concepts and
theories associated with social science and business research but with
major gaps or misconceptions. Only some of the basic requirements of the
work set are achieved, there is little or no attempt at analysis, synthesis or
application of knowledge and a low level of technical competence with
many errors. Difficulty in beginning to address questions and issues not
previously encountered, an inability to reflect critically on an argument or
viewpoint. There is almost a total reliance on course material with little
evidence of additional reading. Ideas are poorly expressed and structured;
the students would apparently find it difficult to study the topic at a higher
5
level.
30-39 Work not of passable standard with serious gaps in knowledge of the
subject-matter and many areas of confusion. Few or none of the basic
requirements of the work set are covered and there is an inability to apply
knowledge; technical competence is poor with many serious errors.
Students rely on a ‘common sense’ analysis with little consideration of
concepts relevant to the work. Little or no additional reading is evident and
there is a heavy reliance on course materials. The students find it
impossible to begin to address questions and issues not previously
encountered. The level of expression and structure is inadequate, and the
group would apparently not be capable of studying the topic at a higher
level.
Below
30
A very poor piece of work showing that the student has failed to engage
seriously with any of the subject-matter involved, and/or demonstrates total
confusion over the requirements of the work set. The students would be
required to undertake a large amount of additional work to reach a level that
would be considered passable.
Research Skills Essay
Need you to follow the this format:
- Title
- An introduction detailing the specific topic to be addressed (10%)
- Contextual background (15%)
- Literature debates and gaps related to specific theoretical framework (20%)
- Outline of research questions, aims and objective (10%)
- Potential contribution of the research to literature and management practice (15%)
- Potential methods and conclusion (10%)
- Timeline of the research (10%)
- References
1
Singapore Institute of Management
Introduction to Research Skills, 2017
Assignment
The Research Skills assignment is an opportunity to start thinking about your ideas
for the final year dissertation. The objective of the assessment is for you to develop a
research proposal that can be used as a guide to help you structure and manage
your final year research activities. Please note that this assignment does NOT
require you to define a final topic for your final year dissertation. It serves as an
exercise, and you can change your final year dissertation topic afterwards.
The word limit for the assignment is 2500 words (10% leeway) not including charts,
diagrams and list of references or appendices.
This is an individual assignment and it will count towards 100% of the module
assessment.
The due date for the assignment is 04/09/2017 by 12 noon (UK time).
Details of the Assignment – Research Proposal
You are expected to develop a research proposal. A research proposal provides the
background, the issues (research problems and questions), the theoretical base, the
methodology and the timeline of the research. In this assignment you are required to
focus on the general concept of ‘customer satisfaction’ in the Singapore context.
(Please note that in your final year dissertation you may choose a different topic and
context; this topic and context have been chosen purely for the purpose of this
assessment).
For this assessment your discussion must include:
An introduction that sets the scene and informs the reader of the specific topic
within customer satisfaction to be addressed in your discussion.
Some background information of the context, for example information about a
specific field (e.g. hotel, restaurant, transport, theme park etc.) in Singapore,
including statistics. Use databases like the Marketline/Mintel to access such
reports on the industry.
A brief literature review should be presented; this should highlight the main
theories and concepts associated with this topic. The literature should be clearly
linked to the critical issues under discussion. Highlight the main debates and
gaps around the issue of customer satisfaction, clearly indicating how your study
would address these gaps. Your discussion must clearly identify a specific issue
that your study will be addressing concerning customer satisfaction and justify
why this issue is pertinent and worth researching further. Credit will be given for
2
originality of the research idea and clearly defined scope and research
boundaries
You are required to read peer reviewed academic journals and other similar
resources to identify the theoretical debates and gaps around customer
satisfaction. Some useful journal articles have been listed in the module outline;
do ensure that you read these as well as other relevant ones.
Once you have clearly identified the gaps in the literature you must clearly state
the research objectives and the research questions that will be addressed by
your study (3-5 of them). These must be clearly derived from the gaps noted in
the literature.
You must also provide suggested potential theoretical contributions that could
emerge from your study, based on the gaps that you are addressing. Ensure that
the significance and rationale for the research is clearly explained and there is
evidence of originality in developing a potential research topic. Also indicate the
significance of your study to other stakeholders; for example why is your study
important for managers or policy makers?
You also need to suggest the research method (s) that would be used for the
study, and clearly justify why you choose them, and then conclude the
assignment.
You are required to devise a timeline showing the research activities with a
reasonable period of time. This timeline can be in various forms, e.g. a table or a
Gantt chart.
The Harvard referencing style must be used throughout the paper, and a list of all
the references used provided at the end of the paper. Poor referencing will be
penalized.
You may include an appendices section to provide any supporting information
you find pertinent, such as data/charts/statistics. However appendices must not
exceed 3 pages at the most.
Suggested Format and Weighting
Title (Clear and concise)
An introduction detailing the specific topic to be addressed (10%)
Contextual background (15%)
Literature debates and gaps related to a specific theoretical framework (20%)
Outline of research question(s), aims and objectives (10%)
Potential contribution of the research to literature and management practice
(15%)
Potential methods and conclusion (20%)
Timeline of the research (10%)
References
3
Specific Assessment Guidelines
1. Assignments should be submitted in Times New Roman size 12 font, with double
line spacing.
2. All readings should be clearly referenced using the ‘Harvard Style’. Poor
referencing will be penalized.
3. Ensure that you refer to the UoB ‘plagiarism’ guidelines and adhere to these
when developing your assignment
https://intranet.birmingham.ac.uk/as/studentservices/conduct/plagiarism/index.aspx
4. Any assignments submitted after the deadline will be penalised
5. Papers that exceed the 2,500 (+ or – 10%) word count will also be penalized.
6. Please note that the lecturer will not read any sections or drafts of any student’s
paper beforehand. All papers will be read only when submitted in September 2017.
4
University of Birmingham General assessment criteria for undergraduate
coursework and examinations
80+ An outstanding piece of work, showing total mastery of concepts and
theories associated with social science and business research and a highly
developed mature ability to analyse, synthesise and apply knowledge and
concepts. The work is well structured, with objectives clearly expressed. All
objectives of the work set are covered, the work is free of errors with a very
high level of technical competence, and ideas are expressed with fluency.
There is evidence of critical reflection; the work demonstrates originality of
thought and the ability to tackle questions and issues not previously
encountered.
70-79 An excellent piece of work showing a high degree of mastery of the
concepts and theories associated with and social science and business
research and a well developed ability to analyse, synthesise and apply
knowledge and concepts. The work is well structured, with objectives
clearly expressed. All major objectives of the work set are covered and the
work is free of all but very minor errors with a high level of technical
competence. There is evidence of critical reflection and of some ability to
tackle questions and issues not previously encountered. Ideas are
expressed clearly; only the originality required for an 80+ mark is absent.
60-69 A good piece of work showing a sound and thorough grasp of the concepts
and theories associated with social science and business research, though
lacking the breadth and depth for a first-class mark. A good attempt at
analysis, synthesis and application of knowledge and concepts but more
limited in scope than that required for a mark of 70+. The work is well
structured, with objectives clearly expressed. Most objectives of the work
set are covered; the work is generally technically competent but there may
be a few gaps leading to some errors. Some evidence of critical reflection
and a reasonable ability to tackle questions and issues not previously
encountered. Ideas are generally expressed with clarity, with some minor
exceptions.
50-59 A fair piece of work showing grasp of the major element of the concepts
and theories associated with social science and business research but with
some gaps or areas of confusion. Only the basic requirements of the work
set are covered; the attempt at analysis, synthesis and application of
knowledge and concepts is superficial with a heavy reliance on course
materials. Work contains some errors and technical competence is at a
routine level. Ability to tackle questions and issues not previously
encountered is limited, there is little critical reflection, and some confusion
and immaturity in expression of ideas.
40-49 A poor piece of work showing some familiarity with the concepts and
theories associated with social science and business research but with
major gaps or misconceptions. Only some of the basic requirements of the
work set are achieved, there is little or no attempt at analysis, synthesis or
application of knowledge and a low level of technical competence with
many errors. Difficulty in beginning to address questions and issues not
previously encountered, an inability to reflect critically on an argument or
viewpoint. There is almost a total reliance on course material with little
evidence of additional reading. Ideas are poorly expressed and structured;
the students would apparently find it difficult to study the topic at a higher
5
level.
30-39 Work not of passable standard with serious gaps in knowledge of the
subject-matter and many areas of confusion. Few or none of the basic
requirements of the work set are covered and there is an inability to apply
knowledge; technical competence is poor with many serious errors.
Students rely on a ‘common sense’ analysis with little consideration of
concepts relevant to the work. Little or no additional reading is evident and
there is a heavy reliance on course materials. The students find it
impossible to begin to address questions and issues not previously
encountered. The level of expression and structure is inadequate, and the
group would apparently not be capable of studying the topic at a higher
level.
Below
30
A very poor piece of work showing that the student has failed to engage
seriously with any of the subject-matter involved, and/or demonstrates total
confusion over the requirements of the work set. The students would be
required to undertake a large amount of additional work to reach a level that
would be considered passable.
MB602 Entrepreneurship DQ 2
Activity 2: Market Research (100 points) As you learned, the three “Ts” of marketing (trade shows, trade publications, and trade associations) can be used to research information about your competition. However, they can also be helpful in providing information about a business concept’s feasibility. In this Activity, you will perform market research for a new nanotechnology product using the three “Ts” of marketing. Your Activity responses should be both grammatically and mechanically correct, and formatted in the same fashion as the Activity itself. If there is a Part A, your response should identify a Part A, etc. In addition, you must appropriately cite all resources used in your response and document in a bibliography using APA style. (100 points) (A 4-page response is required for the combination of Parts A and B.) Part A Examine a nanotechnology product by researching relevant trade shows, trade publications, and trade associations. Create an annotated bibliography of resources that includes a minimum of four (4) trade shows, four (4) trade publications, and two (2) trade associations that provides useful information about the nanotech product. Be sure to include details about each event/activity/organization/publication (online and in print), etc. Organize the annotated bibliography into the three (3) distinct sections (shows, publications, and associations) and for each section, include a statement explaining why this research is important when learning about the nanotechnology industry and competing companies and products. Part B State the conclusions you have drawn after performing this market research activity and acquiring new nanotechnology industry, company, and product knowledge. Specifically address the following issues: 1. What else can you learn from the trade show Web sites besides information about the trade show itself? 2. What else can you learn from trade publications? 3. What benefits can you obtain from trade associations? 4. From a revenue perspective, why is researching the 3T’s important?
project
Coursework Assignment Brief
| Semester: | Spring 2017 |
| Module Code: | PM302 |
| Module Title: | Project |
| Programme | BSc (Honours) |
| Level: | Level 6 |
| Awarding Body: | |
| Module Leader | |
| Format: | Report |
| Presentation: | No |
| Any special requirements: | All work should be submitted as two hard copies with a Turnitin Report |
| Word Limit: | 8,000 (+/- 10%) words for the report and 500 (+/- 10%) words for the personal statement. |
| Deadline date for submission: | TBA |
| Learning outcomes to be examined in this assessment (please note that this is NOT the assessment task) | a) Produce a detailed analysis of the policies to achieve stated corporate objectives of one or more companies, and an examination of the problem of resource acquisitionand deployment relevant to those policies. b) Provide a relevant literature review on the problems investigated and relate currentmanagement theory to practical recommendations. c) Demonstrate a lucid and logical discourse containing objectives of the project,methodology, relevant literature review, recommendations for action, appropriatereferences and bibliography. |
| Percentage of marks awarded for module: | The report is worth 100% |
| Assessment criteria | Explanatory comments on the assessment criteria | Maximum marks for each section |
| Aims of research | Clearly defined objectives/research questions relevant to aim. Clear focus on aims / objectives maintained throughout. If appropriate, hypotheses defined and explained. | 10% |
| Literature review | Thorough review of appropriate secondary sources; relationship between the literature and the project explored (i.e. justification is linked to literature) | (20%) |
| Research methodology | Explanation and justification of an appropriate methodology – approach and data collection techniques appropriate to aims and research questions. | (20%) |
| Research methodology | Explanation and justification of an appropriate methodology – approach and data collection techniques appropriate to aims and research questions. | (20%) |
| Data Analysis | Appropriate analysis of data in the light of the research objectives and questions. Clear and analytical presentation of findings. | (10%) |
| Discussion – | Results discussed, highlighting significant findings and comparing theory & practice where appropriate | (10%) |
| Conclusions / recommendations | Based on a reasonable interpretation of both the research conducted and the existing literature. | (10%) |
| Critical evaluation | Critical evaluation of own work. Areas for further research identified and discussed. | (5%) |
| Overall layout and | Presentation is of an acceptable standard, logical and adds value to the document. Appropriate structure. | (5%) |
| Reflection | Reflection on programme is detailed and insightful. | (10%) |
Background
N/A
Assignment Task
- Analyse one or more strategic problems in a modern business organisation and produce a comprehensive report detailing the objectives, methodologies, findings, analysis, and conclusions of the research carried out above. The minimum word length for the report is 8000 words.
- Analyse the extent to which you have developed your knowledge, throughout the course and how the course and this project has helped your employability. This should be summarised as a personal statement of no more than 500 words and placed in an appendix to the main document.
Total Marks for Assignment: 100
Indicative Content
Aims of research
Define objectives/research questions relevant to aim. Maintain focus on aims/objectives throughout. Define and explain hypotheses. (Worth 10% of marks)
Literature review
Conduct thorough review of appropriate secondary sources. Critically explore relationship between the literature and the project. (Worth 20% of marks)
Research methodology
Explain and justify an appropriate methodology – approach and data collection techniques appropriate to aims and research questions. (Worth 20% of marks)
Data Analysis
Analysis of data in the light of the research objectives and questions. Analytical presentation of findings. (Worth 10% of marks)
Discussion
Discuss results highlighting significant findings and comparing theory & practice
(Worth 10% of marks)
Conclusions / recommendations
Formulate conclusions and recommendations based on interpretation of both the research conducted and the existing literature.
(Worth 10% of marks)
Critical evaluation
Critically evaluate work. Identify and discuss areas for further research.
(Worth 5% of marks)
Presentation
Present work to an acceptable standard that is logical and adds value to the document.
(Worth 5% of marks)
Reflection
Reflect in a detailed and insightful manner.
(Worth 10% of marks)
Marking CriteriaforAssessmentatLevel6(Bachelors DegreewithHonours)
| Marks | 0-25(Fail) | 26-39(Fail) | 40-49(3rd) | 50-59(2.2) | 60-69(2.1) | 70-85(1st) | 70-85(1st) | ||||||||
| Assessment categories | |||||||||||||||
| Knowledge& Understanding of Subject |
Major gapsin knowledgeand understanding of materialatthis level.Substantial inaccuracies. |
Gapsin knowledge, with onlysuperficial understanding. Somesignificant inaccuracies. |
Thresholdlevel. Understandingof keyaspectsoffield of study; coherent knowledge, atleast in part informed by currentresearchin thesubject discipline. |
Systematic understanding of field(s) of study,as indicated by relevantQAA subjectbenchmark statementsfor the degreeprogramme. |
Good understanding ofthefield(s)of study;coherent knowledge, inline with subject benchmark,atleastin partinformedby currentresearchin thesubjectdiscipline. |
Excellent knowledge andunderstanding of themainconcepts andkeytheories/ conceptsofthe discipline(s).Clear awarenessofthe limitationsofthe knowledgebase. |
Highlydetailed knowledgeand understanding ofthe maintheories/concepts ofthediscipline(s), and an awarenessofthe ambiguitiesand limitationsof knowledge. |
||||||||
| Cognitive/ Intellectual Skills (e.g.analysis andsynthesis; logicand argument; analytical reflection; organisationand communication of ideasand evidence) |
Unsubstantiated generalizations, madewithoutuse of anycredible evidence.Lackof logic,leadingto unsupportable/ missing conclusions. Lackofany attemptto analyse, synthesise or evaluate.Poor communication of ideas. |
Someevidenceof analytical intellectualskills, butforthemost part descriptive. Ideas/findings sometimesillogical andcontradictory. Generalized statementsmade with scant evidence. Conclusionslack relevance. |
Thresholdlevel. Evidenceofsome logical, analytical thinkingandsome attemptsto synthesise,albeit with some weaknesses. Someevidenceto supportfindings/ views, but evidence notconsistently interpreted. Somerelevant conclusions |
Evidenceofsome logical, analytical thinkingand synthesis.Can analysenewand/or abstractdataand situationswithout guidance. An emerging awarenessof differentstances andabilitytouse evidencetosupport the argument. Validconclusions |
Sound,logical, analyticalthinking; synthesisand evaluation.Abilityto deviseandsustain persuasive arguments,andto reviewthereliability, validity&significance of evidence.Abilityto communicateideas and evidence accuratelyand convincingly. Sound,convincing conclusions. |
Thoroughlylogical work, supportedby judiciouslyselected and evaluated evidence.Highquality analysis,developed independentlyor through effective collaboration.. Abilityto investigate contradictory informationand identifyreasonsfor contradictions. Strongconclusions. |
Exceptionalwork; judiciouslyselected and evaluated evidence.Veryhigh qualityanalysis, developed independentlyor through effective collaboration. Abilityto investigate contradictory informationandidentify reasonsfor contradictions. Highlypersuasive conclusions. |
||||||||
| Useof Research- informed Literature (including referencing, appropriate academic conventionsand academic honesty) |
Little evidenceof reading. Viewsand findings unsupportedand non-authoritative. Academic conventions largelyignored. |
Evidenceoflittle readingand/orof relianceon inappropriate sources, and/or indiscriminateuse of sources. Academic conventionsused inconsistently. |
Thresholdlevel. Referencestoa rangeofrelevant sources.Some omissionsand minorerrors. Academic conventions evidentandlargely consistent,with minorlapses. |
Knowledge, analysisand evaluationofa rangeofresearch- informedliterature, includingsources retrieved,analysed independently. Academicskills consistently applied. |
Knowledge,analysis and evaluationofa rangeofresearch- informedliterature, includingsources retrieved,analysed independentlywith accuracyand assurance. Good academicskills, consistentlyapplied. |
Excellent knowledge of research informed literatureembedded inthework. Consistent analysis and evaluationof sources.High-level academicskills consistentlyapplied. |
Outstanding knowledge ofresearch-informed literatureembeddedin thework.Consistent analysisand evaluation of sources.High-level academicskills consistentlyand professionallyapplied. | ||||||||
| LEVEL6 cont… GraduateSkills forLifeand Employment (e.g. research- relatedskills; written, graphical and oral communication skills; groupworking; problem-solving; practical and professionalskills) |
Little or no evidence ofthe requiredskillsin anyofthe graduateskills identifiedinthe programme specificationat thislevel. |
Limitedevidenceof the graduateskills identifiedinthe programme specification. Significant weaknesses evident,which suggestthatthe candidate hasnot gainedtheskills necessaryfor graduate-level employment. |
Researchskills: Can competently undertake reasonably straightforward researchtaskswith minimumguidance, butwithminor weaknesses. Cancommunicate inarangeof formats,including orally,atastandard appropriatefor graduate-level employment, and with limited weaknesses. Can generallywork effectivelywithin ateam,negotiating inaprofessional manner and managingconflict. Islargelyconfident and effective in identifying and definingcomplex problemsand applyingknowledge andmethodsto theirsolution. Abletorecognise own strengths andweaknesses inrelationto graduate employment,with minorareasof weakness. |
Researchskills: Can competently undertake reasonably straightforward researchtaskswith minimumguidance Cancommunicate effectivelyina rangeofformats, including orally,at a standard appropriatefor graduate-level employment, and with limited weaknesses. Can consistently work effectively withinateam, negotiatingina professional manner and managingconflict. Isconfidentand flexible in identifying and definingcomplex problemsand applyingknowledge andmethodsto theirsolution. Abletoevaluate own strengths andweaknesses inrelationto graduate employment. |
Researchskills: Can successfully completearangeof research-liketasks, including evaluation, withverylimited external guidance. Cancommunicate well, confidentlyand consistentlyina rangeofformats, including orally,ata standardappropriate for graduate-level employment. Can consistently workverywell withinateam, leading&negotiating inaprofessional manner and managingconflict. Isconfidentand flexible inidentifying anddefiningarange of complex problemsand applyingknowledge andmethodstotheir solution. Abletotakeinitiative inevaluatingown strengthsand weaknessesin relationto graduate- level professionaland practicalskills, and actautonomouslyto developnewareasof skillsasnecessary. |
Researchskills: Canverysuccessfully completearangeof research-liketasks, including evaluation, witha significant degreeofautonomy. Cancommunicate professionallyand confidentlyinarange offormats, atahigh standardappropriate for graduate-level employment. Canwork professionally withinateam, showingleadership skillsasappropriate, managingconflictand meetingobligations. Isprofessionaland flexible in autonomously identifying and definingarangeof complexproblems andapplying knowledgeand methodstotheir solution. Abletoshowinsight andautonomyin evaluatingown strengthsand weaknessesand developing professional and practicalskillsneeded for graduate-level employment. |
Researchskills: Exceptionally successfulinawide rangeofresearch-like tasks,including evaluation,withahigh degreeofautonomy Cancommunicate with an exceptionally highlevelof professionalism,ina rangeofformats, including orally, appropriatefor graduate-level employment. Canwork exceptionallywell andprofessionally withinateam, showingleadership skillsasappropriate, managingconflict,and meetingallobligations. Isexceptionally professional and flexible in autonomously definingandsolving arangeof complex problemsandapplying knowledgeand methodstotheir solution. Outstanding abilityto evaluateown strengthsand weaknesses,showing outstandingattributes for graduate-level employment. |
||||||||
| Marksfor Level6 | 0-25(Fail) | 26-39(Fail) | 40-49(3rd) | 50-59(2.2) | 60-69(2.1) | 70-85(1st) | 86-100(1st) | ||||||||
South Asian Immigrants and Precarious Work in the UK – Management Dissertation
Description and justification of proposed project:
This project intends to study the working conditions of migrants in the UK with a focus on the South Asian region. Along with researching data I felt the need to dialogue directly with my targeted group.
The research will be designed a two-pronged methodology. First, drawing on quantitative data derived from surveys on South Asian immigration and precarious employment in the UK conducted by research think-tanks and trade unions. Second, the research is intended to carry out a qualitative study through exploratory interviews. A qualitative study as the intention is to develop an understanding on how and why South Asian immigrants are mostly working in precarious working condition in the UK. The study will use a single research instrument which is interviews. Interviews as part of case studies have been selected given their ability to answer “how” and ”why” questions in-depth. To get in-depth research I will interviews of around 20 participants who are working on precarious working condition in the UK. The reason behind taking a face to face interview is, employees can give more detail information about their feeling and the actual condition of their work. Therefore, to ensure there is no abuse of research subjects during the data collection process the research will follow the principles of law and codes of research ethics. Only persons over 18 years of age who works on clothing retail, healthcare and restaurant in the UK and from South Asian background will be asked to take part in the research. All involved participants will be fully informed about the purpose, methods and intended possible use of the research (please see information sheet).
The content and structure of the dissertation
The structure of the dissertation is only one aspect of the assessment criteria in marking the dissertation as set out in section 17 below. However it is important – a poorly structured dissertation can be hard to follow. Although there is no particular structure that the dissertation must strictly follow, generally a dissertation will include the following sections/chapters, which must be presented in separate sections:
- Abstract
- Table of contents
- Introduction (including a statement of the research topic and questions)
- Critical review of the literature
- Methods (including analysis/discussion of research questions/hypotheses)
- Analysis and discussion of results
- Conclusions
- References
- Appendices where appropriate.
Please discuss the structure of the dissertation with your supervisor. They will be able to provide guidance on this.
Presentation of the dissertation
- Word Limits – for MSc programmes the word limit for the dissertation is 12,000 words. Students are advised to keep to the word limits given as any material overspill (normally more than 10%) will be penalised. Please note that the cover or title page, table or figures, references or any appendices do not count toward the word limit. The word limit reflects the level of detail required. This means that if your dissertation is too long, you have either taken too many words to explain your point or have given too many or too detailed examples. If your dissertation is too short it will not have gone into enough detail.
- Font Type and Size – the dissertation should be presented using a font of adequate size (usually font size 12). It is highly recommended that a standard font such as Times New Roman or Arial is used. If footnotes are used then they should not be more than two points smaller than the font sized used in the main body of the text.
- Spacing and Indentation – the main text of the dissertation must be double spaced throughout. There are exceptions to this including quotations (particularly from interview data) and footnotes which can be single spaced.
- Tables and Figures – the presentation of tables and figures and is at the discretion of the student. However tables and figures must have a heading either above or below the relevant table/figure. They should be placed either within the text or in a separate appendices section at the end of the dissertation. Whichever approach is chosen there must be consistency throughout the dissertation.
- Appendices – if appendices are used they should appear at the end of the dissertation. If more than one appendix is used they should be given a number or letter heading (appendix 1, 2; appendix a, b, etc.) as well as a title. The title of the appendices should appear in the contents page.
Ethical Review Form
Attachments:
Which documents have you submitted in support of this form? Delete as appropriate.
- Information Sheet – Doc A
- Consent Form – Doc B
- Interview Questions Drafts – Doc C
Description and justification of proposed project:
This project intends to study the working conditions of migrants in the UK with a focus on the South Asian region. Along with researching data I felt the need to dialogue directly with my targeted group. Only persons over 18 years of age who works on clothing retail, healthcare and restaurant in the UK and from South Asian background will be asked to take part in the research
The criteria for selected participants will be primarily and initially down to their country of birth and secondly down to their job description. I will also be looking at their perceived rate of pay at initial selection.
Using carefully worded and sensitive interview questions, I will extrapolate the information surrounding their job description, works status, working conditions, satisfaction levels and pays.
In order gain the aforementioned information a drafts of questionnaire has been designed. Please see attached Doc C.
Ethical issues:
The research will be designed a two-pronged methodology. First, drawing on quantitative data derived from surveys on South Asian immigration and precarious employment in the UK conducted by research think-tanks and trade unions. Second, the research is intended to carry out a qualitative study through exploratory interviews. A qualitative study as the intention is to develop an understanding on how and why South Asian immigrants are mostly working in precarious working condition in the UK. The study will use a single research instrument which is interviews. Interviews as part of case studies have been selected given their ability to answer “how” and ”why” questions in-depth. To get in-depth research I will interviews of around 20 participants who are working on precarious working condition in the UK. The reason behind taking a face to face interview is, employees can give more detail information about their feeling and the actual condition of their work. Therefore, to ensure there is no abuse of research subjects during the data collection process the research will follow the principles of law and codes of research ethics. Only persons over 18 years of age who works on clothing retail, healthcare and restaurant in the UK and from South Asian background will be asked to take part in the research. All involved participants will be fully informed about the purpose, methods and intended possible use of the research (please see information sheet).
On the basis of the informed consent, potential participants will be able to make an informed decision on their possible involvement in the research. For the purpose of the interviews the information about the project will be provided to prospective interviewees in written form and will require the subjects’ approval by signing the interview consent form. Some of the questions can be sensitive, they have right to not answers the questions. It will completely depend on participants, whether they are comfortable or not with the interview questions. If in case any question upset the participant, I will stop the interview. Or, if it is about any specific question they feel uncomfortable they have right to skip the question. Also if any participants are not good enough to understand and speak English I am able to explain them the language they are comfortable such as; Bengali, Hindi and Urdu.
For the conducting of questionnaire, all participants will be informed in the introduction of the questionnaire that submitting a complete questionnaire implies consent to participate in research project. Before the data collection begins, potential participants will be informed about their right of voluntary participation, the right to decline to answer the questions, the right to decline to be recorded and the right to withdraw at any time. In addition to this, permission will be requested for audio recordings to take place for the duration of the interview. Participants have the right to deny or interrupt audio recordings at any point during the interview.
The confidentiality of information and anonymity will be assured. No real names nor identification would be used in the study and participants cannot be linked in any way back to the data. For the interview process, codes or fake names will be used.
Through the electronic submission of this form you confirm that the proposed project conforms with College ethical guidelines as set out in the College Guidelines on Responsibilities and Procedures for Ethical Review available at:
Only commence with the research after your supervisor has provided formal approval of your project in the online feedback box in Moodle.
Doc A:
Information Sheet
For the purpose of the Interviews
Working Conditions in the British Labour Market of South Asian Immigrants
The purpose of this research is to understand the working conditions of Immigrants from South Asian in the UK and why they are mainly working in precarious working conditions. The project is part of my MSc Management with Human Resource Management Dissertation University of London. My research involves in depth interviewing employees engaged in predominantly flexible contracts from the retail, healthcare and food sectors.
If you agree to take part, I will interview you for about 30 minutes. Interviews will take place on middle of August at any café in London. I will ask you questions about your working environment and conditions at your place of work. You can choose not to answer any particular question and you can end the interview at any point.
With your permission the interview will be audio-recorded. The audio-recording is used for transcription purposes. Audio-files and transcripts will be stored password protected on my personal computer. I, my supervisor, and the markers of my project will have sole access to these files. The files will be deleted when I complete my studies which will be no later than 1/10/2017.
You can choose to withdraw from the study until 22/08/2017 in which case your audio-recording and transcript will be deleted and not included in the final report.
In the research report I will not use your name or that of your organisation. I will identify common themes across interviews. If excerpts from your interview are used, I will screen these to not include information that, in my view, can indirectly lead to you becoming identifiable.
If you have further questions about this research project, please do not hesitate to contact me.
Name:
Email address:
Doc B:
Consent Form for the purpose of face to face Interviews
Department of Management
Please read the following before participating in this research:
- I have read the Information Sheet and have had the details of the study explained to me. My questions have been answered to my satisfaction, and I understand that I may ask further questions at any time.
- I understand I have the right to withdraw from the study at any time and to decline to answer any particular questions.
- I agree to provide information to the researcher(s) on the understanding that my name will not be used without my permission. (The information will be used only for this research and publications arising from this research project.)
- I agree/do not agree to the interview being taped
- I understand that I have the right to ask for the audio tape to be turned off at any time during the interview.
- I agree to participate in this study under the conditions set out in the Information Sheet
Signed by:
The researcher: Date: ………………
The interviewee: …………………………….. Date: ………………
Doc: C
Interview Questions Drafts
- What is your job title?
- How long have you been working for this company?
- What are your contract hours?
- Do you have a fixed term contract with regular hours or does your rota change weekly?
- Does your Manager approach you for overtime? Yes/No
- Do you think you get paid enough for this post? Yes/No
- How much do you think you should be paid per hour?
- Do you get an annual bonus from the company or commission/tips?
- Do you get paid for holidays? Yes/No
- Do you work on Bank Holidays? If yes, Does your company pay extra payment for Bank Holidays?
- Do you get enough holidays according to your working hours? Yes/No
- Do you get paid sick leave? Yes/No
- Do you have to undertake additional shifts? Yes/No
- How does this affect your health and well-being?
- Do you sometimes feel any discrimination in your workplace by your managers or by other colleagues?
- Does your company treat each employee fairly and equally?
- Do you feel your ethnicity prevents your career prospects?
- Does your company assess your performance?
- Do you think your company should take on more staff? If yes, how many?
- What do you think about your working environment? Do you think your company gives you enough scope to improve your career prospects and personal development?
The dissertation will require either Interview or questioner ( at least 15 people) which ever suits best depending on research. So please conduct the required interview or questioner.
Also at least 80-100 references is required
entrepreneurial intention affected by education in china
do qualitative research
do 25 interviews from entrepreneurs in china( based on the four : 1. Background – their age, gender, if they have family member who started their business Where they got their education
2. Tell me about how and why you started your business
3. How or what facctors of your education do you think has helped in starting and running business
4. what factors in China have helped you to start and run your business) and send 10 of the finished interviews to me as soon as possible( best in five days)
The differences in R&D Collaborations strategies and technology competencies in large firms and SMEs
i have attached the intro and literature review of the dissertation which has already been done, just want to get the rest done with secondary data collections.
The difference in R&D collaboration strategies and technology competencies in large firms and SMEs
Introduction
In the past, a trend of decentralization of R&D funds together with the control of Strategic Business Units (SBUs) was common which attempted to ensure that the R&D was market-driven (SBA, 2010). It also ensured that innovation success rate would increase. However, extreme decentralization in the recent past has debilitated long lasting amassment of technology and at the same time minimized effectiveness in the shift of technology talents between SBUs. As a result, an emerging interest in reclaiming business control of some aspects of technology management has been witnessed. Notably, growth and survival have been the two main themes in companies’ development. While organizations compete in today’s business world on their core competencies, they also boast of and develop technological areas which they are less competitive at (Nieto & Santamaria, 2010). They do so either as novel technology changes which may assist them to react to regular transformations in the dynamic setting, or as background knowledge advocating for their core technology competencies.
Most up-to-date practices indicate that many organizations open up their territories and engage in R&D collaboration strategies in their core or non-core technological areas (Arranz& De Arroyabe, 2008). Businesses are now under pressure to increase the worth of their technology by speeding up the rapidity of its development and intensifying its profitable application. The pressure is also driving key transformations in sourcing activities and strategies. Organizations are focusing internal R&D collaborations on core competencies and technologies while establishing relations with external partners to implement technologies collaboratively to novel systems and products. Those that have been unwilling or unable to create firm technological positions through internal R&D may find alternative opportunities as technology-intensive organization search for novel partners (Altomonte, Aquilante&Ottaviano, 2013). Most organizations are yet to achieve anything close to the desired of leveraging of their investments. That is why most organizations’ technology management activities and cultures have shifted their concentration to improve the efficiency of R&D collaborations.
Collaborative technology growth together with external technology sourcing has generally evolved in an unplanned manner, with no single individual or company having the obligation to manage the activities for total corporate advantage (Cassiman&Golovko, 2011). Organizations that choose to outsource technologies without necessarily strengthening and maintaining their core technology competencies are said to be looking for trouble. This is because, without such capabilities, they would not be in a position to make favorable deals with technology associates or even satisfactorily evaluate external technologies. Therefore, for both large and small organization to balance the need to maintain core technology competencies with the need to keep off the not-invented-here disorder, they need to value these competencies and evaluate the extension and maintenance costs (Child & Hsieh, 2014). They also need to determine effective external sources of technology, determine core capabilities and technologies while assessing their competitive positions, and encourage researchers to labor collaboratively.
R&D collaboration strategies in large firms
Companies are regularly organizing R&D collaborations among different units. These are in an effort to promote knowledge flows while bringing novel knowledge to local communities (Filatotchev &Piesse, 2009). Unlike collaborations within SMEs, R&D collaborations in large firms are more routinized and minimize the need for interpersonal relations. They also increase the dependence on organizational framework. From a management point of view, collaborations allow firms to obtain know-how knowledge incorporating information about what is known and what is to be done, and the social competence to communicate and work together with different partners. Large firms have come to accept that technological progress cannot occur without the systematic involvement in R&D (Halilem, Amara & Landry, 2014). They tend to come up with routines that are linked to constructive performances, and are copied and perpetuated without quick transformations. Eventually, these lead to path dependency in the firms’ strategy and behavior.
Innovation is described as an activity that involves both high risks and high costs, and is in most cases the outcome of the confrontation of distinct areas of knowledge. Eventually, large firms seem to be more innovative compared to SMEs since they possess both fiscal strengths to take more risks and an internal knowledge pool of massive size, combined with a scope to come up with novel concepts (OECD, 2008). This also means that an industry that has larger firms tend to have speedy technological advances on innovations attempts that are being pursued. Today’s R&D technologies are more complex though the significant resource allocation and risk management examples in place at most large firms remain embedded in the past. However, public research institutions and customers remain the most luring partners with regards to product innovation capability.
Research studies point out that it is more difficult for large firms to carry out purely individual strategies in an effort to be innovative. That is why they need to collaborate with partners so as to gain access to particular knowledge or the resources they do not possess internally (Kumar &Siddharthan, 2013). R&D collaboration strategies in large firms are more successful compared to those in SMEs simply because large firms are treated better than their counterparts. They also boast of greater economic legitimacy, having more resources to commit to the formalization of agreements or look for public support. Large firms have concentrated on how to leverage partner competencies. From their point of view, collaborating with SMEs is quite profitable in that the enterprises have individuals with the suitable combination of specialized talent to develop novel products, thus enabling the large firms to keep an eye on the development of novel equipment and technology.
Experts have noted that R&D collaboration strategies among asymmetric partners are common despite there being natural limitations. Large firms which opt for asymmetric partnership may not have much to lose, and have better chances of keeping away from opportunism (Sun & Kim, 2012). They also have more resources to introduce legal action, and can deny further transactions, finding other partners as a substitute.
Technology competencies in large firms
Different studies have determined that large firms are the most pervasive competencies in terms of technology, having evolved over time. This is attributed to the fact that they tend to invest heavily in technology, unlike their SMEs counterparts who may have fewer fiscal resources to do so (Schonrok, 2010). Keeping in mind the current worldwide setting, most organizations are utilizing the Internet technology to carry out some of their day to day business. Notably, it is much easier for SMEs to participate in innovation compared to large firms because they have the capacity to make quick decisions due to less bureaucracy. As observed in the recent past, one key aspect of the transforming business environment for large firms has been the propensity for specialized technological knowledge and novel entities of understanding to come up in SMEs. Large firms are thus forced to put more emphasis on the adaptive or dynamic, extrovert or open and systems integration sides of their technological competencies (Foss & Robertson, 2007).
Large firms have proven to be quite stable and differentiated in terms of composition, with both the path of localized search and technology mix firmly affected by the organizations’ principal products. As already indicated, most amazing characteristic of the technology competencies of large firms is the diversity of technological areas in which they function. Such organizations tend to have substantial technology capabilities outside what would seem to be their main areas. For instance, both chemical and electrical organizations possess about two-thirds of their capabilities in their noticeable core regions. However, each possesses about 15% in nonelectrical machinery (Malerba& Mani, 2009). Recently, experts have discovered that technology intensity tends to influence an organization’s technological competencies. Home country features also influence the organization’s level of technological diversity.
Large firms happen to be technologically diverse in addition to their diversity being transformed over time. Notably, these organizations together with the products they manufacture rely on various areas of technological competence, the position of which is shifting over time given the expanding variety of technological changes that come from improved science-based and computing technologies (SBA, 2010). To incorporate this variety of upcoming technologies, large firms have learnt to concurrently increase their internal capabilities and establish associations with external sources while increasing their general R&D expenditures. These firms have also realized that competence tends to reflect the relative significance of the area in the organization’s overall portfolio. Clearly, they do not change around fast in their areas of technological capabilities.
Considering that an organization’s competencies and paths of search are determined by what it manufactures, and that technological chances are not equal across fields, organizations have differing capacities to discover opportunities, thus the varying rates of accumulation (Yoon & Song, 2014). The large organizations’ sector of activity is quite wide and mostly international. This means that its rate of technological accumulation is greater compared to that of SMEs. The stability, differentiation, and variety of large firms’ technology competencies, the localized nature of their technological hunt, and the firms’ close connections to the products they manufacture, are evidence of the significance of technological complication with regards to constraining the processes of technological hunt (Shin & Lee, 2013). Therefore, qualitative research is necessary to fully comprehend the dynamics of competence building and management in large firms.
R&D collaboration strategies in SMEs
The interest for R&D collaboration among Small-Medium Enterprises and innovation has recently been the focus of attention given the accelerated technological transformations and increased international competitiveness. Organizations are being reminded that collaboration strategies and technology competencies are at the core of competitive performance (Arranz& De Arroyabe, 2008). These are today considered to be a significant change process that is able to sustain business growth in increasingly self-motivated markets. During the 1980s, R&D collaboration assisted in the revitalization of key industries. Today, a novel generation of collaborative contracts can be seen, ones that are aimed at focusing more on technology competencies. As earlier mentioned, collaboration tends to encourage organizations to maintain constant quality improvement and innovation necessary to compete worldwide, and to reinforce market position. Given that transformations in a setting often create possibilities for future innovations, collaborative strategies usually allow SMEs to advance in a well-timed manner, and provide the most favorable time to come up with a new product (Perez-Cano, 2013).
R&D collaboration strategies have proved to be quite beneficial to SMEs from the utilization of innovative activities, to the utilization of technology or other talents transfer. It would be considered wise for SMEs to opt for relationships that assist them to strengthen their core technology competencies and come up with others useful for their market focus. Clearly, collaborative strategies are evolving resulting in SMEs joining the value chains of larger companies. Arguments cite that such organizations need to internationalize their activities, particularly their sales, given the worldwide and restricted nature of the technological market niche in which they battle (Revilla & Fernandez, 2012). Innovative SMEs are characterized by the ability to react quickly to transforming environments and needs, in addition to being flexible. The increased significance of these businesses in networks as leaders in technology has also brought about implications for industrial innovation.
Improving the chances of triumphant collaborations is quite significant to the expansion and progress of SMEs. These enterprises are considered as important sources of job establishment given that they constitute the majority of firms across nations. Notably, SMEs find R&D collaborations to be a rather attractive strategy for the internalization of their activities (Sawers, Pretorius &Oerlemans, 2008). However, they do not gain from public R&D collaboration strategies because the connections with innovative studies are weak. Furthermore, concepts that are developed are not usually commercialized. Since SMEs tend to lack R&D resources, they possess a strong incentive to participate in R&D networks and industry collaborations that provide quick outcomes such as the creation of a novel product, thus conquering the methodical hurdles of networking.
Collaboration with SMEs has so far been identified as a key strategy aimed at delivering corporate innovation (Nieto & Santamaria, 2010). The enterprises are often hesitant of collaborating with others to innovate, even though there is proof suggesting that such collaborations boost innovation success. There have been criticisms that SMEs are excessively focused on R&D, which may not be quite relevant to other forms of businesses. Moreover, the preoccupation with R&D may be stimulating a misperception among managers that it is dangerous to collaborate with others if one has not officially safeguarded their innovation. Business firms are known to spend a third more on SME collaboration strategies than on development and study (Altomonte, Aquilante&Ottaviano, 2013).
A popular concept of R&D collaboration strategies has been in progress, which states that if a business has a capability gap, it needs to find another business partner with similar capabilities and participate in collaborative innovation. However, it was discovered that the most triumphant strategy for growing organizations is to invest in internal capabilities initially through training, and progress to build them while collaborating externally (Cassiman&Golovko, 2011). Given the fact that SMEs tend to have a constraint on fiscal and human management resources, they happen to be more in need to participate in R&D collaboration activities within a shorter time period than large firms. Moreover, they also experience a more severe limitation on management resources than their larger counterparts. This means that there is a greater risk in participating in such activities. Obviously, greater awareness of the advantages related to R&D collaborations in SMEs is needed in order to create platforms that promote these collaborations.
Technology competencies in SMEs
SMEs readily promote innovation by acting as a medium through which novel concepts are brought to the market, and by maximizing on novel technologies (Child & Hsieh, 2014). While technological competencies in large firms tend to concentrate on activities that gain from scale economies, SMEs often chase innovation strategies that concentrate more on customization, product flexibility, and specialization. These features are also determined by a regular interaction between organizations and their customers. Notably, the ability to make use of information technology for business process enhancement in the facilitation of collecting information for better decision making, has for a long time been the territory of large firms (Filatotchev &Piesse, 2009). However, following waning costs, faster internet connectivity, and improved computing power, SMEs are now able to develop and create an efficient technology competence.
Information technology has been identified as a significant element of SME operation in today’s aggressive business setting. According to recent studies, an estimated 66% of SMEs managers or owners are making use of the Internet in their businesses while 85% are likely to recommend other SMEs to utilize this particular technology (Halilem, Amara & Landry, 2014). From what has been observed in the recent past, technological investments in SMEs tend to be different from those in large firms because fewer individuals are responsible for decision making, there is more reliance on external technological experts, long lasting planning is restricted, and standard procedures are not instituted in SMEs (OECD, 2008). Even so, technology competencies may allow the long term survival of SMEs in various ways. For instance, they may provide admission to external knowledge and fiscal resources, create more social network ties, and establish authenticity and trust through extensive information distribution.
SMEs are not only recognized as key contributors to the international trade and economy, but are a driving force of innovation, playing an important role in worldwide markets that have so far employed two-thirds of the global workforce. The challenge that is now being experienced is the ability to remain innovative and aggressive as these small businesses grow. Additionally, foretelling upcoming technologies is also considered a challenging task given the little or no availability of recorded information (Kumar &Siddharthan, 2013). SMEs have learnt to utilize their own networks for their technological observations, depending on changing circumstances, strategic needs, and requirements. Those that have technology competencies mainly have four main advantages which include being able to assimilate external knowledge in similar area and more effective in integrating extra talents, engaging in search tasks that enhance effectiveness and producing dependable results, having more exploitation of existing know-how, and being able to amass technical expertise (Sun & Kim, 2012).
Varied arguments state that firm R&D collaboration strategies could protect the innovation rate and product aggressiveness in SMEs, whereas resource allotment competence would encourage the sales growth in smaller organizations. SMEs that boast of organizing abilities are able to change the innovative concepts into commercial goods, resulting in outstanding organization performance (Schonrok, 2010). An excellent and creative R&D output cannot in itself result in positive innovation performance and that is why it must be developed by manufacturing in the improvement process.
Historically, R&D collaborations have been on the increase since the 60s following the increasing level of complication of Research and Development projects in the recent past. It has always been presumed that the advantages of R&D collaboration strategies increases the efficiency of such efforts, providing more flexibility to the adaptation of technological transformations, and gets rid of wasteful duplication. One important outcome of using R&D collaborations is that large firms are more likely to achieve outcomes more easily, and incur in the separation of innovative activities compared to SMEs. This, however, does not necessarily mean that such collaborations have no influence on SMEs. From the discussions outlined above, the management of innovation is rapidly transforming. The development and pursuit of new concepts is no longer the focus of large R&D departments within vertically integrated organizations. Instead, such innovation has brought to the market new technologies and networks in firms that improve functioning in a coordinated way.
Notably, in the past, many organizations gave little thought to strategy and did not move from utilizing worldwide partners to lower costs even after carrying out numerous projects. R&D collaboration strategies thus received little or no senior management attention. However, large firms and SMEs learnt to develop an explicit collaboration strategy that was fashioned to advocate for their business goals. Minimizing R&D costs was the first priority for firms that made use of partners to innovate. The firms have eventually understood the need to transform the way they organize and capitalize on the value of collaborative efforts. On the other hand, technology is considered to be the legal tender of the new millennium. Organizations that are able to acquire or develop proprietary positions in cutting edge technologies get to establish a firm foundation for growth. This chapter critically analyzes the significance of R&D collaborations and technology competencies in both large firms and SMEs. These collaborations have become the focused matching services which assist innovative organizations to not only collaborate with, but also establish technology partnerships.
References
Altomonte, C., Aquilante, T., &Ottaviano, G.P. (2013). “Internationalization and innovation of firms: Evidence and policy.” Economic Policy, 28. Pp. 663 – 700.
Arranz, N., & De Arroyabe, J.C.F. (2008). “The choice of partners in R&D cooperation: An empirical analysis of Spanish firms.” Technovation, 28. Pp. 497 – 504.
Cassiman, B., &Golovko, E. (2011). “Innovation and internationalization through exports.” Journal of International Business Studies, 42. Pp. 56 – 75.
Child, J., & Hsieh, L.H.Y. (2014). “Decision mode, information and network attachment in the internationalization of SMEs: A configurational and contingency analysis.” Journal of World Business, 49. Pp. 598 – 610.
Filatotchev, I., &Piesse, J. (2009). “R&D, internationalization and growth of newly listed firms: European evidence.” Journal of International Business Studies, 40. Pp. 1260 – 1276.
Foss, N.J., & Robertson, P.L. (2007). Resources, technology and strategy. New York: Psychology Press.
Halilem, N., Amara, N., & Landry, R. (2014). “Exploring the relationships between innovation and internationalization of small and medium-sized enterprises: A nonrecursive structural equation model.” Canadian Journal of Administrative Sciences, 31. Pp. 18 – 34.
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