| CODE | BEM5907 | |||||||||
| TITLE | Work Evidence-Based Portfolio Project | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 60 | |||||||||
| DEPARTMENT | Business and Enterprise Management | |||||||||
| DESCRIPTION | The 'Work Evidence-Based' portfolio project will consist of 4 defined stages. Stage 1: Identification of a work related issue: This issue or topic must reflect an existing theme at the place of work or based on one's general observation of relevant work themes at the time of the project. The student will also be asked to pitch this theme during a 10 minute presentation highlighting: 1) the relevance of the theme under investigation; 2) how and why it involves an evidence-based approach to address it; 3) how and why a quality decision that is evidence driven improves the course of action (outcome) related to the scope of the project. Stage 1 will be awarded a maximum of 5% of the marks. Stage 2: CAT: The student will then be expected to demonstrate a high degree of scholarly familiarization with the topic chosen using a Critically Appraised Topic approach. During this stage the student will demonstrate a level of competence in searching databases, data extraction and critical appraisal. Stage 2 will be awarded a maximum of 30%. Stage 3: Extended portfolio: Once the student has demonstrated his/her familiarization with the topic at hand, the student will develop a 15k to 20k extended portfolio and will be assessed on three criteria: 1. demonstration of the use of at least 3 sources of evidence (of which there are 4, literature, professional expertise, organizational data and stakeholders' positions); 2. Utilise the 6 As in Evidence Based Management in sorting out the portfolio; and 3. ability to provide reflections about the process. Stage 3 will be awarded a maximum of 40% of the marks. Stage 4: Defense: The student will be expected to defend his work in front of a Board of Examiners duly appointed to examine his/her work. Stage 4 will be awarded a maximum of 25% of the marks. Study-unit Aims: The 'Work Evidence-Based Portfolio' project has the following aims: a. To encourage the student to appreciate the link between academic literature and applications of the principles there in. b. To demonstrate a number of skills through the project from asking the question using PICOC, examining databases, showing a critical understanding of the academic literature and providing plausible (probable) solutions by integrating the various evidence. c. To ensure the student can integrate the various learning from the taught components and reflect these in the portfolio project. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1. Define the sources of evidence used critically and appropriately in the portfolio; 2. Recognize the various skills developed in the taught component including the use of PICOC, the relevance of the 6As, searching the databases and the proper way to run a CAT; 3. Discuss the manner the evidence sources chosen feed into the solution suggested thus demonstrating a level of scientist-practitioner mode; 4. Relate the evidence sought in its utility to solve the problem or issue the student has set for in the portfolio. 2. Skills By the end of the study-unit the student will be able to: 1. Conduct proper searches with the proper databases and using the proper search terms; 2. Demonstrate the ability to do a CAT using rigorous steps used in systematic reviewing; 3. Apply the learning principles of the taught components in the final portfolio project; 4. Defend effectively the findings of the project in front of a Board of Examiners. Main Text/s and any supplementary readings: All material shall be provided to students either via VLE and through the CEBMa access website given that the programme is run in collaboration with them: 1. CEBMa Guideline for Critically Appraised Topics in Management and Organizations. CEBMa publication 2. Paul, J., & Barari, M. (2022). Meta‐analysis and traditional systematic literature reviews—What, why, when, where, and how?. Psychology & Marketing, 39(6), 1099-1115. 3. Belleville, G. (2019). Sit Down and Write Your Thesis! Practical and Motivational Tips for Scientific Writing. Canadian Journal of Cardiology, 35(8), 945-947. 4. Wilhoit, S. (1994). Helping students avoid plagiarism. College teaching, 42(4), 161-164. 5. Jaidka, K., Khoo, C. S., & Na, J. C. (2013, March). Literature review writing: how information is selected and transformed. In Aslib Proceedings (Vol. 65, No. 3, pp. 303-325). Emerald Group Publishing Limited. 6. Torres-Valladares, D., Ballinas-García, E., Villarreal-Reyes, J., Morales-Álvarez, V., & Ortiz-del-Ánge, C. (2022). Research papers 101: The do’s and don'ts of scientific writing. Materials Today: Proceedings, 48, 107-114. 7. Buriak, J. M., Akinwande, D., Artzi, N., Brinker, C. J., Burrows, C., Chan, W. C., ... & Ye, J. (2023). Best Practices for Using AI When Writing Scientific Manuscripts: Caution, Care, and Consideration: Creative Science Depends on It. ACS nano, 17(5), 4091-4093. 8. Naegle, K. M. (2021). Ten simple rules for effective presentation slides. PLoS computational biology, 17(12), e1009554. 9. Barends, E., & Rousseau, D. M. (2018). Evidence-based management: How to use evidence to make better organizational decisions. Kogan Page Publishers. |
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| STUDY-UNIT TYPE | Lecture and Tutorial | |||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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