ThesisProject Guidelines for Graduate Students Acknowle.docx

Thesis/Project Guidelines for Graduate Students Acknowledgement: This guide is an abbreviated and heavily edited version of the MS Thesis Guidelines at the New Castle University in England. 1 Overview These guidelines are intended to help you in the thesis/project process. Given that a thesis/project is an individual piece of work there is no intention unduly to restrict you in your approach. This document presents guidelines to support your work, therefore, and is not a set of absolute rules or procedures to which you must adhere. You will talk in more detail about your own project with your thesis/project supervisor. In general, thesis/projects vary in style and approach according to your program of study. The following represent some core principles that differentiate a thesis from a practical project: · Thesis: You undertake a thorough review of literature and of current knowledge and test the theoretical base for your work in some way in some practical situation. You typically present some hypothesis and test them for validity through some hands-on experiments, surveys or other instruments. The objective is to help the research community. · Practical Project: You undertake a thorough investigation of a topic (e.g., use of mobile devices in healthcare) and develop deep understanding of the practical aspects and real life applications/implications of the field. You may develop prototypes or insightful reports that are of value to practitioners. The objective is to help the practitioner community. The primary goal of the thesis/project is to allow you to enrich your knowledge and integrate your academic study with the analysis of related practical or theoretical work. The results produced should be publishable in a conference paper after minor additional work. This is not a requirement, just a desirable goal. 2 Assessment Criteria 2.1. The scope of assessment Ideally, your thesis/project should reflect: · A clear statement of the problem you have chosen to investigate · A thorough reading of the relevant literature (practical or theoretical) · Appropriate selection of a study approach · An ability to synthesise various perspectives · A good grasp of the theoretical and/or practical issues · An ability to evaluate evidence, drawing appropriate conclusions and acknowledging ambiguity; · Clarity of presentation · A fluent style 2.2 How your work is Assessed The thesis/project will be assessed by your advisor and other relevant experts as determined. 2.3 Presentation and format Length: The Thesis/project should be between 10,000 to 12,000 words (it should not exceed 12,000 words), not including references and appendices. You must submit an electronic copy of your work in PDF format. There are no firm specific rules for content and presentation. However, thesis/projects will normally comprise: · A Title Page (this is essential): including the title of the thesis/project, your name and degree course, ...

Thesis/Project Guidelines
for Graduate Students
Acknowledgement: This guide is an abbreviated and heavily
edited version of the MS Thesis Guidelines at the New Castle
University in England.
1 Overview
These guidelines are intended to help you in the thesis/project
process. Given that a thesis/project is an individual piece of
work there is no intention unduly to restrict you in your
approach. This document presents guidelines to support your
work, therefore, and is not a set of absolute rules or procedures
to which you must adhere. You will talk in more detail about
your own project with your thesis/project supervisor.
In general, thesis/projects vary in style and approach according
to your program of study. The following represent some core
principles that differentiate a thesis from a practical project:
· Thesis: You undertake a thorough review of literature and of
current knowledge and test the theoretical base for your work in
some way in some practical situation. You typically present
some hypothesis and test them for validity through some hands-
on experiments, surveys or other instruments. The objective is
to help the research community.
· Practical Project: You undertake a thorough investigation of a
topic (e.g., use of mobile devices in healthcare) and develop
deep understanding of the practical aspects and real life
applications/implications of the field. You may develop
prototypes or insightful reports that are of value to
practitioners. The objective is to help the practitioner
community.
The primary goal of the thesis/project is to allow you to enrich
your knowledge and integrate your academic study with the
analysis of related practical or theoretical work. The results
produced should be publishable in a conference paper after
minor additional work. This is not a requirement, just a
desirable goal.
2 Assessment Criteria
2.1. The scope of assessment
Ideally, your thesis/project should reflect:
· A clear statement of the problem you have chosen to
investigate
· A thorough reading of the relevant literature (practical or
theoretical)
· Appropriate selection of a study approach
· An ability to synthesise various perspectives
· A good grasp of the theoretical and/or practical issues
· An ability to evaluate evidence, drawing appropriate
conclusions and acknowledging ambiguity;
· Clarity of presentation
· A fluent style
2.2 How your work is Assessed
The thesis/project will be assessed by your advisor and other
relevant experts as determined.
2.3 Presentation and format
Length: The Thesis/project should be between 10,000 to 12,000
words (it should not exceed 12,000 words), not including
references and appendices.
You must submit an electronic copy of your work in PDF
format.
There are no firm specific rules for content and presentation.
However, thesis/projects will normally comprise:
· A Title Page (this is essential): including the title of the
thesis/project, your name and degree course, and the institution
awarding the degree. The title should be succinct yet clearly
specify the content of the report. This should be brief (thirty
words is normally the maximum length). It should be agreed and
finalised as part of the final draft. It may be different from the
original working title.
· An Abstract (essential): stating briefly the mode of enquiry
and any conclusions reached. This should be brief, certainly no
more than one page in length.
· A Contents Page –
· A Preface: acknowledging any help, advice or support –
especially from people outside the School – and mentioning any
specific difficulties encountered in carrying out the project
which may have detracted from the outcome.
· An Introduction (essential): the purpose of this chapter is to
introduce and contextualize the study. This means that the
significance or importance of the topic is set out. If there is no
apparent importance to the study to any external reader, the
topic may not be appropriate. This can best be done by
positioning the thesis/project in relation to other work that
hasbeen published, whether in agreement with that work or
otherwise. This Introduction should also discuss the questions
your thesis/project addresses. This section should also tell the
reader how the topic will be unfolded and the order of
forthcoming material.
· Literature Review: Depends on Project or Theses. Discussed
in Proposal
· Method (Aproach Used): Depends on Thesis or Project.
Discussed in Proposal
· Results or findings: these should be clearly presented. Avoid
over- burdening the reader with masses of data: produce
summaries of the main findings Where statistical procedures
are employed, these should be described. You should include
samples of data, calculations and computer printouts in the
appendices (appendices do not contribute to the word count).
· Discussion: this should summarise your findings, and indicate
their implications for your questions. The discussion functions
as an appraisal and criticism of your work, in relation to the
issues and hypotheses raised in the introduction. It should not
simply repeat chunks from your introduction or findings. In
some cases, discussion is included in the Results section.
· Conclusion(essential): a brief statement of any conclusions
you have reached as a result of your work. What do you want
the reader to know as a result of having read your
thesis/project? If you have developed any strong personal
opinions about the subject which seem appropriate to relate, this
is the place where such content is appropriate.
· References: a complete list, properly set out, with all relevant
details. All references cited in the text should be included here -
and vice versa.
· Appendices: if appropriate. As a general rule, if figures,
tables, charts or quotes are less than a full page and can be
conveniently included in the text, you will want to do so, since
reference to appendices is awkward for the reader. All such
material, in the text or at the end, should be titled and
sequentially numbered. Appendices are intended to support and
provide additional, substantiating information for your work,
not as a ‘dumping ground’ for anything that you couldn’t get
into the main text because of word count restrictions.
2.4 General points
Writing Style: The level of writing must be appropriate to the
level of your degree. Specifically, you should pay attention to
correct spelling, grammar, punctuation, sentence structure and
clarity of style. It is your responsibility to edit the text for
typing and grammatical errors.
Page Layout: Pages should be numbered, starting with and
including the title page.
Margins: Please leave sufficient margins to allow for binding.
Tables and charts: should be numbered in sequence by chapter,
e.g. Table 3.1 is the first table in Chapter 3. Each figure should
be accompanied by a descriptive title which completely explains
the contents of the figure.
Final Note: Plagiarism
· The intellectual work of others that is being summarised in the
thesis/project must be attributed to its source. This includes
material you yourself have published or submitted for
assessment here or elsewhere.
· It is also plagiarism if you copy the work of another student.
In that case both the plagiariser and the student who allows
their work to be copied will be disciplined.
· When writing thesis/projects and essays, it is not sufficient to
just indicate that you have used other people's work by citing
them in your list of references at the end. It is also not
sufficient to just put "(Bloggs 1992)" at the end of a paragraph
where you have copied someone else’s words. It is essential that
the paragraph itself be IN YOUR OWN WORDS.
· The only exception to this is if you are quoting a source. In
that case you must put the quotation in quotation marks and cite
the source, including page reference, immediately afterwards.
If the quotation is longer than a sentence, you should indent and
set off the whole passage; when the quotation is indented in this
way it is not necessary to use quotation marks, but, as always,
the author, date, and page number should be cited.
· It is assumed that all ideas, opinions, conclusions, specific
wording, quotations, conceptual structure and data, whether
reproduced exactly or in paraphrase, which are not referenced to
another source, is the work of the student on this thesis/project.
If this is not the case, an act of plagiarism may have occurred,
which is cause for disciplinary action at the programme or
University level.
Page 3 of 6
RUBRIC FOR TEAM PROJECT 1 2
Excellent
Above average
Average
Below Average
Strategic Leadership
The group was able to show all the ways the company created or
will create competitive advantage through the effective
management of the strategy-making process. All claims were
backed with scholarly evidences
The group was able to show most of the ways the company
created or will create competitive advantage through the
effective management of the strategy-making process. Most
claims were backed with scholarly evidences
The group was able to show some of the ways the company
created or will create competitive advantage through the
effective management of the strategy-making process. Some of
the claims were backed with scholarly evidences
The group was not able to show most of the ways the company
created or will create competitive advantage through the
effective management of the strategy making process. Numerous
claims made in the paper were not backed by scholarly
evidences
Company’s Business Model
All the ways the company selects, acquires, and keeps its
customers; defines and differentiates its product offerings;
creates values for its customers; produces goods and services
and delivers to the market; lowers costs and organizes its
resources and activities; achieves and sustains high
profitability; were all given. All claims were backed with
scholarly evidences
Most of the ways the company selects, acquires, and keeps its
customers; defines and differentiates its product offerings;
creates values for its customers; produces goods and services
and delivers to the market; lowers costs and organizes its
resources and activities; achieves and sustains high
profitability; were given. Most of the claims were backed with
scholarly evidences
Some of the ways the company selects, acquires, and keeps its
customers; defines and differentiates its product offerings;
creates values for its customers; produces goods and services
and delivers to the market; lowers costs and organizes its
resources and activities; achieves and sustains high
profitability; were given. Some of the claims were backed with
scholarly evidences
Most of the ways the company selects, acquires, and keeps its
customers; defines and differentiates its product offerings;
creates values for its customers; produces goods and services
and delivers to the market; lowers costs and organizes its
resources and activities; achieves and sustains high
profitability; were not given. Most of the claims were not
backed with scholarly evidences
SWOT Analysis
All the elements of the SWOT analysis: strengths, weaknesses,
opportunities, and threats of the company were properly
explained, and backed with scholarly evidences.
Most of the elements of the SWOT analysis: strengths,
weaknesses, opportunities, and threats of the company were
properly explained, and most were backed with scholarly
evidences.
Some of the elements of the SWOT analysis: strengths,
weaknesses, opportunities, and threats of the company were
properly explained, and some were backed with scholarly
evidences.
Most of the elements of the SWOT analysis: strengths,
weaknesses, opportunities, and threats of the company were not
properly explained, and most were not backed with scholarly
evidences.
Development of Competencies
The group gave all the firm-specific strength that allowed the
company to differentiate its products and/or achieve lower costs
than its rivals. They were able to show all the resources and the
capabilities. All claims were supported by scholarly evidences.
The group gave most of the firm-specific strength that allowed
the company to differentiate its products and/or achieve lower
costs than its rivals. The group showed most of the resources
and the capabilities. Most claims were supported by scholarly
evidences.
The group gave some of the firm-specific strength that allowed
the company to differentiate its products and/or achieve lower
costs than its rivals. The group showed some of the resources
and the capabilities. Some claims were supported by scholarly
evidences.
The group could not give firm-specific strengths, which allowed
the company to differentiate its products and/or achieve lower
costs than its rivals. The group could not identify the resources
and the capabilities. Most claims were not supported by
scholarly evidences.
Competitive Advantage
The group showed how this company’s profitability is greater
than the average profitability of firms in its industry. All claims
were supported by scholarly evidences
The group showed how this company’s profitability is greater
than the average profitability of firms in its industry. Most
claims were supported by scholarly evidences
The group showed how this company’s profitability is greater
than the average profitability of firms in its industry. Some
claims were supported by scholarly evidences
The group did not show how this company’s profitability is
greater than the average profitability of firms in its industry.
Most claims were not supported by scholarly evidences
Competitive Advantage at Functional Level
The group showed all the strategies, at the functional level, that
led to competitive advantage: superior efficiency, quality,
innovation, and customer responsiveness. All claims were
supported by scholarly evidences.
The group showed most of the strategies, at the functional level,
that led to competitive advantage: superior efficiency, quality,
innovation, and customer responsiveness. Most claims were
supported by scholarly evidences.
The group showed some of the strategies, at the functional
level, that led to competitive advantage: superior efficiency,
quality, innovation, and customer responsiveness. Some of the
claims were supported by scholarly evidences.
The group did not show some of the strategies, at the functional
level, that led to competitive advantage: superior efficiency,
quality, innovation, and customer responsiveness. Most of the
claims were not supported by scholarly evidences.
Competitive Advantage at Business level
The group identified and explained the overall competitive
theme of the company. They showed all the differentiation,
innovation, and cost strategies that the company employed so
that it can have superior profitability over other companies in
the industry.
The group identified and explained the overall competitive
theme of the company. They showed most of the differentiation,
innovation, and cost strategies that the company employed so
that it can have superior profitability over other companies in
the industry.
The group identified and explained the overall competitive
theme of the company. They showed some of the differentiation,
innovation, and cost strategies that the company employed so
that it can have superior profitability over other companies in
the industry.
The group could not identify and explain the overall
competitive theme of the company. They could not show most
of the differentiation, innovation, and cost strategies that the
company employed so that it can have superior profitability
over other companies in the industry.
Strategy at Industry Level
The group identified the different phases of an industry, the
phase of the industry the company was operating in, and showed
all the strategies that the company employed. Claims were all
supported by scholarly evidences
The group identified most phases of an industry, the phase of
the industry the company was operating in, and showed most of
the strategies that the company employed. Most claims were
supported by scholarly evidences
The group identified some phases of an industry, the phase of
the industry the company was operating in, and showed some of
the strategies that the company employed. Some of the claims
were supported by scholarly evidences
Industry phases were not identified, and the group could not
identify the phase of the industry in which the company
operates. Most claims were not backed with scholarly
evidences.
Application of Michael Porter’s Model to the Company
All Michael Porter’s 5 Forces were identified, and applied to
the company. Claims were backed with scholarly evidences.
Most of Michael Porter’s Forces were identified, and applied to
the company. Most claims were backed with scholarly
evidences.
Some of Michael Porter’s Forces were identified, and applied to
the company. Some of the claims were backed with scholarly
evidences.
Most of Michael Porters Forces were not identified, and most
were not applied to the company. Numerous claims had no
scholarly backing.
APA Style of Writing
The APA style was followed without mistakes. Both in-text
citations and reference list matched and had no mistakes.
The APA style was mostly followed with very few mistakes.
Both in-text citations and reference list matched and had no
mistakes.
The APA style was somewhat followed with some mistakes.
Both in-text citations and reference list matched and had no
mistakes.
The APA style of writing was ignored. There were numerous
mistakes. In-text citations did not match the reference list
given.
ThesisProject Guidelines for Graduate Students Acknowle.docx

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ThesisProject Guidelines for Graduate Students Acknowle.docx

  • 1. Thesis/Project Guidelines for Graduate Students Acknowledgement: This guide is an abbreviated and heavily edited version of the MS Thesis Guidelines at the New Castle University in England. 1 Overview These guidelines are intended to help you in the thesis/project process. Given that a thesis/project is an individual piece of work there is no intention unduly to restrict you in your approach. This document presents guidelines to support your work, therefore, and is not a set of absolute rules or procedures to which you must adhere. You will talk in more detail about your own project with your thesis/project supervisor. In general, thesis/projects vary in style and approach according to your program of study. The following represent some core principles that differentiate a thesis from a practical project: · Thesis: You undertake a thorough review of literature and of current knowledge and test the theoretical base for your work in some way in some practical situation. You typically present some hypothesis and test them for validity through some hands- on experiments, surveys or other instruments. The objective is to help the research community. · Practical Project: You undertake a thorough investigation of a topic (e.g., use of mobile devices in healthcare) and develop deep understanding of the practical aspects and real life applications/implications of the field. You may develop prototypes or insightful reports that are of value to practitioners. The objective is to help the practitioner
  • 2. community. The primary goal of the thesis/project is to allow you to enrich your knowledge and integrate your academic study with the analysis of related practical or theoretical work. The results produced should be publishable in a conference paper after minor additional work. This is not a requirement, just a desirable goal. 2 Assessment Criteria 2.1. The scope of assessment Ideally, your thesis/project should reflect: · A clear statement of the problem you have chosen to investigate · A thorough reading of the relevant literature (practical or theoretical) · Appropriate selection of a study approach · An ability to synthesise various perspectives · A good grasp of the theoretical and/or practical issues · An ability to evaluate evidence, drawing appropriate conclusions and acknowledging ambiguity; · Clarity of presentation · A fluent style 2.2 How your work is Assessed The thesis/project will be assessed by your advisor and other relevant experts as determined.
  • 3. 2.3 Presentation and format Length: The Thesis/project should be between 10,000 to 12,000 words (it should not exceed 12,000 words), not including references and appendices. You must submit an electronic copy of your work in PDF format. There are no firm specific rules for content and presentation. However, thesis/projects will normally comprise: · A Title Page (this is essential): including the title of the thesis/project, your name and degree course, and the institution awarding the degree. The title should be succinct yet clearly specify the content of the report. This should be brief (thirty words is normally the maximum length). It should be agreed and finalised as part of the final draft. It may be different from the original working title. · An Abstract (essential): stating briefly the mode of enquiry and any conclusions reached. This should be brief, certainly no more than one page in length. · A Contents Page – · A Preface: acknowledging any help, advice or support – especially from people outside the School – and mentioning any specific difficulties encountered in carrying out the project which may have detracted from the outcome. · An Introduction (essential): the purpose of this chapter is to introduce and contextualize the study. This means that the significance or importance of the topic is set out. If there is no apparent importance to the study to any external reader, the topic may not be appropriate. This can best be done by
  • 4. positioning the thesis/project in relation to other work that hasbeen published, whether in agreement with that work or otherwise. This Introduction should also discuss the questions your thesis/project addresses. This section should also tell the reader how the topic will be unfolded and the order of forthcoming material. · Literature Review: Depends on Project or Theses. Discussed in Proposal · Method (Aproach Used): Depends on Thesis or Project. Discussed in Proposal · Results or findings: these should be clearly presented. Avoid over- burdening the reader with masses of data: produce summaries of the main findings Where statistical procedures are employed, these should be described. You should include samples of data, calculations and computer printouts in the appendices (appendices do not contribute to the word count). · Discussion: this should summarise your findings, and indicate their implications for your questions. The discussion functions as an appraisal and criticism of your work, in relation to the issues and hypotheses raised in the introduction. It should not simply repeat chunks from your introduction or findings. In some cases, discussion is included in the Results section. · Conclusion(essential): a brief statement of any conclusions you have reached as a result of your work. What do you want the reader to know as a result of having read your thesis/project? If you have developed any strong personal opinions about the subject which seem appropriate to relate, this is the place where such content is appropriate. · References: a complete list, properly set out, with all relevant details. All references cited in the text should be included here - and vice versa.
  • 5. · Appendices: if appropriate. As a general rule, if figures, tables, charts or quotes are less than a full page and can be conveniently included in the text, you will want to do so, since reference to appendices is awkward for the reader. All such material, in the text or at the end, should be titled and sequentially numbered. Appendices are intended to support and provide additional, substantiating information for your work, not as a ‘dumping ground’ for anything that you couldn’t get into the main text because of word count restrictions. 2.4 General points Writing Style: The level of writing must be appropriate to the level of your degree. Specifically, you should pay attention to correct spelling, grammar, punctuation, sentence structure and clarity of style. It is your responsibility to edit the text for typing and grammatical errors. Page Layout: Pages should be numbered, starting with and including the title page. Margins: Please leave sufficient margins to allow for binding. Tables and charts: should be numbered in sequence by chapter, e.g. Table 3.1 is the first table in Chapter 3. Each figure should be accompanied by a descriptive title which completely explains the contents of the figure. Final Note: Plagiarism · The intellectual work of others that is being summarised in the thesis/project must be attributed to its source. This includes material you yourself have published or submitted for assessment here or elsewhere. · It is also plagiarism if you copy the work of another student.
  • 6. In that case both the plagiariser and the student who allows their work to be copied will be disciplined. · When writing thesis/projects and essays, it is not sufficient to just indicate that you have used other people's work by citing them in your list of references at the end. It is also not sufficient to just put "(Bloggs 1992)" at the end of a paragraph where you have copied someone else’s words. It is essential that the paragraph itself be IN YOUR OWN WORDS. · The only exception to this is if you are quoting a source. In that case you must put the quotation in quotation marks and cite the source, including page reference, immediately afterwards. If the quotation is longer than a sentence, you should indent and set off the whole passage; when the quotation is indented in this way it is not necessary to use quotation marks, but, as always, the author, date, and page number should be cited. · It is assumed that all ideas, opinions, conclusions, specific wording, quotations, conceptual structure and data, whether reproduced exactly or in paraphrase, which are not referenced to another source, is the work of the student on this thesis/project. If this is not the case, an act of plagiarism may have occurred, which is cause for disciplinary action at the programme or University level. Page 3 of 6 RUBRIC FOR TEAM PROJECT 1 2 Excellent Above average Average
  • 7. Below Average Strategic Leadership The group was able to show all the ways the company created or will create competitive advantage through the effective management of the strategy-making process. All claims were backed with scholarly evidences The group was able to show most of the ways the company created or will create competitive advantage through the effective management of the strategy-making process. Most claims were backed with scholarly evidences The group was able to show some of the ways the company created or will create competitive advantage through the effective management of the strategy-making process. Some of the claims were backed with scholarly evidences The group was not able to show most of the ways the company created or will create competitive advantage through the effective management of the strategy making process. Numerous claims made in the paper were not backed by scholarly evidences Company’s Business Model All the ways the company selects, acquires, and keeps its customers; defines and differentiates its product offerings; creates values for its customers; produces goods and services and delivers to the market; lowers costs and organizes its resources and activities; achieves and sustains high profitability; were all given. All claims were backed with scholarly evidences Most of the ways the company selects, acquires, and keeps its customers; defines and differentiates its product offerings; creates values for its customers; produces goods and services and delivers to the market; lowers costs and organizes its resources and activities; achieves and sustains high profitability; were given. Most of the claims were backed with scholarly evidences Some of the ways the company selects, acquires, and keeps its customers; defines and differentiates its product offerings;
  • 8. creates values for its customers; produces goods and services and delivers to the market; lowers costs and organizes its resources and activities; achieves and sustains high profitability; were given. Some of the claims were backed with scholarly evidences Most of the ways the company selects, acquires, and keeps its customers; defines and differentiates its product offerings; creates values for its customers; produces goods and services and delivers to the market; lowers costs and organizes its resources and activities; achieves and sustains high profitability; were not given. Most of the claims were not backed with scholarly evidences SWOT Analysis All the elements of the SWOT analysis: strengths, weaknesses, opportunities, and threats of the company were properly explained, and backed with scholarly evidences. Most of the elements of the SWOT analysis: strengths, weaknesses, opportunities, and threats of the company were properly explained, and most were backed with scholarly evidences. Some of the elements of the SWOT analysis: strengths, weaknesses, opportunities, and threats of the company were properly explained, and some were backed with scholarly evidences. Most of the elements of the SWOT analysis: strengths, weaknesses, opportunities, and threats of the company were not properly explained, and most were not backed with scholarly evidences. Development of Competencies The group gave all the firm-specific strength that allowed the company to differentiate its products and/or achieve lower costs than its rivals. They were able to show all the resources and the capabilities. All claims were supported by scholarly evidences. The group gave most of the firm-specific strength that allowed the company to differentiate its products and/or achieve lower costs than its rivals. The group showed most of the resources
  • 9. and the capabilities. Most claims were supported by scholarly evidences. The group gave some of the firm-specific strength that allowed the company to differentiate its products and/or achieve lower costs than its rivals. The group showed some of the resources and the capabilities. Some claims were supported by scholarly evidences. The group could not give firm-specific strengths, which allowed the company to differentiate its products and/or achieve lower costs than its rivals. The group could not identify the resources and the capabilities. Most claims were not supported by scholarly evidences. Competitive Advantage The group showed how this company’s profitability is greater than the average profitability of firms in its industry. All claims were supported by scholarly evidences The group showed how this company’s profitability is greater than the average profitability of firms in its industry. Most claims were supported by scholarly evidences The group showed how this company’s profitability is greater than the average profitability of firms in its industry. Some claims were supported by scholarly evidences The group did not show how this company’s profitability is greater than the average profitability of firms in its industry. Most claims were not supported by scholarly evidences Competitive Advantage at Functional Level The group showed all the strategies, at the functional level, that led to competitive advantage: superior efficiency, quality, innovation, and customer responsiveness. All claims were supported by scholarly evidences. The group showed most of the strategies, at the functional level, that led to competitive advantage: superior efficiency, quality, innovation, and customer responsiveness. Most claims were supported by scholarly evidences. The group showed some of the strategies, at the functional level, that led to competitive advantage: superior efficiency,
  • 10. quality, innovation, and customer responsiveness. Some of the claims were supported by scholarly evidences. The group did not show some of the strategies, at the functional level, that led to competitive advantage: superior efficiency, quality, innovation, and customer responsiveness. Most of the claims were not supported by scholarly evidences. Competitive Advantage at Business level The group identified and explained the overall competitive theme of the company. They showed all the differentiation, innovation, and cost strategies that the company employed so that it can have superior profitability over other companies in the industry. The group identified and explained the overall competitive theme of the company. They showed most of the differentiation, innovation, and cost strategies that the company employed so that it can have superior profitability over other companies in the industry. The group identified and explained the overall competitive theme of the company. They showed some of the differentiation, innovation, and cost strategies that the company employed so that it can have superior profitability over other companies in the industry. The group could not identify and explain the overall competitive theme of the company. They could not show most of the differentiation, innovation, and cost strategies that the company employed so that it can have superior profitability over other companies in the industry. Strategy at Industry Level The group identified the different phases of an industry, the phase of the industry the company was operating in, and showed all the strategies that the company employed. Claims were all supported by scholarly evidences The group identified most phases of an industry, the phase of the industry the company was operating in, and showed most of the strategies that the company employed. Most claims were supported by scholarly evidences
  • 11. The group identified some phases of an industry, the phase of the industry the company was operating in, and showed some of the strategies that the company employed. Some of the claims were supported by scholarly evidences Industry phases were not identified, and the group could not identify the phase of the industry in which the company operates. Most claims were not backed with scholarly evidences. Application of Michael Porter’s Model to the Company All Michael Porter’s 5 Forces were identified, and applied to the company. Claims were backed with scholarly evidences. Most of Michael Porter’s Forces were identified, and applied to the company. Most claims were backed with scholarly evidences. Some of Michael Porter’s Forces were identified, and applied to the company. Some of the claims were backed with scholarly evidences. Most of Michael Porters Forces were not identified, and most were not applied to the company. Numerous claims had no scholarly backing. APA Style of Writing The APA style was followed without mistakes. Both in-text citations and reference list matched and had no mistakes. The APA style was mostly followed with very few mistakes. Both in-text citations and reference list matched and had no mistakes. The APA style was somewhat followed with some mistakes. Both in-text citations and reference list matched and had no mistakes. The APA style of writing was ignored. There were numerous mistakes. In-text citations did not match the reference list given.