§

Module Handbook
2024/25
Postgraduate Dissertation
School Leeds Business School
Level Level 7
Semester 2
Credits 60
CRN 36863 202420 (January 2025)

Module Leader Dr Adekunle Oke

Email Address [Link]@[Link]

Communication Protocol: Module staff will respond to student questions within

a reasonable timeframe, which is typically within office hours only. Students are
advised to check this handbook and also to see if there are any online/noticeboard
announcements or FAQ answers that address their enquiry before contacting
staff.
What this Module is About
Introduction from the Module Leader
This Dissertation Module allows you to independently diagnose and investigate a complex business
and management issue that may be directly related to your programme of study.
A dissertation at the postgraduate level requires you to develop and demonstrate the following:
▪ An in-depth knowledge and understanding of a relevant area of business and management
theory and practice.
▪ Informed choices appropriate to the chosen research topic from the alternative research
methods available.
▪ Proficiency in applying appropriate research methods to the chosen topic.
▪ Appropriate forms of analysis and interpretation of data.
▪ Effective research presentation to a broader audience, including academic and/or industry
professionals.
Many postgraduate dissertations are based upon an in-depth investigation into a business/managerial
issue or problem within the student’s own organisation, a selected case study, or a ‘client’ organisation
where the student is not a worker or direct employee.
Importantly, as the requirement is to undertake an academic investigation at the postgraduate level,
a successful dissertation addresses more than bridging the gap in the literature. It extends beyond the
‘problem-solving’ typical of mainstream management consultancy.
The most successful postgraduate dissertations demonstrate that the student has taken a step back
from the issue or problem, conceptualised how to solve it, and considered the broader implications
for academics and managers beyond a particular context or situation.
For the current academic year, we have implemented significant changes to the module. You should,
therefore, read this handbook carefully and ask questions to seek further clarification if required.
While you will still submit a dissertation topic and proposal to justify your research area, the
submission will not contribute to the overall grade. Your proposal will not be formally assessed or
graded; however, the submission is mandatory, and you will receive feedback from your supervisor.
Your capacity for critical conceptual assessment, data collection, data analysis, the presentation of
findings and conclusions, and a reflective approach to the dissertation learning process will be
assessed over one module component:
1. Dissertation Thesis [and Learning Statement] (100%)
You will be allocated a Dissertation Supervisor who will provide guidance, support, and informal
feedback throughout the dissertation process.
You are required to participate in 12 Dissertation Topics delivered via lectures and seminars to
develop and apply appropriate research skills necessary to successfully produce a strategy to design
your research and present your research findings as a formal and academically written report (the
Dissertation Thesis).
Dr Adekunle Oke
Module Leader
Email: [Link]@[Link]
Phone: +44 1138127038

2
Module Background

A dissertation is not an essay! Instead, the dissertation allows you to focus on a particular
question(s), design a plan to further explore the question(s) or theme(s), and undertake an
investigation (i.e., implement the plan) to answer the question(s). Your dissertation allows
you to investigate a specific issue, be an independent researcher, and enrich your expertise
in the chosen area/theme.

There are different dissertation routes from which you can select a route appropriate or
suitable for your discipline, research area, research aim, and research questions. These will
be further discussed in the lecture, but these routes include:

1. Primary research: Primary research, often called field research, involves data
collection activities undertaken by you (the investigator) for the research under
consideration. It focuses on collecting new data (i.e., data not already available or
existing) by you (the investigator) to answer your research questions or confirm
research hypotheses. This can be sub-classified into:
a. Qualitative: Involves textual data.
b. Quantitative: Utilises numerical data.
2. Secondary research: Within the context of your dissertation, secondary research is not
a literature review. Secondary research, often called desk research, involves using (or
collecting) already available/existing data that others or you (the investigator) have
collected for other purposes. This can be:
a. Qualitative: Involves textual data.
b. Quantitative: Focuses on numerical data.

It is important to note that a literature review is a crucial part of your dissertation, regardless
of whether you are conducting primary or secondary research. A literature review is not a
standalone piece of work and cannot be presented as a dissertation; a literature review must
be incorporated as a chapter in your dissertation. Therefore, any form of literature review,
such as a systematic literature review, bibliometric analysis, meta-analysis, scoping review,
or state-of-the-art review, cannot be presented as a dissertation and is unacceptable in this
module. This means that peer-reviewed journals or articles from Google Scholar (or other
databases/sources) cannot be used as data for your dissertation.

Key attributes of a dissertation

1. It is an independent research work/project

2. A supervisor will guide you
3. Have a larger word count than normal coursework. For this module, your dissertation
is 12000 words, excluding references and appendices.
4. Involve commitment and dedication, including a significant amount of time and effort
5. Require critical thinking and reasoning

3
 6. Require logical synthesis and interpretation of arguments from relevant and credible
sources.

The nature of a dissertation and how to approach it will be further explained during lectures
and seminars. Your seminars involve numerous activities, including selecting a research
topic, designing the aim and objectives, conducting a literature review, selecting an
appropriate research method, collecting and analysing data, writing critically, citing and
referencing sources, presenting arguments coherently, and structuring the dissertation. The
seminar workbook has been deliberately designed to allow you to identify and focus on a
particular area of interest to you and your career. Therefore, you should read the seminar
workbook and this module handbook carefully. It is equally important that you attend
lectures and seminars, as they will allow you to focus on your research area or topic.

The dissertation is intended to build upon previously and recently acquired knowledge. This
knowledge can come from your professional experience, undergraduate degree, and/or a
previous/current MA or MSc programme. Reflecting the requirements of Masters study,
there is also a module emphasis upon the demonstration of methodological competence to
achieve the module’s aims and learning outcomes.

Module Aims

1. Systematically justify your choice of approach to collecting data.

2. Competently undertake your data collection.
3. Demonstrate an understanding of the strengths and weaknesses of your chosen data
collection and analysis technique.
4. Analyse your collected data and make sense of its implications for the dissertation’s
aim, objectives, and specific research questions.
5. Demonstrate an understanding of the benefits and limitations of your research design
with reference to your research findings.
6. Demonstrate an appreciation of the applicability of your research findings to managerial
implications, either within the organisation(s) studied or more generally.

Module Learning Outcomes

By participating in this module and completing your dissertation, you will be able to do the
following:

1. Apply knowledge and skills acquired throughout the dissertation process.

▪ Display an independent approach to critical analysis and evaluation and engage in

debates relevant to the area of study undertaken.

4
 ▪ Demonstrate the development of coherent and sustained arguments leading to logical
conclusions.
▪ Reach accepted standards of written presentation.

2. Identify clear research questions, assess what is an appropriate, manageable, and ethical
research design for your dissertation topic, and formulate and execute a research strategy
and design.
3. Consult appropriate academic sources, critically review and integrate relevant literature,
and select and apply appropriate theoretical concepts as a basis for investigating your
dissertation topic.
4. Evaluate various research methods and make and justify appropriate choices relating to
data collection and analysis, with appropriate ethical considerations.
5. Produce a Dissertation Learning Statement as a form of reflective research practice
intended to instil a greater level of self-awareness about the nature and impact of your
work on the module, to consider how your knowledge, skills and attributes were used
and deployed on the module, and how this might link to future professional
development.

Module Learning Activities

This module will be delivered through a weekly one-hour lecture and a fortnightly three-
hour seminar. Therefore, you should bring your laptop or tablet to lecture and seminar
sessions.

The teaching notes introduce you to research methods and lay the foundation for your
learning. You are responsible for increasing your knowledge by engaging with teaching notes
and the literature (i.e., peer-reviewed articles, textbooks, and business articles) around your
dissertation topic. You must search for relevant literature and resources, particularly through
the university library services, to improve your research knowledge and academic writing
skills. Your module leader, dissertation supervisor, and seminar tutor will support you
throughout the dissertation journey; however, you must be responsible for your learning.
Your roles as a dissertation student, as well as those of your supervisor and seminar tutor,
are further explained below.

Dissertation Supervisor Role

The Supervisor’s role is to:

▪ Help you refine and justify an appropriate research topic directly related to your
programme of study, concerning relevant literature.
▪ Help you prepare for the Dissertation Proposal through the development of an
appropriate initial literature review.

5
 ▪ Help you consider appropriate ethical considerations in preparation for research
ethical approval submission.
▪ Guide you in selecting an appropriate research method, including data collection
and analysis methods, suitable for your dissertation topic, aim, and objectives.
▪ Encourage you to articulate further critical perspectives for your dissertation
literature review and findings from your data.
▪ Advise you on the preparation for dissertation submission.

Supervision is integrated into the research and writing process, involving regular meetings
between you and your supervisor. You must discuss and agree with your supervisor on when
and how the meetings will occur. Online meetings will typically be conducted through MS
Teams; however, in-person, face-to-face meetings are encouraged. You should discuss this
with your supervisor and set the expectations at the outset.

Generally, the supervision will enable you to ask questions, seek guidance and debate key
issues. Make sure that you reach an understanding with your supervisor about the extent to
which you can expect them to review and provide feedback on your written work within a
realistic timeframe. This is important, as your supervisor may be supervising other students
with the same submission date as yours, so they may be unable to proofread your drafts
multiple times. Typically, your supervisor may only proofread a chapter once; you should,
therefore, make sure that you send a complete draft chapter to your supervisor for their
comments and suggestions.

Seminar Tutor Role

A seminar tutor will not act as your supervisor; however, the seminar tutor will support and
guide you to acquire relevant skills to:

• Complete the seminar activities.

• Identify and justify your choice of topic.
• Undertake data collection and analysis.
• Prepare for a Research Ethics Application.
• Produce a written research strategy and design in the form of a Dissertation
Proposal.

Dissertation Supervisee (Student)

The dissertation is your work, not your supervisor’s idea, and you should not depend on the
seminar tutor and your supervisor as the sole source of information. Your role as a
postgraduate Dissertation Student is as follows:

6
 • You must attend all the lectures and seminars, as scheduled on your timetable.
• You should take ‘OWNERSHIP’ of your knowledge and be ‘RESPONSIBLE’ for your
dissertation.
• Once a supervisor is allocated, you should contact your supervisor and set up a
meeting to discuss your research topic.
• You should set your expectations and agree on a feasible communication plan with
your supervisor.
• You should develop your ideas and read around the area you are interested in
researching, seeking advice from your supervisor as necessary.
• You should be proactive regarding your research and supervision; arrange and plan
meetings with your supervisor in advance, as the supervisor will have several students
and other commitments.
• You should plan and organise your work. Suppose you plan to discuss your work with
your supervisor for comment/feedback (i.e., a drafted literature review chapter). In
that case, inform your supervisor about the meeting's purpose and allow sufficient
time (i.e., two working days) for your supervisor to prepare.
• You should respect your supervisor, including their time and other commitments. You
should, therefore, manage your time and expectations effectively. When
communicating with your supervisor, please be professional and expect a delay of up
to 48 hours in receiving a response. You must use your university email address for all
correspondence.

Your Independent Study

In carrying out the necessary research, thinking, writing, and presentation, you will delve
deeper into the subject material of your chosen programme of study and stretch yourself to
produce an original piece of work. In some cases, the skills involved may be closely connected
to those you use (and/or will use) in the workplace; employers may be interested in seeing
your work because it can represent your full potential in the working environment.

You should not treat your dissertation module like other modules. You cannot approach your
dissertation with the attitudes and approaches you adopted for other modules. Importantly,
the module teaching and learning strategy will build upon your independent study and
learning skills. Therefore, you are expected to take a high degree of responsibility for your
learning and development.

Forms of Learning:

7
Teaching, both lectures and seminars, is currently being delivered in face-to-face settings. As
previously mentioned, you will attend a one-hour weekly lecture and a three-hour seminar
fortnightly. You must bring your laptop or tablet to lecture and seminar sessions to engage
with the teaching materials on the module page on MyBeckett and other relevant documents
provided by your seminar tutor for each session.

Self-directed study:

The interactive approach to seminars relies on your preparation, which involves reading the
Module Learning Support Materials available on the module page on MyBeckett. The
seminar exercises and activities are designed to focus on your research area and dissertation
topic, encourage reflection on the principles and theories of the research process, and form
an essential and substantial component of your dissertation journey and learning experience.

Postgraduate Attributes Developed and Assessed

In addition to planning and doing the dissertation, the module contributes to your personal
and professional development (PPD) through a review of your dissertation learning
experience. These skills include:

▪ Enabling skills and attitudes: academic writing, technical and subject-specific skills,
self-management, and the ability to search for, select, and use information
appropriately.
▪ Higher order skills: analysis, critical reflection, self-regulation, creativity.
▪ Connectivity: making links between theory and practice and between informal and
formal learning.
▪ Ethical emphasis: academic and professional research codes and conventions.

Key Skill Development and Assessment Opportunities

Postgraduate Skills and Competences

Opportunity to Develop Assessed
Academic Skills
Research Capability ✓ ✓
Critical Analysis and Evaluation ✓ ✓
Developing Coherent and Sustained Arguments ✓ ✓
Knowledge Management ✓ ✓
Accepted Standards of Written Presentation ✓ ✓
Ethical Emphasis ✓ ✓
Professional Development Skills
Reflective Practice ✓ ✓
Organisation and Planning ✓ ✓

8
 Self-Management ✓ ✓
Appropriate Selection and Use of Information ✓ ✓
Connectivity ✓ ✓
Ethical Emphasis ✓ ✓
Networking ✓
Negotiating ✓

Developing the above skills and competencies is crucial when undertaking a dissertation.
They are also incredibly useful in the workplace, and you should seek to develop these with
future employability in mind.

Communication

Information about this module will be communicated through MyBeckett. The page
provides information about teaching, including teaching schedules, materials, assessment
details, support, and additional resources. Please familiarise yourself with the module page
on MyBeckett to understand its layout, including its structure, and how your module is
designed and presented. Additionally, refer to your Course Handbook and the University
website for details on accessing the various support systems available to Leeds Beckett
University students.

For module-related issues and support, please contact the Module Leader immediately. We
expect you to engage actively in your seminars and seek further clarification from your
seminar tutor on issues related to specific topics during your seminar session, rather than
contacting the Module Leader in the first instance.

You should contact staff members only during work hours, from 9:00 a.m. to 5:00 p.m.,
Monday through Friday. During weekdays, the Module Leader will aim to respond to emails
and questions related to the module within 48 hours.

For technical issues, please contact University IT Services to resolve the problem and inform
the Course Administrator.

For all administrative matters, please contact your Course Administrator. You must notify
your Course Administrator if you are absent for more than one day (for example, for an
interview, emergency, unforeseen circumstances, or for compassionate leave). If you are
going to apply for mitigation, you will need to provide written evidence of the reason for
your absence (see section 3 of your Course Handbook for further information).

For personal issues and support, contact your Pathway Lead and Course Director. For further
information, please refer to the Course Handbook.

9
Note: Before contacting staff members on any issues, you are advised to check this handbook
and the module page for online/noticeboard announcements or FAQ answers that address
your enquiry. You should also use many relevant and valuable resources on the University
website to enhance your knowledge and academic skills.

Contact Hours

For this module, you will have a one-hour lecture and a three-hour seminar every two
weeks. There will also be an online drop-in session (via the Module MS Teams channel) for
assessment Q&A.

Please note: The Module Leader will provide additional support and guidance to help you
develop your research ideas and understand the module content. The university website
offers valuable resources to support you throughout your journey, and the module’s online
discussion board on MyBeckett provides additional learning support.

MyBeckett Guide

The module is heavily integrated with the University website, and you will need to use it to
participate in discussions, learning activities, and assessments. The module website features
two main folders: Module Content and Assessment. The module content folder comprises
the learning and teaching materials folder, which includes the weekly lecture and seminar
folder, as well as the learning resources folder.

Module Delivery

The module will be delivered across two semesters. Please check your timetable regularly to
stay informed about the time and venue of your sessions. Below is an outline of how the
module will be delivered:

1. 12 weeks of lecture: One-hour weekly lectures starting September 2025, the first
teaching week. All lectures to be completed by December 2025 (i.e., September 2025 -
December 2025).

2. 8 weeks of seminar: Three-hour Seminars (running fortnightly) - starting September

2025, the second week of teaching.

Weekly lecture and seminar folder includes:

▪ Lecture materials (lecture slides and relevant journal articles)

▪ Seminar activities (Questions/tasks)

All these materials will help you prepare for lectures, seminars, and most importantly, your
dissertation.

10
Weekly Schedule

Directed study and

Week/Topic Overview Key Reading
additional resources

The first lecture and seminar outline the

module expectations, including the See Chapters 1 and 3
dissertation module delivery and ethical in Saunders and
Week 1 (w/c Additional material
research practice. The module's learning Lewis (2019)
22/09/2025) or resources will be
outcomes will be set out, what you can
available at the
expect from your Research Methods See Cottrell (2014)
Introduction to seminar session and
Tutors and Dissertation Supervisor, as Dissertation &
the Dissertation on MyBeckett
well as your responsibilities as a student Project Reports -
undertaking the Module as part of your Stella Cottrell
postgraduate programme of study.

This seminar requires you to undertake

some pre-research work before the
workshop commences. This is an action-
learning workshop where your
Week 2 (w/c See Chapters 2, 4 and
dissertation topic is considered Additional material
29/09/2025) individually in class and involves live 5 in Saunders and or resources will be
Lewis (2019)
Topic literature searching. You will be expected available at the
to share any subject-specific issues related seminar session and
Selection/Literatu Library Video -
re Searching to topic selection, using search terms that Searching for Sources on MyBeckett
prove difficult and relevant journals. This
workshop is particularly participatory;
you will generate the content with your
seminar tutor's guidance.

11
 In this seminar, you will understand the
literature review, why it is undertaken, its See Chapter 3 in
value, how we synthesise the works of Saunders, Lewis and
Week 3 (w/c
multiple authors, and its theoretical Thornhill (2019) Additional material
06/10/2025) relation and application to your or resources will be
dissertation research. You will select Chapters 5 & 6 in available at the
Literature
relevant journal articles specific to the Chris Hart (2013) seminar session and
Review and
selected topic in Week 2 and apply criteria Doing your Masters on MyBeckett
Synthesis
to critically evaluate their contents and Dissertation - Chris
determine their suitability from multiple Hart
perspectives.

This seminar enables the consideration of

Week 4 (w/c developing a research question and what
constitutes a suitable question in relation See Chapters 2, 3, 4
13/10/2025)
and 5 in Saunders
to the selected research topic (Week 2) and
Crafting and Lewis (2019) Additional
assumptions from the literature (Week 3).
Research material/resources
Developing the research objectives will See Chapters 1, 2 and will be available at
Questions, follow an evaluation of individual 4 in Easterby Smith, the seminar session
Objectives and assumptions to link the objectives to the Thorpe, Jackson & and on MyBeckett
Understanding research question. This topic will Jaspersen Easterby
the Development introduce and provide an overview of the
Smith et al.
of the Proposal research proposal requirements, presented
in the form of a proposal template.

This week, the importance of research

philosophy is discussed. Understanding
philosophical positions in research is
crucial for comprehending how
individuals construct their social reality
and knowledge. As a researcher, it is
Week 5 (w/c essential to understand your perspective Additional
20/10/2025) See Chapters 1, 2 & 3
and biases, including how you make sense material/resources
of your own social reality and knowledge, in Crotty (1998) will be available at
Research
Philosophy & as this may influence your research the seminar session

Research Design paradigm. After this workshop, it is useful and on MyBeckett

to consider the remaining workshops in
the context of your thoughts regarding
your dissertation topic and philosophical
position. This will contribute to the writing
of the proposal and the selection of
research methods.

12
 The focus of this seminar will be on
understanding the meaning of ‘research
methods’, various types of research
Week 6 (w/c methods, and their importance when
See Chapter 5 in Additional
27/10/2025) undertaking research. Additionally, you
Saunders, Lewis and material/resources
will learn how to design your research,
Thornhill (2019) will be available at
Introduction to including what informs the selection of
Research the seminar session
research methods and data collection
and on MyBeckett
Methods methods specific to each method. The topic
will introduce you to both secondary and
primary research, including when and
how to conduct each type of research.

This seminar will focus on understanding

what ‘Research Ethics’ means and its
importance when undertaking research. It See Chapters 2,3, 4, 5
will provide information and guidance on and 13 in Saunders,
Week 7 (w/c Additional material
the University's ethics online system and Lewis and Thornhill
03/11/2025)
how to submit an ethics application for (2019) or resources will be
approval. available at the
Understanding
See Oliver, Part 1 seminar session and
Research Ethics
This seminar will also examine the online and Part 2, Student's on MyBeckett.
& Approval
ethics application system and assist in Guide to Research
building an ethics application in real-time. Ethics - Paul Oliver
Please bring your laptop to ensure you can
access the ethics application portal.

Week 8 (w/c This seminar will equip you with an

See Chapters 6 and 7
10/11/2025) understanding of the underlying
principles of quantitative research and the in Saunders and
Introduction to Lewis (2019) Additional material
key quantitative data generation methods
Quantitative or resources will be
currently used in business and
Research See Chapters 8, 9 and
management research. An overview of available at the
10 in Saunders,
Methods (1) – seminar session and
population, samples, sampling method,
design, Lewis and Thornhill
modes of data collection and research on MyBeckett
(2019)
populations,
ethics.
samples, modes
and ethics

13
Week 9 (w/c This seminar will equip you with an
understanding of the key access issues See Chapters 6 and 7
17/11/2025)
related to gaining access to a in Saunders and
Introduction to representative sample from a relevant Lewis (2019)
Quantitative population and ensuring the questionnaire
Research See Chapters 8, 9 and
is accessible (i.e., saliency and technology)
10 in Saunders,
Methods (2) – to respondents, thereby aiding a higher
access to Lewis and Thornhill
response rate. Issues related to data
(2019)
respondents, data collection (primary and secondary) and
collection and ethics are addressed, including various
analysis types of analysis.

This seminar will equip you with an

understanding of the underlying
Week 10 (w/c principles of qualitative research and the
24/11/2025) key methods for generating qualitative
data (both primary and secondary) See Chapters 6 and 7
Introduction to currently used in business and in Saunders and
Qualitative management research. It will provide an Lewis (2019) Additional
Research overview of semi-structured and material/resources
See Chapters 8, 9 and
Methods (1) – unstructured methods, as well as various will be available at
semi-structured 10 in Saunders,
ways to collect primary data. Additionally, the seminar session
and unstructured Lewis and Thornhill
the evaluation of effective and ineffective and on MyBeckett
(2019)
interview interview techniques will be explored
techniques and through video. Finally, populations and
application samples will be discussed in the context of
modes. qualitative methods. Also, an approach to
secondary qualitative data collection will
be introduced.

Week 11 (w/c This seminar will equip you with an

01/12/2025) understanding of the qualitative focus See Chapters 6 and 7
in Saunders and
group method and the issues associated
Introduction to Lewis (2019)
with it. The analysis of qualitative data is
Qualitative
then discussed, with a primary focus on See Chapters 8, 9 and
Research
thematic analysis. 10 in Saunders,
Methods (2) –
Lewis and Thornhill
qualitative focus
group technique (2019)

and data
analysis.

14
Week 12 (w/c This final topic will examine how the
08/12/2025) dissertation is pulled together, including Additional material
its structure and the presentation of or resources will be
Getting the available at the
arguments, as well as the organisation of
Dissertation seminar session and
its different chapters.
Together, on MyBeckett.
Structure, Layout

15
Key Resources to Support Learning

Key Resources are noted at the top of the reading list below and are available via e-
books. Links for e-books are available; you can visit the ‘Reading List’ section here,
Dissertation Module Reading List, or on the Navigation Pane of the Dissertation
Module Page.

You should selectively read relevant content for an introductory insight into Research
Methods at the Postgraduate level.

Essential Reading and Recommended:

▪ Bryman, A. (2016). Social research methods (Fifth edition). Oxford University

Press.
▪ Bryman, A., Bell, E., Reck, J. and Fields, J. (2022). Social research methods. New
York: Oxford University Press.
▪ Bryman, A. and Bell, E. (2019). Business Research Methods (5th ed.). Oxford:
Oxford University Press.
▪ Saunders, M., and Lewis, P. (2018). Doing Research in Business and
Management: An Essential to Planning Your Project. FT Prentice Hall.

▪ Saunders, M.N.K., Lewis, P. and Thornhill, A. (2023). Research Methods for

Business Students (9th ed.). Harlow: FT Prentice Hall.

E-books:

▪ Crotty, M. (1998). The foundations of social research: Meaning and perspective

in the research process. Sage – e-book - Michael Crotty - 1998
▪ Mark Easterby-Smith; Lena J. Jaspersen; Richard Thorpe; Danat Valizade
(2018). Management & Business Research – e-book –Management & Business
Research (2018)
▪ Saunders, M.N.K., Lewis, P. and Thornhill, A. (2019). Research Methods for
Business Students (8th ed.). Harlow: FT Prentice Hall – e-book - Saunders,
Lewis & Thornhill, 2019.

Other Useful Supplementary Reading:

▪ Alvesson, M. (1999). Doing Critical Management Research. London: Sage.

▪ Dewhurst, F. (2006). Quantitative Methods for Business and Management.
McGraw-Hill Education.

16
 ▪ Frenz, M., Nielsen, G., Walters, R.B. and Burns, R.B. (2012). Research Methods
in Management/Business Research Methods and Statistics using SPSS. London:
Sage.
▪ Gill, J. (2010). Research Methods for Managers. London: Sage.

▪ Gummesson, E. (2000). Qualitative Methods in Management Research.

London: Sage.
▪ Hardy, M. and Bryman, A. (eds.) (2004). Handbook of Data Analysis. London:
Sage.
▪ Johnson, P. (2000). Understanding Management Research: An Introduction to
Epistemology. London: Sage.
▪ Keegan, S. (2009). Qualitative Research: Good Decision Making Through
Understanding People, Cultures and Markets. London: Kogan Page.
▪ Quinton, S. and Smallbone, T. (2006). Postgraduate Research in Business: A
Critical Guide. London: Sage.
▪ Sekaran, U. (2003). Research Methods for Business: A Skills-Building
Approach. Hoboken: John Wiley & Sons.
▪ Silverman, D. (2006). Interpreting Qualitative Data: Methods for Analysing
Talk, Text and Interaction. London: Sage.
▪ Swift, L. (2010). Quantitative Methods for Business, Management and Finance.
Palgrave Macmillan.
Websites:

You can access a range of online journals and electronic web-based resources through
the University library. The University library online can be accessed using this link:
[Link]

Other useful websites include:

• Emerald Fulltext (available through Library Online via MyBeckett)

• EBSCO: Business Source Premier (available through Library Online via

MyBeckett)

The University Skills for Learning website is also useful for reading about research in
general and development issues that you have identified in your personal audit. Use
the link below to access the University Skills for Learning website:

[Link]

17
You can also undertake/take part in optional laboratory-based introductory
workshops on SPSS and NVivo data analysis software arranged through the library.
Library staff can be contacted here: [Link]

MyBeckett provides a central focus and another route to wider teaching and learning
resources for the Research Methods component, Ethics, Learning Statement, and
Dissertation. Among other things, resources on MyBeckett include the module
handbook, copies of Lecture Slides, guidance on Assessment, dedicated Journal
Articles, guides to certain Research Techniques, and a wider range of additional
facilities:

[Link]

All students with disabilities requiring additional support or alternative arrangements

must declare and provide evidence of their disability to the Disability and Advice
Team as early as possible:

[Link]

18
 Assessment

Assessment Summary

Your seminar tutor will provide formative feedback on your topic during seminars. It
is, therefore, important for you to engage and participate in all seminar activities to
ensure constructive feedback on your topic and dissertation. Also, your supervisor
will provide formative Feedback on your research proposal. It is, therefore, essential
for you to submit your dissertation proposal on time to guarantee the supervisor’s
support. The aim is to allocate all supervisors by Friday, 7th November 2025.

Please submit your Proposal by 4th November 2025.

Assessment Feedback
Weighting: Assessment Date: Feedback Date:
Method: Method:

Non-
Dissertation Tuesday, 4th
graded Via MyBeckett/ 14th November
Proposal (1,500 November 2025 at 2
(Formative email 2025
words +/-10%) pm
Feedback)

Non-
Chapter 1 – graded Tuesday, 9th 16th December
Via MyBeckett/
Introduction (Formative December 2025 at 2 2025
email
Feedback) pm

Non-
Chapter 2 – graded Tuesday 13th January Via MyBeckett/ 20th January 2026
Literature Review (Formative 2026 at 2 pm email
Feedback)

Non-
Chapter 3 – Tuesday 10th
graded Via MyBeckett/ 17th February
Research February 2026 at 2
(Formative email 2026
Methodology pm
Feedback)

Non-
Chapter 4 –
graded Tuesday 10th March Via MyBeckett/
Analysis and 17th March 2026
(Formative 2026 at 2 pm email
Results
Feedback)

19
 Non-
Chapter 5 –
graded Tuesday 31st March Via MyBeckett/
Conclusions and 7th April 2026
(Formative 2026 at 2 pm email
Recommendations
Feedback)

Dissertation
Thesis

(12,000 words +/-

Released after the
10% = 11,500 Flexi-deadline
100% Via MyBeckett/ appropriate
words for Tuesday, 28th April
email module boards in
dissertation + 500 2026, 2 pm
May.
words for a
learning
statement)

Reassessment Feedback
Weighting: Assessment Date: Feedback Date:
Method: Method:

Resit Dissertation
Thesis

(12,000 words +/-

Released after the
10% = 11,500
100% Monday 1st Sept Via MyBeckett/ appropriate
words for
2026 2pm email module boards in
dissertation + 500
May.
words for a
learning
statement)

20
Assessment Details

Coursework

The Module assessment is 100% Dissertation. Please note that you must complete and submit
each chapter for feedback before the dissertation final submission.

The Dissertation

The dissertation enables you to apply the techniques and theories learned during the taught
modules in your course, encouraging the development of high-level analysis and critical
evaluation. The dissertation normally includes empirical work involving qualitative or
quantitative research.

Module Title Postgraduate dissertation

Assessment Title Dissertation
Individual/Group Individual
Weighting 100%
LO1
Identify clear research questions, assess what is an
appropriate, manageable, and ethical research design for a
particular dissertation topic, and formulate and execute a
written plan to the chosen business and management
discipline/programme of study.
LO2
Consult appropriate academic sources, critically review
and integrate relevant literature(s), and to select
appropriate theoretical concepts and/or conceptual
framework as a basis to investigate their particular area of
interest.
LO3
Learning Outcomes
Evaluate various research methods and to make and justify
Assessed
appropriate choices relating to data collection and analysis
with appropriate ethical considerations.
L04
Demonstrate a systematic understanding of knowledge and
critical thought at the forefront of business and
management scholarship by identifying, analysing and
synthesising primary and secondary research material
relevant to the chosen area of enquiry.
LO5
Produce a Dissertation Learning Statement as a form of
reflective practice intended to instil a greater level of self-
awareness about the nature and impact of their work on the
module, to consider how their knowledge, skills and

21
 attributes were used and deployed on the module, and how
this might link to future professional development.
LO6
Through the submission of a dissertation, demonstrate
originality in the independent use of knowledge and the
application of theory to practice.

Resit/Defer Assessment Details

Resit - Suppose a resit submission is required for the dissertation assessment. In that case, the
requirements to pass at the resit stage relate to ‘making good’ the assessment by clearly
following any feedback from the supervisor and second markers. Feedback may be given via
MyBeckett, email, or in person (virtually). However, if you are unclear about any aspect of
your supervisor's feedback, seek clarification directly and promptly. You should pay
particular attention to the resit submission dates published for the assessment if you need to
resit the module. Resit assessment submission dates are published in this handbook and on
the submission tab on MyBeckett module page.

Resits related to academic integrity, such as cheating, collusion, plagiarism, or self-plagiarism,

may require a different approach to submitting an assessment. The approach will depend on
the outcome of the academic integrity hearings and the severity of the case. Information
relating to academic integrity is detailed on page 20.

Defer – Should you need to defer submitting your dissertation, you should initially discuss
this with your supervisor. If it is agreed that a deferral is necessary, you must contact the
Postgraduate Admin Office in person at Rose Bowl 515 or via
businessadminpg@[Link] to request the appropriate application form.

Student Instructions for Submission of Coursework

Submission of draft chapters

This module requires you to submit each chapter online only.

You MUST submit your work through MyBeckett using the Turnitin link set up by the
Module Leader. Receipt of your work will be recorded.

The set-up of "Turnitin assignments" in MyBeckett allows you to check and review your
assignment as you submit it. This checking is done by creating an "Originality Report". If
this report shows problems with your work, such as uncited quotations, you should make
corrections and resubmit the work before the due date. All the submissions must be via

22
 Turnitin; however, the Turnitin box is set up to allow you to submit your work until the
deadline.

Please note: Tutors will follow up on any suspected plagiarism and unfair practice found
after the submission date, as per university policy. Late submission is not allowed for drafts.

DISSERTATION

This module requires you to submit your Dissertation Thesis online only.

You MUST submit your work through MyBeckett using the Turnitin link set up by the tutor.
Receipt of your work will be recorded.

Your "Turnitin assignments" in MyBeckett are set up so you can check your assignment as
you submit it. This checking is done by creating an "Originality Report". If this report shows
some problems with your work, such as uncited quotations, you should be able to make
corrections and resubmit the work before the due date. However, the Turnitin box is set up
to allow 3 submissions to check your originality report - 2 drafts and 1 final submission.
The 3rd and final submission is only permitted on the last day of submission, i.e., the
deadline. As such, please do not submit a draft on the final day; this must be your final
version, as we cannot accept it in another format.

Please note: Tutors will follow up on any suspected plagiarism and unfair practice found
after the submission date, as per university policy. Late penalties will apply, as per
university regulations.

Feedback

Formative assessments provide tutors with an indication of your progress and inform
students of the standards of work expected. These will also be used for engagement purposes.
No formal mark is recorded for formative assessments, but you will receive feedback on the
quality of your work throughout the module.

Draft chapters

You will begin working on your dissertation area/topic from the first week. Formative
feedback will be provided by your seminar tutor during seminars.

Supervisors will also provide formative feedback via face-to-face (in-person or online)
meetings or email communications (depending on the mutual arrangements between

23
students and supervisors), and written feedback via email or the MyBeckett. Hence, you need
to submit your draft chapters on time to guarantee the support of supervisors.

Your supervisor will provide summative feedback via email or the MyBeckett.

Module Review

A mid-module review will be timetabled for your module. This is an opportunity to address
modular issues promptly, early in the module. Additionally, you will have the opportunity to
provide formal feedback at the end of your module. These comments will be reviewed by
your course director and course team, and some may be considered at your annual course
enhancement meeting. Your student representative will attend this meeting and take your
views into consideration.

Important Instructions to Students

Research Ethics

When submitting the research proposal, students must complete an online Ethics Application
related to their research strategy and design. As a result, it is important that you work on the
ethics application in conjunction with developing the proposal. You must receive University
Ethics Approval before collecting any data (primary or secondary) for your research. Final
dissertations which do not evidence this cannot be marked.

"Formal research ethics approval of your project IS REQUIRED BEFORE you may commence
data collection."

Hence, it is important for you to be aware of and understand our ethics procedures and policy.
Please ensure you read and familiarise yourself with these policy documents.

The University operates an online research ethical approval process, and we advise you to
familiarise yourself with it before applying.

Our online ethics approval system can be found here:

[Link]

The University’s ethics procedures and ethics policy can be found here:

[Link]
ethics/research_ethics_procedures.pdf

[Link]
ethics/tx_research_ethics_policy.pdf

Guidance on how to use the online system can be accessed here:

24
[Link]
ethics/research_ethics_online_applicant_guidance.pdf

Until the ethics form has been approved, you cannot commence fieldwork/data collection,
whether primary or secondary. This process is designed to protect you as a researcher and the
participants in your study. You should seek guidance from your supervisor to ensure that your proposed
methodologies are appropriate for a postgraduate project. Your proposed study should not create
unnecessary ethical concerns. It should, therefore, be able to be approved at a local level without a full
submission to the School Research Ethics Committee.

Please retain a copy of your approved ethics form/confirmation email, as you must submit
this with your final dissertation. Should work that does not have ethical approval (or evidence of
ethical approval) be submitted, then the submission will NOT be marked. You will be deemed to have
failed that submission. You will fail the dissertation part of the module and be asked to resubmit (subject
to the provision of section C of the University Academic Principles and Regulations in respect of
Progression and Award).

Your Seminar Tutor and Supervisor will provide further information about the Ethics
Application Process.

Lecture & Seminar Attendance

Attendance at research methods (RM) classes is essential. Every effort should be made to
attend all seminars and workshops. Missing one class can hurt your learning and the research
journey. It is essential to address all the seminar activities to develop the knowledge required
to understand the dissertation process, including developing a researchable topic, selecting
and justifying appropriate methodologies and methods, all of which must be clearly
articulated in your dissertation.

Lack of class attendance can result in a significant and unnecessary demand for the supervisor
to adopt the role of seminar tutor and supervisor. This is because students who do not attend
RM classes do not acquire the knowledge to make informed decisions to develop their
research ideas. The supervisor’s role is to advise and guide the student’s choices and
decisions for the dissertation within the context of the subject area, rather than acting as a
seminar tutor and being expected to hold mini one-on-one tutorials on topics covered in
classes. Should this happen, a supervisor may ask a student to reconvene a supervisory
meeting once they have undertaken independent learning and reading on the areas where
knowledge is lacking. Supervisory meetings should be productive discussions focused on the
subject area the student is investigating. It is the student's responsibility to consider
appropriate research strategies, methodologies, and research designs in the context of their
research topic, knowledge of which is gained through RM classes.

25
Passing the Dissertation

There is a correlation between attendance and passing the dissertation module. If a mark of
less than 50% is achieved for the dissertation, this may have potential consequences in failing
to pass and complete your MSc course. As a result, you must score a mark of 50% or above
to pass the dissertation module.

Therefore, you are urged to consider this potential situation carefully and remember that the
amount of work required to complete the dissertation module is greater than what you put in
for other modules and should not be underestimated.

Supervision Hours and Records

A supervisor will be allocated 9 hours of supervision. It is highly recommended that all these
hours be utilised appropriately in the supervisory process. These hours should be accessed
with an understanding of the expectations of the student-supervisor relationship.

Approved data collection platforms

Your dissertation must be data-driven, using primary or secondary data. Primary data
can be collected either face-to-face or online. While secondary data is mostly collected
online, it will be prudent to consider designing your research study with online data
collection approaches and methods in mind when using primary data collection.

Should online methods be chosen, it is essential to ensure that primary data collection
can be obtained using online platforms that the University approves. Knowing the
platforms the University has approved for research purposes is important before
arranging online interviews, focus groups, or questionnaires. When engaging with
individuals regarding recruitment for your dissertation, you should inform all
potential participants of the approved platforms and require them to agree to use
these platforms.

These decisions must be discussed with your supervisor and evidenced in the ethics
application. Your supervisor and the Local Research Ethics Coordinator (LREC) will
return your ethics application if it fails to meet these requirements.

Here is a list of approved online methods and modes in which these can be applied:

Method Mode
MS Teams – video or non- Face-to-face 1-1 interviews or focus Online
video groups.

Microsoft forms Questionnaire Online

26
 Email Email questionnaire – qualitative, Email – Data
quantitative, or both. Protection and
GDPR need to be
observed in
acquiring
participant emails
Social media – Facebook, MS Teams questionnaire – Online
Twitter, LinkedIn etc qualitative, quantitative, or both.

Telephone non-video Questionnaire – qualitative or Telephone

quantitative or both, and one-to-one
interviews.
Examples of secondary data sources
▪ Online chat room – ethics criteria permitting – authenticity, anonymity, credibility,
open access/private

▪ Bulletin boards – ethics criteria permitting - authenticity, anonymity, credibility,

open access/private

▪ Blogs - authenticity, anonymity, credibility, open access/private

▪ Companies’ website

▪ Government databases, such as the Office for National Statistics

All methods and modes must be approved by supervisors and appropriately justified
in your dissertation, especially in Chapter 3 (i.e., Research Methodology).

When writing a dissertation, you must provide evidence in the appendices section of
all the methods used and the ways in which they were applied.

A proforma relating to this information is in the Dissertation Structure Document and

must be submitted with the final dissertation as an appendix.

Further, you will need to provide the data (primary or secondary) you collected and
used for your dissertation. The data (primary or secondary) must be made available
and included in the appendices section. Additionally, a separate submission folder
will be available for depositing data in MS Word documents, MS Excel files, or PDFs,
depending on the type of data. All data samples provided must have the dates of when
the data was collected, and any personal information that could identify participants
should be removed. This information also needs to be detailed on the proforma.

Note: Please be aware that peer-reviewed (scholarly) articles and journals do not
count as secondary data. You cannot conduct a literature review and present it as a
dissertation. A literature review must be part of your dissertation (usually Chapter 2
of your dissertation) and should not be the focus of your dissertation. If you plan to

27
undertake secondary research, you must discuss your approach with your supervisor
and seek their agreement.

Data Collection – Methods & Modes

The approach to collecting primary data can be flexible. This means that the planned mode of
data collection might need to be changed to an alternative format, even at short notice,
depending on participants’ requirements. Therefore, if primary data has been proposed, you
may reconsider the approach and adopt secondary data depending on the situation. Similarly,
if a one-to-one interview is arranged in a face-to-face mode (Risk Assessment approval
permitting) and circumstances necessitate a change to an online mode, whether due to
multiple factors or at the request of the participant(s), the student must be prepared to make
alternative arrangements.

Data Collection
All data (primary or secondary) collected, whether quantitative or qualitative, must be
evidenced in the dissertation by detailing all the data obtained, by which methods and from
which sources. Further, evidence that the data exists must also be included, and details of the
format in which the data is available must be provided. A form is available in Appendix 7,
which must be included in the appendix of the dissertation. Please note that you must submit
the data used for your dissertation in a dedicated submission folder on MyBeckett. The data
file (in MS Excel, Word Document, or PDF) must be submitted simultaneously when you
submit your dissertation.

Understanding Your Assessment Responsibilities

The Dissertation module assessment comprises one component – 100% Dissertation.

Mitigation and Extenuating Circumstances:

If you are experiencing problems adversely affecting your ability to study (called 'extenuating
circumstances'), you can apply for mitigation. You can find the full details on how to apply
for mitigation at [Link]

The University operates a 'fit-to-sit' / 'fit-to-submit' approach to extenuating circumstances,

which means students who take their assessments declare themselves fit to do so.

Late Submission

It is your responsibility to submit the assessments by the submission due date. Failure to

submit the assessment by the assessment submission ‘windows’ without good cause will be

penalised, as detailed below.

1. 1 to 10 days late: The work will normally be capped at the threshold pass mark of 50%.

28
 2. Beyond 10 days late: a mark of zero would normally be recorded.

Note: “Days” include weekdays and vacations but exclude weekends, bank holidays,

and other days when the University or designated collaborative institution is closed.

A day is 24 hours (e.g., if a submission deadline is 4:00 pm on a Tuesday, and any work

submitted from 4:01 pm on Tuesday until 4:00 pm on Wednesday would be considered

one day late). Also, note that cases of persistent late submission will be brought to the

attention of the Progression and Award Board or Module Board by the Module Leader.

Full details of the penalties for late submission of assignments are available at:

[Link]

Academic Honesty
Academic honesty is a fundamental principle within the University and is strongly
linked to good academic practice. All assessments must be submitted with due
attention to issues of academic integrity, expression, and good academic practice,
including clarity in grammar, semantics and syntax.

Any suspected breach of academic integrity will be investigated by the University and
could have serious consequences for your studies. Breaches of academic integrity
include (but are not limited to) plagiarism, self-plagiarism, collusion and contract
cheating. Definitions and the potential consequences of an admitted or found breach
of academic integrity are detailed in the Academic Regulations at:
[Link]
regulations/.

There is a range of resources available to help you understand what is and is not permitted
and how to use other people’s ideas in your assessed work. These include the LBU Academic
Integrity tutorial, available on the Academic Integrity Tutorial for 2023/24, and the Skills for
Learning website, accessible here: [Link] An
Academic Integrity Factsheet for Students is available to view at:
[Link]
integrity/.

Cheating, Plagiarism and Other Forms of Unfair Practice:

Academic misconduct occurs when you do not do the work you submit. It may include
cheating, plagiarism, self-plagiarism, collusion, the use of generative artificial intelligence
(GAI), essay mills, and other forms of unfair practice. What is and what is not permitted is
clearly explained in The Little Book of Academic Integrity, which is available to view at:
[Link]
information/academic-integrity/.

29
Section C9 of the Academic Regulations, detailed at [Link]
information/academic-regulations/, details the serious consequences of plagiarism and other
types of unfair practice.

AI Guidance and Tools

We recognise that generative artificial intelligence (GAI) tools present opportunities for
enhancing learning and enabling a more inclusive learning environment. However, the use
could constitute a breach of academic honesty regulations if they are not used responsibly and
without authorisation or acknowledgement in your assessed work.

This assessment requires you not to use AI. Please include an Originality and GAI statement
in your report.

Before accessing the submission link, Leeds Business School students must review the Leeds
Beckett University Academic Honesty Guidance and complete an ‘Originality & Use of
Generative AI Statement’ to declare the work as their own.

You are responsible for understanding and upholding academic honesty. If you are unsure
what constitutes academic misconduct, seek clarification from your module leader before
submitting your work.

Guidance on the appropriate use of Generative AI is provided here on the Library’s webpages.
You can acknowledge any use of Generative AI in your assessment using the ‘Originality &
Use of Generative AI Statement’, linked above.

Submitting work that is not your own, including unacknowledged AI use, is considered
academic misconduct under LBU regulations.

Format of the Dissertation

Format of the Dissertation Document

Its format should be as follows:

• Word processed on A4 paper with a 2.5cm left-hand margin

• All pages should be numbered and with 1.5 spacing between lines

• Content must be 12pt Times New Roman format

• All chapters should be numbered

• All chapters should start on a new page

• If included, all tables and figures must be numbered

• The dissertation must use the Leeds Business School Dissertation Module front cover
(this can be accessed through the Module’s VLE site via MyBeckett).

Principal Sections of the Dissertation

30
The sections of the dissertation should conform to the following, in the identified sequence:

• Front cover page - contains dissertation title, your name, your course, and
submission date (Appendix 8 below)

• Dissertation Checklist (behind front cover page – Appendix 2 below)

• Evidence of Ethics Approval (Appendix 4 below)

• Contain a statement of originality and authenticity (see Appendix 5 below)

• Abstract - a summary/précis of not more than 500 words

• Acknowledgements (where appropriate)

• Table of Contents

• List of Graphs, Illustrations, Tables etc.

• Chapter 1: Introduction

• Chapter 2: Literature Review

• Chapter 3: Research Methodology

• Chapter 4: Analysis and Findings

• Chapter 5: Conclusions & Recommendations

• Appendices i.e.

o Questionnaire Template/Interview Questions Asked

o Details of all data (primary or secondary) collected (See Appendix 9 below)

o Other information deemed relevant.

• A reference list in alphabetical order using the Harvard system of bibliographical

referencing. Details of this are in the Library and at:
[Link]

Please carefully read the Module’s assessment and marking criteria overleaf:

31
Assessment Descriptor: Dissertation Thesis (100% of the module mark)
PG Dissertation Marking Grid
100-85 84-70 69-60 59-50 49-40 39-30 29-0
High Distinction Merit Pass Marginal Fail Fail Fail
Distinction
Introduction (10%) Outstanding. Very Excellent. Very Good. Clearly Adequately Attempt at Incoherently Research problem, aim,
A thorough, concise, clearly formulated clearly formulated formulated research formulated research formulating research formulated research and objectives
in-depth overview of research problem, research problem, problem, aim, and problem with some problem and problem and missing/completely
the background of aim, and objectives. aim, and objectives. objectives. Evidence evidence of subject objectives but some objectives. misunderstood.
the study under Clear subject-based Clear subject-based of subject-based focus. Competent significant flaws Inadequate rationale.
investigation and the focus. Excellent and focus. Excellent and focus. Clear and rationale is provided present. Lacks Rationale
context in which it is convincing convincing well thought but flawed in some subject focus. inadequate/missing
positioned – rationale. Robust in rationale. through rationale areas. Rationale poorly
organisation or all areas with only minor articulated and
society. Articulated flaws and justified.
& critiqued research inconsistencies.
argument connected
to background and
context using
relevant sources
from scholarly
and/or business
journals to underpin
the argument. The
significance of the
research is discussed
and connects to the
problematisation.
One single, clear,
and specific research
question to be stated
including 4 or 5
research objectives.
There must be a clear
connection between
the research question
and the objectives,
which must be

32
linked to the
research argument.
Literature review Outstanding. Excellent. Extensive Good. Review and Adequate and Inadequate. Reliance Over-reliance on a Review inadequate in all
(25%) Extensive but but focused review evaluation mostly appropriate on basic sources restricted range of areas. Range of academic
The literature review focused review of of existing academic systematic and to reading with some and/or descriptive academic sources or sources is very restricted.
must demonstrate existing academic literature and the point, clearly limited critique and review. A ‘shopping insufficient sources. No evidence of critical
evidence of key and literature and theory. related to the critical reasoning, list’ approach to Not related directly thinking. Unable to
supporting authors relevant theory. identified research demonstrating a reviewing the to the research aim inform research design
in the field of The review is well- problem and aim. useful, though literature. and question. at any level.
research, Comprehensive organised, incomplete Very little or no
with sources being literature search thorough, and Meaningful critical knowledge of the Weak relationship to evidence of critical
from scholarly with information critical throughout, analysis offered but chosen area and the identified thinking. Limits of
journals (i.e., peer- collated from with a logical and potential to develop potentially some use research problem work are such that it
reviewed articles). multiple relevant cohesive structure further. of inappropriate and aim. Limited is not able to inform
Articles must not be academic and and explicitly sources. evidence of the research for the
more than 10 years research-based related to the Evident that the informing research present study.
old (i.e., from 2014 to sources. identified research review has informed Veers towards for the present
2025). Evidence of Excellent critical problem and aim. the research for the description. Lacks study.
critical analysis and analysis of the The review leads to present study. consistent relevance
knowledge synthesis literature, informed to the identified
(for and against demonstrating a conclusions and research problem
authors) and critique rigorous debate of clearly informs and aim. Some
of authors cited. key issues. research for the evidence of
A good structure to present study. informing the
be evidenced with The review is very research for the
headings and sub- well-organised, present study.
headings thorough, and
demonstrating the critical throughout,
themes being with a logical and
discussed, in a cohesive structure
logical order. and explicitly
related to the
identified research
problem and aim.
The review leads to
insightful
conclusions and
clearly informs the
direction of the
dissertation.

33
Methodology (20%) Outstanding. Very Excellent. Very clear Good. Clear Adequate. Inadequate and Inadequate No awareness of
A clear clear appreciation appreciation of appreciation of Familiarity with key limited awareness of awareness of relevant research
understanding of and understanding research design, relevant research research principles research principles. research principles. principles. Research
philosophical, of research design, philosophies, principles. Clearly demonstrated. Defensible rationale Rationale presented design
theoretical and philosophies, principles, and presented rationale Competent rationale presented for is not defensible. missing/completely
methodological principles, and issues, and for research design. for research design research design but Poor data collection indefensible. Data
approaches with an issues, and specifically applied Competent adopted, but only clear, notable errors. and/or analysis but collected is not robust
awareness of specifically applied to study in hand. application of partial success when Limited success enough information enough to support a
strengths and to study in hand. Extensive rationale methodology and put into practice. when put into gathered to allow for meaningful findings
weaknesses for Insightful and for research design. data collection and Some awareness of practice. Limited findings to be chapter. Repeat of the
choices. Solid robust rationale for Systematic and analysis methods. strengths and awareness of reworked to a process is needed.
justifications must be research design. appropriate weaknesses of the strengths and passable standard.
provided for Systematic and information Awareness of the approach but key weaknesses of Little awareness of Ethics missing or wholly
the choice of appropriate gathering main strengths and details omitted. approach. the strengths and irrelevant.
research approach information successfully weaknesses of the weaknesses of the
(e.g., post-positivist gathering operationalised. approach, but some Ethical and practical Some ethical issues approach.
or interpretivist) and successfully Strong awareness of details omitted. issues discussed but presented but largely
data collection operationalised. Full strengths and may be overly generic, and little Ethical issues
method. Solid awareness of weaknesses of the Ethical and practical generic and not effort to presented are
justifications must be strengths and approach. issues relevant to adequately contextualise. generic, with
provided for weaknesses of the research discussed contextualised. minimal effort to
the choice of approach. Ethical and practical with a clear attempt contextualise.
methods that link issues clearly at contextualising in
back to Ethical and practical considered and the context of the
the philosophical, issues clearly discussed in the proposed research.
theoretical, and considered and context of the
methodological discussed in the proposed research.
choices. context of the
Relationships must proposed research.
be evidenced. Clear,
transparent
discussion required
detailing approaches
to collecting data
and solid
justifications
provided for those
choices.
Discussion must
include clear details
on the data

34
collection process
(such as data type,
data sources,
populations, sample
sizes, sampling
method, mode of
recruitment and
distribution of
research
instruments,
response rates (if
applicable) and
reasons for low
response rates).
A clear and detailed
discussion must be
provided on specific
ethical
considerations of
risk for the research.
This must be
contextualised and
discuss specific
methods and not
generalised.
Analysis and Outstanding. Very Excellent. High level Good. Key findings Adequate. Findings Inadequate. Analysis Data collection is Data collection and
Discussion of excellent analytical of critical analysis clearly examined presented but limited by superficial weak and not findings not substantial
Findings (20%) method and supported by and appraised, sometimes data support the findings. enough to support a
consistent with the extensive evidence. supported by logical superficial. collection/findings More data needed to postgraduate
Choice of methods data type. Very high evidence. Very Synthesis and not developed as enable a reworking dissertation. More data
or approaches for level of critical Excellent synthesis good synthesis and discussion between well as they could be to a passable needed.
data analysis to be analysis fully and development of development of data, findings, and but can be reworked standard.
articulated and be supported by robust research findings. research findings. academic literature to a passable Little/no synthesis and
specific to evidence from the but not standard without the Very limited discussion with existing
quantitative or literature. consistent/thorough need to collect synthesis and research.
qualitative data, or a throughout. further data. discussion with
combination. Outstanding existing research.
The analysis must be synthesis and Only partial The results and
consistent and development of synthesis and significance of the
appropriate for the research findings. discussion with research are
collected data and existing research. insufficiently

35
align with the data discussed with very
collection limited criticality
approaches and do not underpin
discussed in the the conclusions
Methodology drawn.
chapter.
The discussion of
results and findings
must be
underpinned by the
chosen theories
applied in the
research and
discussed
throughout the
literature review.
References from the
literature review
must be weaved into
the discussions in
the form of citations
and links to the final
bibliography.
Logical discussions
of the collected data
evidence the
relationship of the
research concepts
and support the
main research
question.
Conclusion and Outstanding. Excellent. Good. Logical Adequate. Inadequate. Limited Conclusions and/or Conclusions and/or
Recommendations Conclusions are Conclusions conclusions emerge Conclusions more conclusions and recommendations recommendations
(10%) insightful, logically logically derived from the findings, obvious than recommendations. not justified by data omitted/misinterpreted.
derived and well- and well organised. but more rigour insightful. Limited contribution collected.
The conclusion must organised. Clear contribution needed reinforcing Contribution to knowledge. Poor No awareness of
reflect the research Substantial to knowledge and these. Awareness of present but lacks awareness of Mistaken views credibility issues or
undertaken and no contribution to clear awareness of contribution to originality. Some credibility issues about the value of contribution.
new data or knowledge and potential areas for knowledge and awareness of work undertaken.
evidence should be clear awareness of further need for further credibility issues. Inadequate
offered here. The use potential areas for investigation. investigation

36
of citations should further Awareness of a demonstrated. awareness of
be used where investigation. range of credibility Awareness of main credibility issues.
appropriate to Rigorous awareness issues credibility issues
critically support of credibility issues demonstrated. demonstrated.
any demonstrated.
recommendations.
Presentation and Outstanding. The Excellent. Well- Good. well- Adequate. Clear use Document only Minimal attempt at Incoherent. Makes no
Expression (10%) dissertation is fluent presented and very presented and clear of language but with partially complete referencing, poorly attempt to conform to
and contains mature clear use of use of language some persistent and does not adhere presented and very the prescribed format.
The report must be use of language. language. Fluent throughout. errors. to the prescribed unclear language Serious and substantial
professionally Beautifully throughout and Appropriately format. Some with serious errors language issues.
structured using presented mature use of referenced with Generally, well components missing throughout. Harvard referencing
formal texts/words. throughout. language. some (mostly minor) referenced but some absent.
The arguments must Appropriately Appropriately errors. persistent errors are Quality of
be logically referenced with referenced with very In-text citations and evident throughout. presentation lacks
synthesised for minimal errors. few errors. reference citations professionalism.
clarity. All In-text citations and In-text citations and are mostly correct Language unclear in
charts/tables used reference citations reference citations and in the several places.
must be relevant, are consistently are correct and in recommended
explained, and correct and in the the recommended format. Attempt at Harvard
integrated into the recommended format. referencing in places,
discussion. Key format. but serious
claims and deficiencies persist.
arguments must be
appropriately cited
using the
recommended
citation style. All in-
text sources must be
presented in the
reference list.
Learning Statement Exceptionally well- Excellently Well-argued A clear outline of Attempts were made Poor attempt to No discussion or cursory
(5%) ordered reflection structured and reflection on the the learning to establish the establish learning attempt to engage.
Discussion of that contextualises discussed reflection learning achieved achieved. Some learning achieved achieved during the Not included or little
learning achieved. the learning not on the learning including generic or derivative during the project. project without attempt to discuss the
Views and feelings only for the learner achieved including contextualisation. statements. Much of the content contextualisation. dissertation process and
towards the but also the broader the specific skills, Analysis of the A largely descriptive may be generic and Inadequate the overall project.
dissertation, the academic field. knowledge and prescribed elements account with some non-specific. expression of views Not included or a few
dissertation process, Views and Feelings cognitive processes includes evidence of analysis Limited expression towards the unspecific references to
and the overall coherently reflected associated with the personalisation, & personalisation. of unjustified views dissertation without the practical and ethical
project. upon with project. Few views and and opinions. Some

37
Practical and/or consistency and Reflection and explanation & opinions are relation to the focus or contextual issues involved in the
ethical relation to the analysis of the justification. expressed with little project in hand but awareness. project.
Issues/problems project. A deep prescribed elements A comprehensive developed without analytical Reference was made Not included or little
encountered and insight and broader are consistently outline of the issues consideration. depth. to the issues, but understanding
how resolved. awareness of the personalised, faced during the Statements may be A limited attempt to without supporting demonstrated as to the
Reasoned perception project context is demonstrate research with a made without clear engage with the examples and/or future utility of the
of the present and present. independent convincing analysis. justification. issues faced during unspecific to the dissertation.
future value of the An exceptional and thinking and A clear and well- A clear reflection on the research without project in hand.
dissertation detailed overview of express extensive expressed view of the issues faced with a deeper relation to Sparse and
the issues with a meaningful insights. the present and specific analysis and the project. unspecific
comprehensive An excellent future value of the related well to the Limited awareness statements relating
analysis and overview of the dissertation project. of the future to the future value of
argument issues with a clear contextualised well A clear expression of potential utility of the dissertation
underpinning the analysis argued to the student's the present and the dissertation present.
insights. from a coherent learning future value of the expressed.
Exceptionally well- perspective and journey/career dissertation.
considered delivered with a intentions.
statement that positive analysis.
presents the Excellently
personal and presented
potentially broader observations on the
context for the value value and overall
of the work. utility of the
dissertation.
Final Mark:

Comments:

38
Appendix 1: Dissertation Checklist

EXAMPLE - Full and final dissertation submission checklist

Documents required Included Y/N

Front Cover Sheet – Boxes fully completed i.e., Name, ID, Y

Word Count etc.

Completed Checklist Y

Ethics Approval Confirmation Email - automated email – see Y

example below on Page 13

Statement of Authenticity Y

Abstract Y

Acknowledgements Y

Table of Contents Y

List of Graphs, Illustrations, Tables etc Y

Appendix 1 – Table(s) / Figures (i.e., if more than a page) Y

Appendix 2 – Questionnaire template – if used N

Appendix 3 – Interview questions – if used Y

Appendix 4 – Data Collection Sheet/Protocol Y

This checklist must be included within the dissertation and placed directly

behind the front cover sheet. If you are unsure about any of the required

documents, please consult with your supervisor for guidance.

39
Appendix 2: Ethics Approval Email
This is a sample of an ethical approval email which you will receive once the local research ethics
coordinator has approved your dissertation research.

If you are not in receipt of such an email, then you have not received ethical approval, whether for
a secondary or primary dissertation, and you are not permitted to submit your dissertation.

Contact your Supervisor as a matter of urgency if you plan to submit and have not received
ethical approval.

This must be placed in the front of the dissertation directly behind the ‘Dissertation Checklist’.

40
Appendix 3: Statement of Originality and Authenticity

LEEDS BUSINESS SCHOOL

Postgraduate Scheme:

Programme/Course:

Statement of Originality and Authenticity

This dissertation is an original and authentic piece of work by me. I have fully acknowledged and
referenced all material incorporated form secondary sources. It has not, in whole or part, been
presented elsewhere for assessment.

I have read the Examination Regulations and I am aware of the potential consequences of any breach
of them.

Signature:

Name:

Date:

41
Appendix 4: Dissertation Submission Cover Sheet

POSTGRADUATE DISSERTATION –
<TITLE>

Student ID: <Student ID>

Name: <Full Name>
Course: <Course>
Supervisor: <Supervisor>
Word Count: <Word Count>
Date submitted: <Date/Month/Year>
42
Appendix 5: Data Collection Sheet/Protocol
This must be included in the dissertation with full details, as required below.

Name: ID:
Course: Supervisor:
All the methods and modes employed within your dissertation study must be listed here,
completing each criteria (examples are provided for clarification).
Data Collection Mode: ☐ Primary Data ☐ Secondary Data
Quantitative Methods
Method Mode & Date Participants How Sample File
Platform Collected (as per accessed? size and format
ethics Response available
form) Rate in.
E.g. Online, 20 August Staff in Via the Sent to 80, Excel File
Questionnaire Google 2020 marketing Head of RR 45
Forms Dept Marketing

Qualitative Methods
Method Mode & Date Participants How Sample File
Platform Collected (as per accessed? size and format
ethics Response available
form) Rate in.
E.g. One to MS Teams 2 August Head of Company 1 sample, Audio
one interview online 2020 Marketing email if 1 RR MP4 &
(HoM) Dept HoM transcript

43
Appendix 6: Learning Statement Template

The Learning Statement (5%) seeks to assess enabling skills, higher-order skills, connectivity, and
ethical emphasis. These relate to Learning Outcome 5 of the module as stated below:

‘Produce a Dissertation Learning Statement as a form of reflective practice intended to instil a greater level of
self-awareness about the nature and impact of their work on the module, to consider how their knowledge,
skills and attributes were used and deployed on the module, and how this might link to future professional
development’.

Guidance notes:

• Your Learning Statement should be approximately 500 words. We advise you to break this
down to around 100 words per section (as indicated in the template below)

• Please insert your completed Learning Statement (using this template) as an Appendix to
your Dissertation Thesis.

Leeds Beckett University, Leeds Business School, Postgraduate Dissertation

LEARNING STATEMENT

Name: Course:
1. Approach to the research (incl. ethical emphasis)
(approx. 100 words)

2. Achieved learning
(approx. 100 words)

3. Views and feelings towards the Dissertation

(approx. 100 words)

4. Practical and/or ethical issues/problems encountered and how resolved

(approx. 100 words)

5. Reasoned perception of the present and future value of the

Dissertation
(approx. 100 words)

44