Business Research Methods 9th Edition

Unit Outline Business Research Methodology BUSN 7661 “The unit for all-round research knowledge” Semester 1

Dr Donella Casperz and Professor Jill Sweeney

Some support materials will be put on Webct

Business School www.business.uwa.edu.au

BUSN7661 Business Research Methodology

All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968 (Cth). Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to the course material itself. © The University of Western Australia 2001

Contents UNIT DESCRIPTION Introduction Learning outcomes

1 1 1

CONTACT DETAILS - Unit coordinators

1

CLASS VENUE

2

TEACHING AND LEARNING RESPONSIBILITIES Teaching and learning strategies Charter of student rights Student Guild contact details Academic Conduct Essentials (ACE) Use of student feedback

2 2 2 2 2 3

ASSESSMENT MECHANISM Assessment details

3 3

TEXTBOOK(S) & RESOURCES Required text(s) Additional/Suggested/Alternate text(s) (Closed Reserve)

6 6 6

LECTURE SCHEDULE

8

ANALYTIC ARTICLES TO CRITIQUE

8

Checklist for critiquing a research article

9

APPENDIX A Standard of Assessment Ethical Scholarship, Academic Literacy and Academic Misconduct Appeals against academic assessment

11 11 12 12


UNIT DESCRIPTION Introduction This unit is designed to introduce you to research methods that are of a suitable academic standard for honours as well as have potential for input into community and management contexts. The emphasis in the course will be placed on theoretical and practical aspects that will be appropriate for this. The course will commence with an overview of the scientific method, and will then focus on each stage of the research process, including the problem definition, the theoretical framework, generation of hypotheses etc. The unit is designed to offer you a broad view of research methodology, rather than specific knowledge in one area only. At your stage of research, a broad view is critical in terms of academic and basic research development. Thus, many aspects of research are covered and both qualitative and quantitative methods will be addressed. On completion of this unit, you should be able (as a researcher) to critically assess research projects, including academic journal articles, as well as develop the conceptual design of their own research study. The unit will be co-taught, by Dr Donella Caspersz and Professor Jill Sweeney, who both have extensive expertise in qualitative and quantitative methods in the fields of management and marketing.

Learning outcomes On completion of this unit, you should have: 1. A sound understanding of the research process in a wider context 2. Strong conceptual skills (particularly identifying the research problem or thesis, and designing conceptual schema) 3. A high level of knowledge of the applications of research in academic (basic) domains as well as in community and commercial (applied) cases 4. the ability to effectively evaluate basic research, especially journal papers. 5. the ability to recognise the advantages and limitations of commonly used research techniques.

CONTACT DETAILS - Unit coordinators name: email: phone: fax: consultation hours: name: email: phone: fax: consultation hours:

Dr Donella Casperz [email protected] 6488 2927 6488 1004 Tuesday 1.30-2.30 Rm 1215 Prof Jill Sweeney [email protected] 6488 1438 6488 1004 Tuesday 12.30-1.30pm Rm 2205

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CLASS VENUE Tuesday 9:00am – 12:45pm LAW Lecture Room 3 (G05)

TEACHING AND LEARNING RESPONSIBILITIES Teaching and learning strategies Mini- assignments: As this is a unit specifically designed for Honours students, we believe that you will get maximum benefit from a series of applied mini-assignments, covering the range of the unit content. We offer ten and ask you to complete six. Article critique: This assignment will assist you in critically assessing the many research articles that you will read in relation to your thesis. The role of the lecturers is to facilitate your learning, your active attention and participation in class is critical to your outcome.

Charter of student rights This Charter of Student Rights upholds the fundamental rights of students who undertake their education at the University of W estern Australia. It recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity. Please refer to the guild website the full charter of student rights, located at http://www.guild.uwa.edu.au/info/student_help/student_rights/charter.shtml.

Student Guild contact details The University of Western Australia Student Guild 35 Stirling Highway Crawley WA 6009 Phone: (+61 8) 6488 2295 Facsimile: (+61 8) 6488 1041 E-mail: [email protected] Website: http://www.guild.uwa.edu.au

Academic Conduct Essentials (ACE) From Semester 1, 2008 all newly enrolled students are required to complete a short compulsory online unit called Academic Conduct Essentials (ACE) within the first 10 weeks of semester. ACE introduces students to essential knowledge regarding ethical scholarship, it helps prepare them for the expectations they will need to meet during their university career and it informs them of correct academic conduct. ACE can be accessed via WebCT ( http://webct6.uwa.edu.au). In order to pass the unit, the unit quiz must be completed with a mark of 80% or greater. To gain the

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required pass mark students may attempt the quiz as many times as they wish. Completion of the unit will be recorded as an Ungraded Pass (UP) on the student's academic record. Non-completion (NC) within the required timeframe will also be documented on formal academic records (ie, in either case the grade will appear on transcripts). More information on ACE is available at http://ace.uwa.edu.au

Use of student feedback The unit is formally evaluated using SURF and SPOT surveys. But more importantly, continuous communication and feedback from students is taken into consideration in updating and improving the unit. We have taken on board student feedback in previous research units which has influenced mini-assignment choice and the approach to the exam. In particular, we emphasise the eclectic nature of the unit, which focuses on a broad range of issues.

ASSESSMENT MECHANISM Item

Weight

Due date

Class Participation.

10%

ongoing

Evaluation of article: presentation

15%

Varies across student group. Chosen in class in week 1

Evaluation of article: write up Mini-assignments

25%

TOTAL

5@10%

See lecture schedule

100%

3

ASSESSMENT DETAILS Please note that final grades of the whole class may be subject to adjustment or scaling. 1)

Class participation - 10% Class participation is a very important part of this unit. It is essential that you prepare for and attend class. The participation mark is based includes both quality and quantity of contribution. Turning up and not contributing to discussion will result in a fail mark.

2)

Article presentation – summary 25%, presentation 15% (groups of students) The minor project comprises a presentation comprising a critical review of an academic article. Students should work in groups of 2-3 (depending on class size) for this project. The allocation of topics will be conducted in the first week of tutorials. The class presentation should be viewed as a communication exercise to be carried out in a professional manner assuming an audience of other professionals who are not familiar with the speaker’s subject area. Presentations should be about 25 minutes long, and will be followed by a discussion of the articles, which the students who present will lead. Consider the checklist at the end of this course outline to prepare your presentation. You should: a) Prepare a brief ‘point form’ summary of the author(s) objective(s), major finding(s) and conclusion(s); (this should be 1 page max) b) Answer 6 of the aspects of the checklist (choose #1, #5, #13, and 3 others. You should state which of these you are addressing during the presentation. Note: you will not be expected to comment on issues that have not yet been covered in lectures. c) Prepare 2-3 questions for students at the end of your presentation to develop interaction/interest among the students. Be creative (bribes, role playing and ‘hook in’ questions to the audience are all useful). You will need to hand in a 3-6-page summary of what you presented for marking (include a, b and c above).

Non-presenters need to read the paper to be prepared.

3) Mini assignments –5, each worth 10% each Students will prepare five of the six possible assignments. The maximum length of each assignment is 3 pages (single spacing, 12 point font, 2.5cm margings). Questions can be found with the assignments in the unit reader. Please note that assignments 1 and 5 are compulsory. Assignment outlines are included in the Unit Reader. Dates for submitting assignments are on the Lecture Schedule.

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Please remember to attach an Assignment Cover Sheet to the front of your assignment. You can download and print your Assignment Cover Sheet from the StudentNet web page http://www.business.uwa.edu.au/studentnet/assessments All cover pages printed from this website contain a barcode unique to each student. Once submitted through the pidgeon hole at the Student Centre, the barcode will be scanned and recorded electronically. An automatic email will be sent to your UWA email address, notifying you that your assignment has been submitted and recorded successfully. If you do not receive this acknowledgement email, please contact the relevant Student Centre (Undergraduates – email [email protected] ph 6488 2803; Postgraduates – email [email protected] ph 6488 3980). Note: All assignments submitted through the pidgeon hole at the Student Centre must have a cover sheet containing a barcode attached. Use of the barcode cover sheet is Questions are in the reader with the case, unless otherwise stated Block 1 (ALL STUDENTS MUST COMPLETE #1) 1 2 3

Science and research (compulsory) Developing a proposal argument Understanding qualitative research

Block 2 (ALL STUDENTS MUST COMPLETE #5) 4

Methodology: Project – Academy of Management

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Developing a questionnaire (USTA, see case and video) (compulsory) Note that the management question as follows: Management questions: What should be done to change the stereotypes associated with tennis? What methods can the USTA employ to encourage former players to return to the game? How can we entice persons of different ethnic backgrounds and socio-economic status to want to learn and play tennis? How can the USTA recruit and retain players? Choose one target market only for this exercise, either former players; new players; a specific minority group - ie a subset of new players Please be specific as to how the questionnaire you design will be administered.

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Sampling exercises Questions on 2 pages in reader

A pass is required in the assessment projects and contribution to achieve an overall passing grade. Details standard of assessment, appeals against assessment and Ethical Scholarship, Academic Literacy and Academic Misconduct are shown in Appendix A

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TEXTBOOK(S) & RESOURCES Required text(s) Cavana, R. Y., Delahaye B. L. and Sekaran U. (2001), Applied Business Research: Qualitative and Quantitative Methods. Wiley & Sons, Milton, Qld. 650.072 2001 Richards, L. (2005), Handling Qualitative Data: A Practical Guide. London. Sage

Unit Reader - to be purchased from bookshop. Articles included are: Bell, J. (1999), ‘The Literature Review’, Doing Your Research Project, Buckingham: Open University Press, pp90-98, ch 6 Blaikie, N. (2000) ‘Preparing Research proposals and Research Designs’, Designing Social Research, pp.12-34, ch 1 Blaxter, Loraine, Christina Hughes and Malcolm Tight (2006), ‘Writing Up’, How to Research, Buckingham: Open University Press, pp227-254, ch 8 Bouma, Gary D. (2000), ‘Research as a Way of Knowing’, The Research Process, Oxford: Oxford University Press, pp7-21. Hult, C. (1996) ‘Library Research Methods’, Researching and Writing in the Social Sciences, Allyn and Bacon, Boston, pp.33-60, ch 3 Maxwell, Joseph A. (1996) ‘Research Proposals: Presenting and Justifying a Qualitative Study’ Qualitative Research Design: An Interactive Approach, London: Sage, pp 99-115 May, T. (1997) ‘Interviewing: Methods and Process’, Social Research: Issues, Methods and Process , Buckingham, Open University Press, pp109-131, Ch 6 Neuman, W. L (2000), ‘The Meanings of Methodology’, Social Research methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon, chapter 4, pp 68-94 Punch, K. F., (2005), ‘Research Questions’, Introduction to Social Research. Sage, London, chapter 3, pp32-43 Punch, K.F. (2000) ‘The Proposal: Readers, Expectations and Functions’, Developing Effective Research Proposals, Sage, London, ch 2, pp10-20 Plowman, D (1999), ‘Research Design and Strategy’, Researching Industrial Relations . Federation Press: Australia, Chapter 4, pp. 31-47. Saunders, M., Lewis, P., and Thornhill, A. (2007) ‘Negotiating Access and Research Ethics’, Research Methods for Business Students, Prentice Hall, Harlow, Essex, pp162-202 Schutt, R. K., (2004), ‘Appendix C: How to read a research article’, Investigating the Social World. Sage: London. NB These articles are to be read for material covered in both 7661 and 7403

Additional/Suggested/Alternate text(s) (Closed Reserve) Books: Berenson, Mark L. (1999), Basic business statistics: concepts and applications, Upper Saddle River, N.J. Prentice-Hall. 519.5 1999 BAS

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Blaxter, Loraine, Christina Hughes and Malcolm Tight (2006), How to Research , Buckingham: Open University Press Cooksey Ray (2007) Illustrating Statistical Procedures for Business, Behavioural and Social Science Research. Tilde University Press. Cooper, D. R. and Schindler P. S. (2006), Business Research Methods, 9th edition. Boston., McGraw-Hill. (C and S) Q 658.0072 2006 BUS Davis, Duane (2000), Business Research for Decision Making, 5th ed. Belmont, CAL. Duxbury Press, 2000. 658.403072 2000 BUS Forrest, Ed (1999), Internet Marketing Research. Sydney: McGraw-Hill Companies Inc. 658.830285 1999 INT Gummesson, Evert (2000), Qualitative Methods in Management Research. Sage Books. Hair J F Jr, Black W. C. Anderson R E, Babin, B. Tatham R L (2006), Multivariate Data Analysis , 6th edition. Englewood Cliffs, New Jersey: Prentice Hall. 519.535 2006 MUL. Earlier versions of this book also excellent source. Hair, Joseph (2003), Essentials of business research methods. Hoboken, NJ : W iley. 650.072 2003 ESS Malhotra, N. K., Hall, J., Shaw, M. and Oppenheim, P. (2006), Marketing Research an Applied Orientation (Australian Edition – 3e) Englewood Cliffs, New Jersey: Prentice Hall, 2006. Punch, Keith (1998) Introduction to Social Research London. Sage Publications Education library, 1998 edition 300.72 1998 INT Richards, L. (2005), Handling Qualitative Data: A practical guide. London: Sage. Zikmund, William G., (2003), Exploring Marketing Research, 8e, Cincinnati, Ohio. Thomson/South-Western Q 658.83 2003 EXP Zikmund, William G. (2003), Business Research Methods 7e, Cincinnati, Ohio. Thomson/South-Western. 658.403072 2003 BUS Zikmund, William G. (2007), Essentials of Marketing Research, Mason, Ohio. Thomson/South-Western. 658.83 2007 ESS Yin, R.K (1989) Case Study Research, Design and Methods, Newbury Park: Sage. Articles: Fontana, Andrea and James H. Frey (2000), ‘The Interview: From Structured Questions to Negotiated Text’ in N. K Denzin and Y. S. Lincoln (eds) Handbook of Qualitative Research, London: Sage, 645-672.

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LECTURE SCHEDULE Week 1 (DC)

2 (DC) 3 (DC)

Topic Introduction Science and Research Developing your own research question

Reference: Neumann (2000); Bouma (2000 Ch 1 & 2 Cavana (2001) Punch (2005) Maxwell (1996) Ch 3 & 4 Cavana (2001) Plowman (1999); Blaikie (2000); Ch 5 Cavana (2001) Blaxter ch 8 Ch 4 and 5 Cavana (2001)

Action

Article 1 presentation Article 2 presentation Article 3 presentation

Need to do, remember

4 (JS)

Research Design and Research Strategy Considering Ethics Writing style and model building

5 (JS)

Hypothesis development

Ch 5 Cavana (2001)

Article 5 presentation

6 (JS)

Measurement – variables, definitions, scales Measurement – reliability and validity

Ch 8 and 9 Cavana (2001)


Hand in assignment 4

7 (JS)

Quant res design and planning Observation, experiments

Ch 4 - 6, 12 Cavana (2001);Ch 8Cooksey (2007)



STUDY BREAK 8 (DC) Qualitative Research Design Plus access and ethics 9 (DC) Qualitative data production Case studies, ethnog, grnded theory, action res 10 (DC) Qualitative data analysis 11 (JS) Quantitative research design data collection – interviews, questionnaires 12 (JS) Sampling (qual and quant) 13( DC and JS)

Overview and discussion

Ch 1 Richards (2005) Saunders et al (2007) Chs 2 and 3 Richards Ch 7 Richards Ch 10 Cavana (2001) Ch 11 Cavana (2001)


Hand in assignment 3 Article 7 presentation Article 8 presentation

Hand in assignment 5 Hand in assignment 6

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CHOOSE ONE ANALYTIC ARTICLE TO CRITIQUE AND PRESENT FROM THE FOLLOWING: FOR AN EXTENDED ACCOUNT OF HOW TO ANALYSE A RESEARCH PAPER READ SCHUTT (IN YOUR UNIT READER) BEFORE READING YOUR CHOSEN ARTICLE Schutt, R. K., (2004) ‘Appendix C: How to read a research article.’, Investigating the Social World. Sage: London.

1) Steinpreis, R . E., Anders, K. A., Ritzke. D. (1999) ‘The Impact of Gender on the Review of Curricula Vitae of Job Applicants and Tenure Candidates: a national empirical study’, Sex Roles. New York. Oct 41, 7/8. pp. 509-528 2) Kirkpatrick, I and Hoque, K (2006) ‘A Retreat from Permanent Employment?: Accounting for the rise of professional agency work in UK public services’, Work, Employment and Society, 20, 4, pp649-666 3) Warhurst, C. and Dickson, D. (2007) ‘Employee experience of aesthetic labour in retail and hospitality’, Work, Employment & Society 21, 1, pp103-120. 4) Rumens, N. (2008) ‘Working at Intimacy: Gay Men’s Workplace Friendships’, Gender, Work and Organization. Blackwell: London. 15: 1, January, pp 9-30. 5) Djurkovic, Nikola and McCormack, Darcy (2008)”Workplace Bulying and Intention to Leave: The Moderating Effect of Perceived Organizational Support.” Human Resource Management Journal, 18 (4), 405-422. 6) McAlexander, J. H., Schouten, J. W. Koenig, H. F. (2002), "Building Brand Community." Journal of Marketing, 66 (January), 38-54. 7) Fortin, David R. and Dholakia, Ruby Roy (2005) “Interactivity and Vividness Effects on Social Presence and Involvement with a Web-based Advertisement” Journal of Business Research, 58, 387-396. 8) Rosenbaum, Mark et al (2007) “An Investigation of Commercial Social Support and Third Place Attachment” Journal of Service Research, 10 (1), 43-59.

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Checklist for critiquing a research article Introduction 1

2 3

Literature and Theory 4

5 Methods 6

7

8

9

Results 9

10

Read the statement of purpose in the introduction. What was the objective of the study? What is the basic research question, or problem? Consider the title. Does it precisely state the subject of the paper? Read the statement of purpose in the abstract. Does it match that in the introduction? Is the purpose explanatory, evaluative, exploratory or descriptive? Does it draw on a positivist, interpretive or critical tradition of research?

What prior literature was reviewed? Was it relevant to the research problem? To the theoretical framework? Are you aware of (or can you locate) any important studies that have been omitted? Was a theoretical framework presented? What was it? Did it seem appropriate for the research question studied? Review all methods/procedures in relation to the stated objective/s of the study. Are the methods and the approach valid for studying this problem? Check the methods for essential information. Could the study methodology be replicated from the information given? **Does the validity of this study depend upon it being able to be duplicated? **Does the researcher reflect sufficiently on their role as datamakers? Review the methods for possible fatal flaws. Is the sample selection adequate? Is the experimental design appropriate? Is the approach suited to the context and to the research question? Was the design modified in response to research constraints or opportunities? Check the sequence of statements in the methods. Does all information belong in the methods? Can the methods be subdivided for greater clarity? Scrutinise the data. *As presented in tables and illustrations, does the title or legend accurately describe content? *Are column headings and labels accurate? *Are the statistical data organised for ready comparison and interpretation? **As presented in quotes, words and content analysis, does the data provide evidence for the argument? **Is the handling of the qualitative data transparent, consistent and thorough? Review the results as presented in the text. *While referring to data in the tables and illustrations, does the text complement, and not simply repeat, data? *Are there discrepancies in results between text and tables? **Do the results elaborate a situation that earlier appeared unproblematic or self-evident?

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11

12

Discussion 13

14

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*Check all calculations and presentation of statistical data. **Check whether descriptive data is used clearly and transparently to convey an understanding of how people create and maintain their social world. Review the results in the light of the stated objective/s. Does the study reveal what the researcher intended? To what extent does the researcher believe they are engaged in value-free science? Check the interpretation against the results. Does the discussion merely repeat the results? Does the interpretation arise logically from the data, or is it too far-fetched? Have shortcomings of the research been addressed? Were the conclusions well-grounded in the findings? Compare the interpretation to related studies cited in the article. Is the interpretation at odds or in line with other researchers' thinking? To what extent does the researcher set out to challenge older or established wisdom or ideas? Reflect on directions for future research. Has the author suggested further work? Did the study seem consistent with current ethical standards?

Overview 16

Consider the journal. Why is the topic appropriate to that journal? Discuss in depth – find journal guidelines etc. 17 Reread the abstract. Does it accurately summarise the article? 18 Check the structure of the article (first headings and then paragraphing). Is all material organised under appropriate headings? Are sections subdivided logically into subsections or paragraphs? 19 Reflect on the author's thinking and writing style. Does the author present this research logically and clearly? * relates to quantitative research; ** relates to qualitative research

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APPENDIX A Standard of Assessment The Business School must ensure that the processes of assessment are fair and are designed to maintain the standards of the School and its students. The School follows the University of Western Australia’s grading system: HD D CR P N+ N

(Higher distinction) (Distinction) (Credit pass) (Pass) (Fail) (Fail)

80-100% 70-79% 60-69% 50-59% 45-49% 0-44%

The School awards marks leading to these grades by using the following general criteria which are presented here as a clear indication of the School’s expectations. These general criteria may be supplemented by specific standards with regard to a particular assignment. HD

The student has a clear understanding of theory, concepts and issues relating to the subject and is able to adopt a critical perspective. The student is able to clearly identify the most critical aspects of the task and is able to offer a logically consistent and well articulated analysis within the analytic framework presented in the unit. The student is able to draw widely from the academic literature and elsewhere but maintains relevance.

D

The student has a clear understanding of theory, concepts and issues relating to the subject. The student is able to develop an analysis of an issue using the analytic framework presented in the unit and is able to identify and evaluate the critical issues. The student is able to draw upon relevant academic and other material.

CR

The student demonstrates an understanding of the analytic framework developed in the unit and a partial understanding of concepts and issues. The student is able to identify some key issues and is able to present a logical discussion, but with some conceptual errors or gaps between analysis and conclusions. The student is able to draw upon an adequate range of references and other materials.

P

The student generally takes a descriptive rather than analytic approach to the subject. The student is able to demonstrate some understanding of the issues involved but does not demonstrate the ability to apply the analytic framework which had been developed in the unit. Draws primarily upon unit materials for referencing.

N+

The student is unable to demonstrate that he or she understands the core elements of the subject matter. The student is able to provide some insight into issues but misapplies analytic framework developed in the unit, omitting key factors and, for example, drawing conclusions which are not related to the preceding discussion.

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N

The student is unable to demonstrate any understanding of the subject matter. Material presented for assessment is unrelated to unit framework and shows not effort to identify or address critical aspects of the topic.

The scaling of marks to ensure comparability between classes is an acceptable academic practice. The School and Board of Examiners have the right to scale marks where it is considered necessary to maintain consistency and fairness.

Ethical Scholarship, Academic Literacy and Academic Misconduct Ethical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity. Academic Literacy is the capacity to undertake study and research, and to communicate findings and knowledge, in a manner appropriate to the particular disciplinary conventions and scholarly standards expected at university level. Academic misconduct is any activity or practice engaged in by a student that breaches explicit guidelines relating to the production of work for assessment, in a manner that compromises or defeats the purpose of that assessment. Students must not engage in academic misconduct. Any such activity undermines an ethos of ethical scholarship. Academic misconduct includes, but is not limited to cheating, or attempting to cheat, through: • • • • • •

Collusion Inappropriate collaboration Plagiarism Misrepresenting or fabricating data or results or other assessable work Inappropriate electronic data sourcing/collection Breaching rules specified for the conduct of examinations in a way that may compromise or defeat the purposes of assessment.

Penalties for academic misconduct vary according to seriousness of the case, and may include the requirement to do further work or repeat work; deduction of marks; the award of zero marks for the assessment; failure of one or more units; suspension from a course of study; exclusion from the University, non-conferral of a degree, diploma or other award to which the student would otherwise have been entitled. Refer to the Ethical Scholarship, Academic Literacy and Academic Misconduct located on the University’s website at http://www.teachingandlearning.uwa.edu.au/tl4/for_uwa_staff/policies/student_related_ policies/academic_conduct and the Faculty policy located at (http://www.biz.uwa.edu.au/home/current_students/school_of_economics_and_comme rce/plagiarism_policy).

Appeals against academic assessment If students feel they have been unfairly assessed, they have the right to appeal their mark by submitting an Appeal Against Academic Assessment form to the Head of School and Faculty Office. The form must be submitted within twenty working days of the formal despatch of your unit assessment. It is recommended that students contact the Guild Education Officers to aid them in the appeals process. They can be contacted on +61 8 6488 2295 or [email protected]. Full regulations governing appeals procedures are available in the University Handbook, available online at http://www.publishing.uwa.edu.au/handbooks/interfaculty/PFAAAA.html.

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Business Research Methods 9th Edition

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