Project #196040 - Write a Research Proposal

Business Tutors

Subject Business
Due By (Pacific Time) 08/12/2017 12:00 am

Write a Research Proposal - Submit Files

 
 
 
Turnitin OriginalityCheck enabled
 

Use your outline to develop a full research proposal on your selected project procurement research topic. Incorporate instructor feedback from the Week 7 literature review assignment to update that section. Your problem statement should reflect a real-life problem with project procurement management practice, as documented by your literature review. The intended purpose of your research should address the stated problem and result in suggestions for improvements to project procurement management research and practice. Your research proposal should reflect proper alignment between the different elements and you should incorporate a specific context (organization, type of organization, or project), as well as participant profiles (project managers, senior leaders, etc.).

Length: 10-12 pages.

Support your paper with at least seven scholarly resources. In addition to these specified resources, other appropriate scholarly resources, including older articles, may be included.

Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to Northcentral University's Academic Integrity Policy.

Upload your document and click the Submit to Dropbox button.

Signature Assignment Rubric

The following is the criteria used to grade this signature assignment.

 

Rubric Name: PLO_DBA_1_DevBusMethodsConcepts

Learning Objective PM7000_CLO_4
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Identify business methods, concepts, and theories.

The student selects and repeats knowledge from one or more sources with no analysis, explanation, or original thought.

Discuss business methods, concepts, and theories.

The student selects, repeats, and explains knowledge from one or more sources. Examples and explanations are the student’s own creation and show a basic understanding of the information presented.

Apply business methods, concepts, and theories.

The student uses knowledge in a methodical and formulated manner. Conclusions reached result only from the deliberate and obvious application of knowledge using common tools or procedures.

Analyze business methods, concepts, and theories.

The student reviews the knowledge and results for their value in the particular situation.

Evaluate business methods, concepts, and theories

The student critically evaluates the knowledge, practices, methods, concepts, and results. An ideal end state is visualized and a clear path is presented to achieve that end state. Information and knowledge are critically selected for their value in achieving the end state.

Develop business methods and concepts based on practical application of current theories.

The student seamlessly synthesizes and applies the works of others to formulate new problem statements, knowledge, practices, or conclusions. The problem might not be solved, but the student’s contribution shows a clear path to getting there.

Overall Score
               

Rubric Name: PLO_PHDBA_1_DevelopBUSKnowledge

Learning Objective PM7000_CLO_4
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Identify business knowledge, concepts, and theories.

The student selects and repeats knowledge from one or more sources with no analysis, explanation, or original thought.

Explain business knowledge, concepts, and theories.

The student selects, repeats, and explains knowledge from one or more sources. Examples and explanations are the student’s own creation and show a basic understanding of the information presented.

Apply business knowledge, concepts, and theories.

The student uses knowledge in a methodical and formulated manner. Conclusions reached result only from the deliberate and obvious application of knowledge using common tools or procedures.

Analyze business knowledge, concepts, and theories.

The student reviews the knowledge and results for their value in the particular situation.

Evaluate business knowledge, concepts, and theories

The student critically evaluates the knowledge and results. An ideal end state is visualized and a clear path is presented to achieve that end state. Information and knowledge are critically selected for their value in achieving the end state.

Develop business knowledge based on a synthesis of current theory.

The student seamlessly synthesizes the works of others to formulate new problem statements, knowledge, or conclusions. The problem might not be solved, but the student’s contribution shows a clear path to getting there.

Overall Score
               

Rubric Name: PLO_PHDBA_2_CommunicateDiverseAudiences

Learning Objective PM7000_CLO_4
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Communicate ideas associated with business.

The student communicates in a format or style that is not appropriate for the audience or occasion. Information is accurate and relevant to the situation. Information is repeated and contains no elaboration or explanation.

Explain ideas associated with business.

The student communicates in a format or style that is somewhat appropriate for the audience and occasion. Information is accurate and relevant to the situation. The student includes examples and explanations that go beyond merely repeating information.

Communicate with various audiences about various topics in business.

The student applies best practices for communicating with a prescribed audience at a prescribed occasion. Information is accurate and relevant to the situation.

Communicate with diverse audiences about theories, applications, and perspectives related to business with some room for improvement.

The student determines the best mode of communication and artifacts such as images, diagrams, and written words to match the purpose, occasion, and audience. Information is well-presented and shows deep understanding. There is some room for improvement in clarity or delivery.

Communicate with diverse audiences about theories, applications, and perspectives related to business.

The student demonstrates competency at the previous level with little to no room for improvement. The audience is effectively persuaded by the arguments presented.

Uniquely communicate—in media appropriate to purpose, occasion, and audience—ideas and arguments associated with business issues

The student presents information in a unique or novel way that greatly improves the audience’s understanding. Most audiences would be thoroughly persuaded by the unique or novel presentation of information.

Overall Score
               

Rubric Name: PLO_PHDBA_4_EvaluateGlobalEnvironment

Learning Objective PM7000_CLO_4
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Describe the relationship between the global environment and business decisions

The student repeats the assessments of others. Little to no analysis is made. Facts are stated clearly without integration or elaboration. Measurements and data, if used, are accurate and represent an understanding of the requirements for evaluating global challenges and opportunities.

Explain the relationship between the global environment and business decisions

The student re-states others’ assessments in his or her own words and includes evidence to illustrate conclusions. Facts are stated clearly with some elaboration. Measurements and data, if used, are accurate and relevant.

Determine the relationship between the global environment and business decisions

The student follows predefined steps for making globally-reaching decisions. Processes are obvious or commonly expected for the situation. Analysis is limited to predetermined conclusions based on well-defined guidelines.

Analyze the relationship between the global environment and business decisions.

Analysis of data, procedures, and evidence used are not obvious. Evidence from multiple sources is incorporated to deliver a clear composite picture of the impact of decisions on the global environment. Conclusions result primarily from the student’s own reasoning and analysis.

Evaluate the relationship between the global environment and business decisions

A clear evaluation of the potential impact of business decisions is made. The student explains how these things could potentially impact the specific global business situation being examined.

Plan strategies for implementing business decisions that exploit the global business environment.

Plans or strategies are formulated that will help implement globally-reaching business decisions. These plans are supported by evidence from the evaluation and commonly accepted best practices.

Overall Score
               

Rubric Name: PLO_PHDBA_5_FormulateSolutionsResearch

Learning Objective PM7000_CLO_4
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

List possible business or research solutions.

Solutions are rudimentary and obvious for the general situation. The student re-states solutions and their benefits from others’ work.

Explain possible business or research solutions.

Solutions are rudimentary and obvious for the general situation. The student explains the pros and cons of the solutions in a general sense without necessarily applying them to the specific situation or set of facts.

Determine possible business or research solutions.

Solutions and their potential benefits are well-explained. One of more possible solutions are proposed. Selected solutions are appropriate for the situation and represent solid understanding of the facts and nuances of the proposals.

Assess possible business or research solutions.

Solutions are very well suited to the situation. A thorough analysis is made on all possible solutions and each is weighed carefully against the others. The selected solution or possibilities are among the best that could be chosen for the situation from the usual possibilities.

Evaluate possible business s or research solutions.

Explanation of the selected solution is effective and persuasive. The situation’s current state is evaluated and an explanation of next steps for implementing the solution is presented.

Formulate solutions to problems identified in extant business research.

Competency at the prior level is demonstrated along with a novel or unique solution that synthesizes knowledge from many different areas and/or original research.

Overall Score
               

Rubric Name: ILO_2_D_WrittenCommunication

Learning Objective ILO_2_D_WrittenCommunication
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines ideas associated with topic.

The student writes in a format or style that is clear and in a somewhat logical order.

The central message is very basic, likely repeated from a resource(s).

Information is repeated and contains no elaboration or explanation.

The language used is somewhat informal and vague at times.

Explains ideas associated with topic.

The student writes in a format or style that is clear and in a mostly logical order.

The central message is understandable.

The student includes examples and explanations that go beyond merely repeating information.

Language is appropriate for the audience or occasion, but there is room for improvement.

Applies ideas associated with topic.

The student writes in a format or style that is clear and in a logical order.

The central message is clear and understandable.

The student includes examples to show how the information is applied to the topic or situation.

Language is appropriate for the audience or occasion, including thoughtful use of language choices. There is some room for improvement in clarity or delivery.

Examines ideas associated with topic.

The student consistently writes in a format or style that is clear and in a logical order.

The central message is clear, understandable, and aligns with supporting material.

The student analyzes the information related topic or situation.

Language used is appropriate for the audience or occasion and shows deep understanding.

Critiques ideas associated with topic.

The student consistently writes in a format or style that is skillful, clear, and in a logical order.

The central message is clear, understandable, including that of opposing views.

The student includes examples and information to defend a certain position.

Language used is appropriate for the audience or occasion and is persuasive.

Produces ideas associated with topic.

The student writes in a format or style that is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

The central message is compelling, precisely stated, and strongly supported.

Language used is appropriate for the audience or occasion, compelling, and enhances the effectiveness of the presentation.

Overall Score
               

Rubric Name: ILO_4_D_CriticalThinking

Learning Objective ILO_4_D_CriticalThinking
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines issue/problem to be considered in authentic context.

Issue/problem to be considered is simply stated without clarification or description of context.

Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts and own/others’ assumptions are taken as fact, without question.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

 

Explains issue/problem to be considered in authentic context.

Issue/problem to be considered is stated but context description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.

Viewpoints of experts and own/others’ assumptions are taken as mostly fact, with little questioning.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Ascertainsissue/problem to be considered in authentic context.

Issue/problem to be considered is stated, described, and clarified so that context understanding is not seriously impeded by omissions.

Information is taken from source(s) with enough interpretation/evaluation to allow for application.

Viewpoints of experts and own/others’ assumptions are subject to questioning.

Conclusion is logically tied to information and most related outcomes (consequences and implications) are identified clearly.

Analyzesissue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and described comprehensively, delivering relevant information necessary for full understanding of context.

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis.

Viewpoints of experts and own/others’ assumptions are questioned relatively thoroughly.

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Evaluate issue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for full understanding of all sides/perspectives of the issue/problem.

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis comparing and contrasting viewpoints of experts and own/others’ assumptions.

Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Specifyissue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for deducing possible solutions to issue/problem.

Information is taken from source(s) with thorough interpretation/
evaluation to develop a comprehensive synthesis of experts’ viewpoints and own/others’ assumptions, in order to infer next steps.

Conclusions are logically tied to a range of information, including a synthesis of viewpoints and assumptions, in order to produce clear outcomes (consequences and implications).

Overall Score
               

Rubric Name: ILO_5_D_InformationLiteracy

Learning Objective ILO_5_D_InformationLiteracy
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Identifiesinformation/resources needed.

Minimal and obvious information sources are selected that contain the exact terms in the research question.

Chooses a few information sources. Some sources have questionable credibility.

Student uses mostly quotes; uses information in ways that are repetitive of the original context; and sometimes demonstrates a lack of understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Summarizesinformation/resources needed.

Types of information sources selected mostly relate to concepts or answer research question, but unrelated information is also provided or more sources are needed.

Chooses the minimum information sources required. Selects sources using limited criteria (such as relevance to the research question); credibility of some sources is questionable.

Student sometimes incorrectly uses citations and references; mostly uses summary, or quoting; uses information in ways that are somewhat repetitive of the original context; and mostly demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Usesinformation/resources needed.

Types of information sources selected shows student can ascertain resources related to concepts and/or needed to answer a research question, but work would benefit from more sources.

Chooses a variety of information sources.
Selects sources using basic criteria (such as credibility, relevance to the research question, and currency).

Student correctly uses citations and references with only minor mistakes; uses some paraphrasing followed by summary or quoting; uses information in ways that are true to original context; and demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Examinesinformation/resources needed.

Types of information sources selected shows student is able to apprise resources related to concepts and/or needed to answer a research question.

Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources using multiple criteria (such as credibility, relevance to the research question, currency, and
authority).

Student correctly uses citations and references; uses summary and paraphrasing, with some quoting; uses information in ways that allow for analysis of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Critiquesinformation/resources needed.

Types of information sources purposefully selected to represent multiple views directly related to concepts and/or needed to answer a research question from various perspectives.

Chooses a variety of information sources appropriate to the scope and discipline of the research question that represent multiple points of view. Evaluates sources using multiple criteria (such as credibility, relevance to the research question, currency, authority, and points of view). 

Student correctly uses citations and references; uses paraphrasing, followed by summary, and minimal quoting; uses information in ways that allow for evaluation of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Producesinformation/resources needed.

Types of information sources selected from exhaustive search that directly relate to concepts or answer research question, as well as sources that prepare deduction of next steps.

Chooses a variety of information sources appropriate to the scope and discipline of the research question as well as resources to support next steps. Selects sources after considering the importance (to the researched topic) of the multiple criteria used (such as credibility, relevance to the research question, currency, authority, audience, and bias or point of view).

Student correctly uses citations and references in practically all instances; uses mostly paraphrasing or summary; uses information in ways that build upon the original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Overall Score
               

Rubric Name: ILO_6_D_ResearchSkills

Learning Objective ILO_6_D_ResearchSkills
 
 
   
 
 
Learning_Outcome

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlinesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are merely listed.

Student is able to identify pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment issues are present.

Summarizesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are described.

Student is able to articulate pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment is missing at times.

Providesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are provided.

Student is able to ascertain pertinent topics/discussions to be included in final graduate culminating experience, but alignment could be clearer.

Examinesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are explored.

Student is able to document pertinent topics to be included in final graduate culminating experience, and all elements of project/product are aligned.

Critiquesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are evaluated.

Student is able to support pertinent topics to be included in final graduate culminating experience, and alignment is clear.

Synthesizesresearch/practice problem and scholarly literature in order to construct novel insights or generate new knowledge.

Theories and paradigms related to research problem or area of practice are integrated.

Student is able to incorporate pertinent topics to be included in final graduate culminating experience, and alignment is clearly depicted throughout.

Overall Score

TutorRating
pallavi

out of 1971 reviews
amosmm

out of 766 reviews
PhyzKyd

out of 1164 reviews
rajdeep77

out of 721 reviews
sctys

out of 1600 reviews
sharadgreen

out of 770 reviews
topnotcher

out of 766 reviews
XXXIAO

out of 680 reviews