Academic Writing

Writing is a skill that is required in many contexts throughout life. For instance, you can write an
email/letter to a friend, a blog about your latest trip that you took with your family or reflect on what
happened during the day in your personal diary. In these kind of inter/intra personal settings, the aim
may be communicate the events that have happened to someone close to you, or to a group of
likeminded people or even to your own self. As you can see, in these settings, it is acceptable to
deploy colloquialism or casual expressions. Let us consider this genre of writing as personal writing.

In contrast, academic writing intends to do many of the things personal writing does not.

Firstly, some kind of structure is required in academic writing, such as a beginning, middle and end.
The golden rule of communication- tell me what you are going to say; say it; tell me what you have
said must be followed at all times to ensure your work is regarded as good quality academic work.
Maintaining a proper structure not only makes your work look organized but also contributes to
developing structured thinking in the mind of the writer. Although this structure is largely derived
from essay writing, it is necessary that you adhere to these principles with an additional section-
discussion, between middle and the end for reports, critical reviews and other forms of academic
work. This section called ‘discussion’ provides the reader with information regarding your ability to
make sense of what you have read and comprehended; your ability to meaningfully critique and your
ability to engage the reader with your perspective on the chosen subject area.

A second difference between academic writing and other genres of writing is based on the need to
acknowledge published authors. This means if you make a judgement about something in academic
writing, it is expected that you will support your opinion by linking it to what a published author has
previously written about the issue. In fact this practice of citing the work of other published authors
is central to academic writing because it shows you have read the relevant literature, understood the
ideas and have integrated in your work various perspectives offered by others who have contributed
to the subject area on which you have done your academic work. It is recommended that you read the
latest edition of APA guideline (document available in the appendix) to understand the nuances of
academic referencing.

The third difference that you would witness in academic writing from that of writing in other genres
is the special attention given to spelling, grammar and style of writing. While it may be acceptable to

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use short forms and abbreviations in other genres of writing, it is unacceptable to use the same in
academic writing. It is also recommended that you use third person narrative in your academic work
unless you have a compelling reason to use the first person narrative. Although it is needless to say,
it is highly recommended that you put additional efforts in ensuring that the work you are submitting
has no spelling or grammatical errors. Error in grammar and spelling is considered highly
unacceptable in academic writing.

While you are in the University, you will be engaging in many forms of academic writing. It could
be an assignment you are given to write an essay on a chosen topic area; it could be a project report
you are submitting to your mentor; it could be a presentation you are making in the class with the
help of visual aids. In all these instances, it is required that you adhere to the guidelines and
recommendations spelt out in the academic standards handbook in general and this section in
particular.

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 Plagiarism
Plagiarism means taking the words and thoughts of others (their ideas, concepts, images,
expressions, statements, and so forth) and presenting them as if they were your own, without
acknowledging the author or citing the original source. Most plagiarism is willful and is considered a
sort of intellectual theft. It is also possible to plagiarize unintentionally, though, by being careless or
in haste, omitting quotation marks or slipping into words or ideas of other through inattention or for
convenience. Whether intentional or not, one can be found guilty of plagiarism if another author’s
words, expressions are used without proper citation.
Now that you are aware of what plagiarism means as an idea, here are some examples that will be
considered plagiarized work at the University.
1. Purchasing a paper or copying a paper from internet
2. Copying blocks of information (paragraphs) from internet or other published material and
using it as it is in your academic work
3. Turning in a paper as your own that you did not write
4. Borrowing your roommate’s report and presenting to your professor as your own
5. Inadequate paraphrasing
6. Using content published elsewhere without crediting the source appropriately.
Plagiarism is considered as an academic misconduct. However there are some ways in which
students can systematically ensure that their work is free of plagiarism and following are a few
suggestions that are helpful. Every time a student decides to use information from the internet, it is
necessary to make sure to get the full source so that the same can be cited later. This is necessary for
all kinds of sources of information such as e-books, journal articles, magazine articles, and
newspaper articles. Learn and make use of automatic referencing option that is available in most of
the word processors such a Microsoft Word to avoid the possibility of forgetting to note the
credentials of the information source. More importantly, students are not to assume that there exist a
‘magical number’ of words or sentences that can be borrowed without being caught or accused of
plagiarism. The simple rule is- don’t misrepresent, pretend, or purport that ideas are yours when they
are not.
At times it is noted that students use software such as ‘turnitin’ to find out whether their work is
plagiarized or not. One has to be careful about what such software is designed to put out as a result
and in this case it is similarity index. Students must realize that similarity index is not a synonym for
plagiarism. It is possible that the similarity index of a certain assignment is way below the accepted
percentage while still be considered as plagiarized work if chunks of information are copied and

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presented as one’s own without giving due credit to the authors of the original source. Software such
as ‘turnitin’ will, at best, give an indication of where a student might be going wrong that could
potentially lead to turning in a plagiarized work and students can note the same to make necessary
changes in their work.

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 Report Writing
Description

A report is a form of communication that will do one or more of the following- describes analyses,
summarizes, criticizes or praises and/or makes predictions about a subject and is based on an analysis
of current or past events or identifiable phenomena.

During your tenure as an MBA student at the Institute of Management, Christ University you will be
required to write at least four types of reports. You will be asked to produce report on your learning
at the company where you do your summer internship (SIP), a research project on a broader topic
pertaining to an industry level issue (Master Thesis), a report on a live business issue that you will be
working on in a company (live project), as well as reports that may be part of your continuous
internal assessment (CIA). While all of these are academic reports, the objectives, scope, and
expected learning are different for each one of them. SIP and Dissertation are common to all students
in terms of design of the report, evaluation criteria and submission timing, whereas these for Live
Projects and CIA type of reports will be dependent on the subject and faculty member.

While writing a report keep in mind the purpose and the potential readers. The report should be like
an elaborate conversation between you and the reader, only that you will not be physically present to
address the clarifications of the reader. Keeping that limitation in mind the report should be
appropriately worded and organised carefully to convey your thoughts.

Learning Outcomes:

Students on completion of writing a report should be able to:

 Collect relevant data or information pertaining to the area of study
 Evaluate the merit of the information thus collected
 Organize and present information in an academically appropriate form
 Develop insights from processing of available information and draw relevant conclusions

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Evaluation Rubric for Reports
Directly relevant (4) Somewhat Remotely related Totally unrelated
Topic
relevant (3) (2) (1)

Good organization; Organized; points Some Poorly organized;

points are logically are somewhat organization; no logical
ordered; sharp sense jumpy; sense of points jump progression;
Organization
of beginning and beginning and around; beginning beginning and
end (4) ending (3) and ending are ending are vague
unclear (2) (1)

Supporting details Some details are Details are Unable to find

Quality of specific to subject non-supporting to somewhat sketchy. specific details (1)
Information (4) the subject (3) Do not support
topic (2)

Grammar, No errors (4) Only one or two More than two Numerous errors
Usage, errors (3) errors (2) distract from
Mechanics, understanding (1)
Spelling

Multiple Evidence of some Very few No discussion(1)

Perspectives are discussion. discussion points
presented including Presents similar are presented (2)
Critique both points of view
complementing and (3)
contradicting views
(4)

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 Academic Essay
Description:
The academic essay is merely a specific writing genre- as is the newspaper editorial, or pop fiction.
Students are required to get familiarized with the purpose and structure of essay writing as a part of
their academic work. Essay writing is perhaps one of the most sophisticated and comprehensive tasks
that you will find at the University. Writing an essay requires clarity in planning and execution to
meet the timelines and quality requirements. Students have to approach essay writing very
meticulously as it is a long and a winding process.

Learning Outcomes:
On writing academic essays, students will be able to-
1) Persuade by reasoned discourse
2) Develop ability to engage in critical thinking
3) Read theory accurately, appropriate it meaningfully, apply it independently, generate and
analyze results and form clear argument that can be defended using specific line of reasoning.

Specific Notes:
1) Students should seek clarification for complex terms that may be used in the essay topic
given to them. For example define, describe, discuss, evaluate, explain, examine, generate,
interpret, argue, prove, outline etc, each of which having distinct meaning in clarifying your
approach to writing the essay.
2) Students must plan their assignment writing well so that adequate time can be appropriated
towards necessary research that is required to do the essay.
3) Students must ensure that they read adequately to get familiarized with multiple perspectives,
sometimes contradictory, to enrich the argument and make the essay meaningful and
comprehensive.
4) Effective usage of library-both physical and online recourses, is the key to writing a good
essay.
5) As in all other academic deliverable, essay writing must also follow APA guidelines clearly
and adhere to it at all times to avoid rejection and low grades.
6) The structure of an essay is largely consists of three main parts- the introduction, paragraphs
(also called the body of the essay) and a conclusion.

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 7) An introduction should begin with a broad opening statement that establishes the context
clearly and further move to specifying the thesis (argument).
8) Well-structured paragraphs are key for your arguments to come across clearly. Generally,
each paragraph should develop one idea only (controlling idea) that is summarized as related
to other controlling ideas presented in other paragraphs.
9) Writing effective conclusion to your essay is very important. Conclusions round off your
essay. They remind the reader of all your main points and explain the significance of your
argument.

Evaluation Rubric

Content and Content is Content is Content is Content is

Development accurate, somewhat somewhat vague unclear; lapses in
 Unity focused, and accurate and or loosely related coherence or no
 Consistency consistent; fairly clear; to the writing relation to writing
 Clear point exhibits control offers solid but task; at times task; offers
of view in development less accurate may be off topic simplistic,

 Evidence of ideas; unified reasoning; or too broad with undeveloped

 Elaboration with a fresh contains some limited support support for ideas
insight (4) appropriate (2) (1)
details and/ or
examples (3)
Organization and Method of Organization Some signs of Poorly organized
Structure organization Is supports thesis logical or demonstrates
 Thesis well suited to and purpose; organization. serious problem
 Audience thesis; clear sequence of May have abrupt with progression
 Introduction, intro, body and ideas could be or illogical shifts of ideas; a written
Body, conclusion with improved (3) and ineffective form of speech (1)
Conclusion effective flow of ideas (2)

 Transitions transitions (4)

Mechanical Essentially error Has some Repeated Mechanical errors

Conventions free (4) mechanical weaknesses in are so severe that
 Spelling, errors (3) mechanics; writers ideas are

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 grammar, pattern of flaws hidden (1)
punctuation (2)
Critical Thinking Skilfully Adequately Simplistic Insufficient
 Precision evaluates demonstrates analysis of reasoning and
 Depth information reasonable complex issue; lacks complexity
 Accuracy gathered from relationships limited clarity of thought (1)

 Logic observation, among ideas (3) and complexion

experience, of thought (2)
reflection or
reasoning (4)
Presentation Essay looks neat Essay looks neat, Essay looks fairly Essay looks
 Typed and professional but violates one neat, but violates untidy and does
 APA format (4) or two some formatting not follow
formatting values (2) formatting rules
values (3) (1)

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 Case Analysis and Reporting
Description:
A case study is a text that refuses to explain itself. To construct a meaning for it, students should start
by recognizing some contextual factors that help limit or narrow the analysis. For example, a
marketing case requires you to think about the case as a marketer and not as a strategist or a
manufacturing manager. A case study method is a heuristic method of learning. This requires the
student to analyze the case to understand hidden meanings from the narrative. Analysis can mean
two things- one to break the components of the case meaningfully to understand the individual
meaning of each of the components and the other meaning is to understand the relationship between
each of the component to the whole. Reading the case alone does not ensure that students understand
the case completely but the key is to think while reading. A good analysis of a case begins with
reading and noting down all the points that can be thought of around the central idea of the case.

Learning Outcomes:
Students will be able to:
1) Identify problems presented in the case study
2) Assimilate case facts to form meaningful patterns
3) Analyse information
4) Form logical perspectives and take business decisions

Specific Notes:
Students are expected to:
1) Read the case before participating in class room discussion.
2) Make relevant notes about case facts and come well prepared to participate in case
discussion.
3) Most cases will have the following steps to be taken in analysis viz: (1) Understand the
situation clearly. (2) Ask questions about the situation, decisions, parties and evaluation. (3)
Proof and action. (4) Generate alternatives (5) Propose a recommendation.
4) Many a time students would be required to work as teams in solving a case. Students are
required to share work judiciously. Breaking the case into parts and allocating each part to an
individual to work upon should be avoided. Instead students must spend time together as a
team to discuss multiple perspectives through which the case can be understood and solved.

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 5) Students will have to prepare a well-structured report on the case analysis and also be
prepared to give a group presentation in class for discussion and evaluation.
6) Case study report must be compliant with the latest APA guidelines.
7) ‘Case-lets’ or ‘micro cases’ are small situations that are given in the exam question paper.
Here students are required to solve the case individually and within a short span of time. If
the case comes with a set of questions, students must directly answer those questions. If a
case study comes without pre-determined questions, students must follow a simple pattern of
solving through problem identification, alternative generation, providing recommendation.
SWOT must be avoided unless specified.

Evaluation Rubric for Case Analysis

Understanding Demonstrates a Demonstrates an Demonstrates an Demonstrates an

sophisticated accomplished acceptable inadequate
understanding understanding of understanding of understanding of
of the topic(s) the topic(s) and the topic(s) and the topic(s) and
and issue(s) (4) issue(s) (3) issue(s) (2) issue(s)
Analysis Presents an Presents a Presents a Presents an
insightful and thorough analysis superficial incomplete
thorough of most issues analysis of some analysis of the
analysis of all identified; of the issues issues identified
issues includes most identified; omits (1)
identified; necessary necessary
includes all financial financial
necessary calculations (3) calculations (2)
financial
calculations (4)
Evaluation Supports Supports Supports Supports
diagnosis and diagnosis and diagnosis and diagnosis and
opinions with opinions with opinions with opinions with few
strong reasons and limited reasons reasons and little
arguments and evidence; and evidence; evidence;
evidence; presents a fairly presents a argument is one-

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 presents a balanced view; somewhat one- sided and not
balanced and interpretation is sided argument objective (1)
critical view; both reasonable (2)
interpretation is and objective (3)
both reasonable
and objective
(4)
Recommendations Presents Presents specific, Presents realistic Presents realistic
detailed, realistic, and or appropriate or appropriate
realistic, and appropriate recommendations recommendations
appropriate recommendations supported by the with little, if any,
recommendatio supported by the information support from the
ns clearly information presented and information
supported by presented and concepts from the presented and
the information concepts from the reading (2) concepts from the
presented and reading (3) reading (1)
concepts from
the reading (4)
Writing mechanics Writing Writing is Writing lacks Writing is
demonstrates a accomplished in clarity or unfocused,
sophisticated terms of clarity conciseness and rambling, or
clarity, and conciseness contains contains serious
conciseness, and contains only numerous errors; errors; lacks
and a few errors; gives insufficient detail and
correctness; includes detail and relevant data and
includes sufficient details relevant data and information;
thorough and relevant data information; poorly organized
details and and information; lacks (1)
relevant data well-organized organization (2)
and (3)
information;
extremely well-
organized (4)

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Evaluation Rubric for Classroom Discussion and Presentation

Evidence of Organized Good Presentation No flow in Very strong

preparation Presentation; No with presentation; Some indication that
confusion on facts inconsistencies in evidence of there was no
and strong preparation and homework (2) preparation (1)
evidence of presentation (3)
preparedness (4)
Content Presentation of Information Information is Neither
accurate and isaccurate and inaccurate and information is
relevant relevant. Solutions irrelevant. Solutions accurate nor
information; presented are not presented.(2) relevant.(1)
Offered strategies supported by any
and rationale for rationale (3)
solutions of
identified problems
(4)
Analysis Organizing Information has No logical No logical
information is been organized organization of organization of
logical and logically. Team information. information nor
meaningful insights has not been able Insights deduced meaningful
have been deduced to deduce though not relevant insights deduced
using theoretical meaningful (2) (1)
concepts (4) insights (3)
Delivery Effective Acceptable Lacks a strong Lacks a strong
introduction and introduction and introduction and introduction and
conclusion; conclusion; conclusion. conclusion. No
Seamless transition Transition between Transition between smooth transition
between topics; topics and oral topics and oral between topics and
Good oral communication communication oral
communication (4) needs needs communication is
improvement (3) improvement(2) weak(1)

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Discussion Team or presenter Team initiates Very sparingly No initiation of
initiates and class discussion includes the class in class in
maintains class and moderates. Not the discussion. Not discussion(1)
discussions; effective in closing very effective in
Discussion is and deducing drawing insights
moderated and insights(3) and conclusion (2)
conclusions drawn
effectively (4)

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 Oral Presentations Using Visual Aids
Description:

An item of illustrative matter, such as a film, slide, or model, designed to supplement written or
spoken information so that it can be understood more easily.

Learning Outcome: Students will be able to learn:

1) Create impactful presentations using relevant content and effective visual aids
2) Present data in an organized sequential manner
3) Use graphs and other tools to present and build comparative logic
4) Simplify complex data

Specific Notes:
1) It is advised to use the Christ University presentation template for all formal presentations
2) Keep the content brief and to the point. Do not crowd the slides with too much information
3) Explain the purpose of your presentation in one sentence that is free of professional jargon
and emphasizes what participants will gain
4) Start off with a natural pace—not too fast and not too slow—to establish a strong, positive
image. Make a strong ending statement that reinforces the objectives of the presentation
5) Create an accurate, but inviting, description. Emphasize the relevance of the content to the
audience
6) Believe in the importance of delivery of your message
7) Organize your material in a way that is most comfortable to you by using a script, outline,
notes, or cards. Number them accordingly
8) Proofread all printed materials
9) Think about questions that might be asked and rehearse brief, clear answers to each
10) Memorize the first few minutes of your presentation
11) Review your main points
12) Dress appropriately.

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Evaluation Rubric
Organization Audience cannot Audience has Student presents Student presents
understand difficulty following information in information in
presentation presentation logical sequence logical, interesting
because there is because student which audience sequence which
no sequence of jumps around. (2) can follow. audience can
information. (3) follow. (4)
(1)
Subject Student does not Student is Student is at ease Student
Knowledge have grasp of uncomfortable with with expected demonstrates full
information; information and is answers to all knowledge (more
student cannot able to answer only questions, but fails than required) by
answer questions rudimentary to elaborate. (3) answering all class
about subject. (1) questions. questions with
(2) explanations (4)
Visual Student uses Student uses visual Student's visuals Student's visuals
Presentation superfluous that rarely support relate to content strongly reinforce
visuals or no content and and presentation. content and
visuals at all. (1) presentation. (2) (3) presentation. (4)
Eye Contact Student reads all Student Student maintains Student maintains
of report with no occasionally uses eye contact most eye contact with
eye contact. (1) eye contact, but still of the time but audience, seldom
reads most of report. frequently returns returning to notes.
(2) to notes. (3) (4)
Elocution Student mumbles, Student's voice is Student's voice is Student uses a clear
incorrectly low. Student clear. Student voice and correct,
pronounces terms, incorrectly pronounces most precise
and speaks too pronounces terms. words correctly. pronunciation of
quietly for Audience members Most audience terms so that all
students in the have difficulty members can hear audience members
back of class to hearing presentation. (3) can hear
hear. (1) presentation. (2) presentation.
(4)

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 Presenting Data Using Spreadsheets
Purpose:
Spreadsheets are interactive computer application programs for capturing, organizing and analyzing
data in a tabular format. Modern spreadsheets are capable of performing financial and statistical
operations through built-in functions in addition to the fundamental mathematical operations. They
are tools to present, summarize and analyze data to enable decision making and reporting. They act
as an efficient way to handle data and extract information from unstructured data by organising them
in a certain manner. They also help to generate reports that suit specific decision situation.
Spreadsheets help one understand the criteria for which the data is being extracted towards fulfilment
of a learning objective.

Role of Students:
1. Have a thorough understanding of working with spreadsheets before embarking on
creating one.
2. Ensure your spreadsheet has a title.
3. It should be simple and understandable by anyone who is viewing it.
4. Use formulas instead of entering numerical values wherever necessary.
5. Wherever there is an assumption, mention it separately within the spreadsheet.
6. Wherever comments are required, mention it separately within the spreadsheet.
7. Design of the spreadsheet should be in such a way that a naïve user should be able to
understand the process flow.
8. Wherever necessary make use of text colours, shading colours for highlighting, and
marking.
9. Check the date, currency format before using spreadsheet.
10. Avoid using keywords for fieldnames.
11. Formatting of spreadsheets is essential to provide better clarity to the viewer.
12. Calibri font and 11 size is used for all calculation purpose.
13. Naming of worksheets and hyperlinking them wherever necessary is required.
14. Format the spreadsheet using print preview if it needs to be printed.
15. Formatting includes borders, wrapping text, alignments, merging of cells, colouring of
cells, labelling and so on.
16. In short, a spreadsheet should be self-explanatory with the optimum use of various tools
present within.

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Learning Outcomes:
1. Plan, create, modify, and present spreadsheets
2. Organize, edit and enhance data in spreadsheets to achieve business standards
3. Use formulas and built-in functions appropriately and correctly to solve problems and
critically assess the results
4. Design efficient spreadsheets capable of answering "what-if" questions to solve business
problems
5. Plan, organize, create and present spreadsheet data in graphic form
6. Understand problems, analyse data, presentation and application in an efficient manner.

Evaluation Rubric
Spreadsheet Data All of the All but one of the More than two of None of the
assigned assigned the assigned assigned
requirements requirements requirements requirements
were met (4) were met (3) were not met (2) were met (1)
Graphic Excellent and Good content Some content Little or no
Representation accurate content. with most of the was provided content was
Information was content being with some provided.
very informative accurate. inaccurate Information was
(4) Information was information (2) not accurate (1)
provided for most
of the content. (3)
Clear and No mathematical One or two Three or four Five or more
Informative Data mistakes (4) mathematical mathematical mathematical
mistakes (3) mistakes (2) mistakes (1)
Spelling No spelling One spelling Two or three Four or more
mistakes (4) mistake (3) spelling mistakes spelling mistakes
(2) (1)
Overall Look of Shows a high Shows an average Shows a minimal Shows little or no
Presentation level of level of level of creativity (1)
creativity. Very creativity. Visual creativity. Some
visually appeal is present. visual appeal is
appealing (4) (3) present. (2)

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 Role Play
Description:
Role play is an experience around a specific situation which contains two or more different
viewpoints or perspectives. The situation is usually written as a prepared brief and the different
perspectives on the same situation are handed out to the different people who will come together to
discuss the situation. Each person will have a particular objective, or objectives they want to fulfil
which may well be in conflict with their fellow role player or role players. It is how each role player
handles the situation that forms the basis of skills practice, assessment and development.

Learning Outcomes: Students engaging in a role play will be able to:

1. Empathise with the characters in the role play
2. Take responsibility for the decisions taken as key characters

Specific Notes:
1. Students should strive to comply with all behaviour expectations. Behavioural expectations
that are verbally outlined and scripted as part of the role play.
2. Show respect for self and others who are part of role play is one of the most important things
a student can do to contribute to a quality learning environment and reducing disciplinary
distractions.
3. Students should strive to meet all academic expectations; they have to come prepared so that
they can make a viable contribution to a collaborative environment.

Evaluation Rubric
Preparedness Student is Student is Student is Student is not
extremely familiar extremely familiar somewhat familiar with the
with the role and with the role, and familiar role, and provides
uses specific uses some with the no evidence to
evidence to support evidence to support role, but support any
his/her arguments his/her arguments provides statements/argume
(4) (3) little or no nts made (1)
evidence to
support

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 his/her
arguments
(2)
Participation Student actively Student actively Student Student does not
participates in participates in actively participate in
simulated meeting, simulated meeting, participates simulated meeting
speaking multiple speaking more than in (1)
times, adding new once, adding new simulated
information/eviden information/eviden meeting,
ce each time (4) ce each time (3) speaking
more than
once, but
repeats
information
each time.
(2)
Active Student Student Student Student provides
Listening/Respon demonstrates demonstrates demonstrat no indication
se active listening active listening es active he/she is listening
skills by providing skills by providing listening to other students,
thoughtful thoughtful skills by by speaking while
responses responses to other listening others speak, or
addressing specific students’ attentively repeating what
aspects of other statements, but while other others have already
students’ asks few or no students stated. (1)
statements, questions. (3) speak, but
including asking provides
questions. (4) little or no
response to
any
statements.
(2)
Etiquette Student acts as a Student acts Student Student

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 model meeting appropriately occasionall occasionally speaks
participant, during the meeting, y speaks out of turn or
speaking only at typically speaking out of turn interrupts another
appropriate times, at appropriate or student, or
and showing times, and showing interrupts otherwise shows
respect to all other respect to other another disrespect to other
participants. (4) participants. (3) student, but participants. (1)
shows
respect to
other
participants
. (2)

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 Review of Literature
Description
A review of literature is not just a summary of the materials that you have gone through. It is
undertaken with the objective of demonstrating your understanding of the area of research. The
review of literature should ideally set the stage for your research. The review should be capable
clearly presenting the background of the study, orienting the extant views on the research area, and
the dominant strands of related research questions already explored. The need and relevance of the
research question you intend to address must be juxtaposed against these factors. A good review of
literature should ideally help you to have a perspective of the research area; mind you, your research
area is not the same as your research question. A review of literature must not be the same as an
annotated bibliography where you only give summary of each of the article, book you have gone
through. Instead a review of literature must be able to expose common threads that run through the
different sources you have referred and then provide a critical appraisal of the works.

Learning Outcomes:
Students should be able to:
1) Get a broad overview of existing literature in the chosen area of research
2) Identify, analyze and critique the body of knowledge in the subject area
3) Identify the possible research (knowledge) gaps in the chosen subject.
Specific Notes:
The following can be included in the review:
1. Peer reviewed journal articles
2. Text books and reference books
3. Theses
4. Consultancy reports (or articles from McKinsey, PWC, Harvard, E&Y, Sloan, CMR,
Deloitte, etc.,)
5. Industry Reports
6. Syndicated Industry Reports
7. Newspaper and Magazine Articles
Note: The above list suggests the merit of the source of your information in the given order.

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Evaluation Rubric

Articles Information is Information is Information is Information is

gathered from gathered from gathered from gathered from a
multiple, multiple a limited single source.
research-based sources.(3) number of (1)
sources. (4) sources.(2)

Theme Well organized, Well Weakly No

demonstrates organized, but organized with organization,
logical demonstrates no logical sequencing, or
sequencing and illogical sequencing or structure. (1)
structure. (4) sequencing or structure. (2)
structure. (3)

Background/Foundation Detailed Conclusions There is some No conclusions

conclusions are are reached indication of are made from
reached from from the conclusions the evidence
the evidence evidence from the offered. (1)
offered. (4) offered. (3) evidence
offered. (2)

Research Question Research Research Research Research

question(s) are question(s) are question(s) question(s)
formed through formed were not were not
the literature through the formed but formed and are
review and literature could be not apparent
clearly stated. review. (3) formed from the
(4) through the literature
literature review. (1)
review. (2)

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Format Font, spacing, Font and Font, spacing, Font, spacing,
and APA spacing, font or APA format and APAP
format are and APA, or is correct. (2) format are
correct. (4) spacing and incorrect.(1)
APA are
correct. (3)

Institute of Management, Christ University Page 24

 Info-graphic
Description
Information graphics or info-graphics are graphic visual representations of information, data or
knowledge intended to present information quickly and clearly. They can improve cognition by
utilizing graphics to enhance the human visual system’s ability to see patterns and trends. Info-
graphics have evolved in recent years to be for mass communication, and thus are designed with
fewer assumptions about the readers' knowledge base than other types of visualizations. (Source:
Wikipedia)

Learning Outcomes:
On creating info-graphics, students will be able to:
1. Use research skills in collecting data
2. Present findings creatively
3. Assess relative value of the information
4. Reveal the data at several levels of detail, from a broad overview to the fine structure.

Specific Notes:
1. Creating info-graphics is a serious academic pursuit. Students must not approach this
assignment casually
2. For every point presented in the info-graphics, students must be prepared to give the audience
a detailed description of its sources and relevance.

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Evaluation Rubric

Content Covers topic in- Includes essential Includes essential Content is

depth with details knowledge about information about minimal OR there
and examples. the topic. Subject the topic but there are several factual
Subject knowledge are 1-2 factual errors. (1)
knowledge is appears to be errors. (2)
excellent. (4) good. (3)
Graphics All graphics are All graphics are All graphics relate Graphics do not
related to the topic related to the topic to the topic. (2) relate to the topic.
and make it easier and most make it (1)
to understand. (4) easier to
understand. (3)
Attractiveness Makes excellent Makes good use Makes use of font, Use of font, color,
use of font, color, of font, color, color, graphics, graphics, effects
graphics, effects, graphics, effects, effects, etc. but etc. but these often
etc. to enhance the etc. to enhance to occasionally these distract from the
presentation. (4) presentation. (3) detract from the presentation
presentation content. (1)
content. (2)
Mechanics No misspellings or Two or fewer Three misspellings Four or more
grammatical misspellings and/or grammatical spelling or
errors. (4) and/or mechanical errors. (2) grammar errors.
errors. (3) (1)

Institute of Management, Christ University Page 26

 Appendix

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SIP Guidelines:

Summer internship project (SIP) is a key requirement to complete the MBA programme. The student
will have to identify and get in touch with a reputed organisation keeping in mind their
specialisation, area of interest learning potential and possible career opportunities. The student is
expected to gain hands on training in a specific work area/role in the organisation after understanding
products, processes, design culture, and all other relevant aspects of the organisation. The specific
role that the student will be playing in the organisation and the scope of their work in the department
will have to be finalised in consultation with the corporate mentor and with the approval of the
academic mentor. SIP is expected provide students with an opportunity to apply their class room
learning to a real life business situation. The students are required to submit a final report in the
specific format detailing their learning in the organisation in addition to apprising their academic
mentor of the weekly progress.

Purpose:

1. To expose and acclimatise the students to real time working environment in an organisation.
2. To enable the students to meet challenges associated with their immediate potential roles in a
company.
3. Provide an opportunity to be in an on the job work setting where they have clearly defined
targets and timelines.
4. To fine-tune career aspirations of students.
5. To improve the critical problem solving skills required while entering the job
6. To develop interpersonal skills required to excel in their chosen career path

General Guidelines:

1. Summer internship project is an academic work that it expected to be carried out in the
industry (chosen firm/organization) for a period of minimum of 8 weeks duration.
2. Weekly reports must be submitted to the mentors and a record of correspondences is to be
maintained for further reference.
3. Students must seek and obtain a formal certificate of completion from the
company/organization that needs to be presented at the time of viva-voce and subsequently
added to the report.
4. The project will culminate in a report being developed and submitted to the mentor in IMCU
(template is attached and also could be found in Academic Standards Handbook).

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 5. The report must be original. Any form of plagiarism, academic collusion will not be
acceptable and be treated objectively as per University policy.
6. A similarity index (‘turnitin’ report) of more than 20% will be unacceptable.
7. The report must not exceed the page limit of 60. Company profile and industry profile must
be developed originally using secondary sources of data. Page limit for these components
(industry and company profile) is 8.
8. The report should focus on the work done during the project and emphasise on findings,
analysis and recommendations.
9. Referencing (in-text citation and end-text references) should comply fully with APA 6th
edition guidelines.
10. The report must be soft-bound. Two copies of the final report should be obtained; one to be
submitted to the mentor and the other for reference and further record keeping.

Process:

Towards the end of the second trimester/the beginning of the third trimester, the students are
expected to identify a company and area of work as per the specialization chosen. In the third
trimester, the students are supposed to finalize the SIP project in consultation with their corporate
mentor approved by the academic mentor. Students are required to undergo a minimum of 6 weeks
of SIP. The students are required to produce the Initial Information Report giving the details of the
project, company and corporate mentor before the end of the first week of their joining. The student
will need to be in constant touch with the academic mentor explaining the progress of SIP. For
weekly updates on SIP, a section corresponding to each week will be created in Moodle, the
Learning Management System (LMS).

Evaluation of SIP

SIP will be evaluated under three major heads; weekly updates, compliance to the format and content
of the report, and performance in viva voce.

Weekly Update

The student is expected to provide weekly updates to the academic mentor to enable him to check the
efficacy of the SIP process. Since weekly updates will act as the primary source for the academic
mentor to provide guidance to the students, they must be as detailed and specific as possible.

Evaluation Rubric for Weekly updates

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Parameter 4 3 2 1

Details and Very Details provided Details provided Minimal

content detailed on most aspects on some aspects detailon and
and with relevant with relevant relevant
relevant information information information
information

Timeliness Always Most of the Sometimes Not

punctual Times punctual punctual punctual

Compliance to the format and content of the report- SIP Report

Once the SIP is over, students are required to make a detailed report of their learning during the SIP.
The report will serve as the primary document based on which the viva voce will be conducted. The
contents and evaluation rubric for the report is given below.

Evaluation Rubric for SIP Report

Parameters 3 2 1

a. Executive Comprehensive coverage and Somewhat Limited

Summary clarity of the project with comprehensive clear coverage and
findings and conclusions coverage of the clarity
project

b. Introduction Adequate and relevant Somewhat adequate Inadequate

and relevant and
irrelevant

c. Industry Profile Adequate and relevant Somewhat adequate Inadequate

and relevant and
irrelevant

d. Company Profile Adequate and relevant Somewhat adequate Inadequate

and relevant and
irrelevant

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 e. Objectives of the Clearly defined Somewhat clearly Ill defined
study defined

f. Project Design Clearly defined Somewhat clearly Ill defined

and Methodology defined

g. Analysis Appropriate tools and proper Tools and Tools and

interpretation interpretation are interpretation
somewhat appropriate are not
satisfactory

h. Findings and Very Specific, linked to Somewhat Specific, Specific,

Suggestions objectives, relevant and linked to objectives, linked to
practical relevant and practical objectives,
relevant and
practical in a
limited way

i. Learning Excellent Good Average

outcome from the
study and during
the period of work
at the company.

j. References, Absolute adherence to the Somewhat adherent Not at all

Bibliography and prescribed format to the prescribed Adherent to
Appendices format the
prescribed
format

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Viva voce

The final stage of evaluation of SIP is the viva voce. The viva voce is done to complement the other
evaluation criteria. The fundamental objective of viva voce is to check the credibility of claims made
by the candidate in the SIP report, and to examine the veracity of the content. The student will be
asked to make a short presentation of the SIP before the examiner(s). The student is expected to
satisfactorily answer the questions of the examiner(s) and provide evidence of the attainment of SIP
objectives. It must be kept in mind that the academic dimension of the corporate exposure will be of
key interest in a viva voce.

Evaluation Rubric for Viva voce

Parameter 4 3 2 1

Clarity in SIP Excellent Good Moderate Needs

objectives improvement

Understanding about Excellent Good Moderate Needs

company improvement

Understanding about Excellent Good Moderate Needs

company’s processes, improvement
products, and design

Conceptual Excellent Good Moderate Needs

understanding improvement

Ability to relate Excellent Good Moderate Needs

concepts to SIP improvement

Institute of Management, Christ University Page 32

 COVER PAGE
PAPER SIZE: A4

TITLE
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Summer Internship Project Report submitted in partial fulfilment of the requirements

for the degree of
Master of Business Administration
(Times New Roman, Font Size 14, Centre Alignment)

By
(Times New Roman, Font Size 14, Centre Alignment, Bold)

NAME OF THE STUDENT

(Caps Times New Roman, Font Size 18, Centre Alignment, Bold)

REGISTER NUMBER
999999
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Under the Guidance of

(Times New Roman, Font Size 14, Centre Alignment, Bold)

NAME OF THE GUIDE

(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Institute of Management
Christ University, Bangalore
( Times New Roman, Font Size 16, Centre Alignment, Bold)

MONTH& YEAR
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Institute of Management, Christ University Page 33

 INNER PAGE
PAPER SIZE: A4

TITLE
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Summer Internship Project Report submitted in partial fulfillment of the requirements

for the degree of
Master of Business Administration
(Times New Roman, Font Size 14, Centre Alignment)

By
(Times New Roman, Font Size 14, Centre Alignment, Bold)

NAME OF THE STUDENT

(Caps Times New Roman, Font Size 18, Centre Alignment, Bold)

REGISTER NUMBER
999999
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Under the Guidance of

(Times New Roman, Font Size 14, Centre Alignment, Bold)

NAME OF THE GUIDE

(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Institute of Management
Christ University, Bangalore
( Times New Roman, Font Size 16, Centre Alignment, Bold)

MONTH& YEAR
(Caps Times New Roman, Font Size 16, Centre Alignment, Bold)

Institute of Management, Christ University Page 34

 Declaration

I hereby declare that the Summer Intern Project report entitled “A study of the Credit Appraisal
System at State Bank of Mysore, Regional Office, Bangalore” has been undertaken by me for the Commented [Office1]: Type your project title here

award of Master of Business Administration. I have completed this study under the guidance of
<Prof. name of the faculty>. Commented [Office2]: Please type your mentor’s name
with a prefix either Prof. or Dr. as applicable

I also declare that this Summer Intern Project report has not been submitted for the award of any
Degree, Diploma, Associate ship, Fellowship or any other title, in Christ University or in any other
university.

Place: Bengaluru ___________________ Commented [Office3]: Place for Student signature

Date: Name of the Student

(Register Number)

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 Certificate

This is to certify that the Summer Intern Project report submitted by <name of the student> Commented [Office4]: Please type your name

on the title “A study of the Credit Appraisal System at State Bank of Mysore, Regional Office,
Bangalore” is a record of summer intern project work done by him/ her during the academic year Commented [Office5]: Please type title of your project
and the organisation and the location where you did the
2016-17 under my guidance and supervision in partial fulfilment of Master of Business project

Administration. Commented [Office6]: Strike out whichever is not

applicable

Place: Bengaluru ____________________ Commented [Office7]: Place for signature of Mentor

Date: <Name of the faculty> Commented [Office8]: Please type full name of your
mentor without any prefix
<Designation>
Institute of Management
Christ University
Bengaluru

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 Acknowledgement

I am indebted to many people who helped me accomplish this Internship successfully.

First, I thank the Vice Chancellor Dr Fr Thomas C Mathew, Christ University for giving me
the opportunity to do my project.

I thank Dr.SunitiPhadke, Dean, Fr. Thomas T V, Director, Prof. Sudhindra S, Associate

Dean, Prof. ShrikanthRao, Head of the Department and Prof. ABCD, Head-Finance/Marketing, Commented [c9]: Name of the Head of Specialization

LOS/HR, Institute of Management, Christ University for their kind support. Commented [c10]: Name of the specialization (no
abbreviations)

I thank Prof <name of the mentor> for his support and guidance during the course of my Commented [Office11]: Type the full name of the
mentor
internship. I remember him with much gratitude for his patience and motivation, but for which I
could not have submitted this work.

I wish to express my sincere thanks to my corporate mentor, <name of the corporate mentor,
Designation, name of the organisation, place>, for giving me an opportunity to work under his/her Commented [Office12]: Type the full name,

guidance and successfully complete my internship. Commented [Office13]: Strike out whichever is not
applicable

I thank my parents for their blessings and constant support, without which this internship
project would not have seen the light of day.

_____________________ Commented [Office14]: Place for Student signature

<Name of the Student> Commented [Office15]: Please type your full name here

(Registration Number) Commented [Office16]: Please type your registration

number within the brackets here

Institute of Management, Christ University Page 37

 Placeholder for black and white photocopy of the certificate issued by the SIP
organization

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Executive Summary

Body text in Times New Roman, Font size 12, Line spacing 1.5, Left Aligned throughout the report

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Chapter Page
TABLE OF CONTENTS
No. No.
1 Introduction
2 Industry Profile
3 Company Profile
4 Objectives of the study
5 Project / Process Design and Methodology
6 Data Analysis / Process Study
7 Findings & Recommendations
8 Learning
9 References
Appendix
 Questionnaire/Interview Schedule/Any other
10 Instrument
 Screenshot of Similarity Index Report
 Feedback forms by the corporate mentor, university
mentor and the viva panel

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 Table Page
No. LIST OF TABLES No.

1.1
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11

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 Fig Page
No. LIST OF FIGURES No.

1.1 10
2.1 17
4.1 38
4.2 39
4.3 41
4.4 44
4.5 45
4.6 46
4.7 47
4.8 48
4.9 49
4.10 50
4.11 54
4.12 59

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 CHAPTER 1

INTRODUCTION

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 CHAPTER 2

INDUSTRY PROFILE

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 CHAPTER 3

COMPANY PROFILE

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 CHAPTER 4

OBJECTIVES OF THE STUDY

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 CHAPTER 5

PROJECT/PROCESS DESIGN AND

METHODOLOGY

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 CHAPTER 6

DATA ANALYSIS/PROCESS STUDY

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 CHAPTER 7

FINDINGS & RECOMMENDATIONS

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 CHAPTER 8

LEARNING

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 REFERENCES

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 APPENDIX

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Feedback from the Mentor

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Feedback from Viva-Voce

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 MASTER THESIS GUIDELINES

INDEX

Table of Contents

Objectives ........................................................................................................................................ 3

Research topic and problem selection ............................................................................................ 3

Characteristics of a good research problem ....................................................................................... 4

Review of Literature ....................................................................................................................... 5

Methodology .................................................................................................................................... 7

Analysis ........................................................................................................................................... 8

Presentation and analysis of qualitative research ............................................................................... 8

Presentation and analysis of quantitative research ............................................................................. 9

Discussion ........................................................................................................................................ 9

Reporting....................................................................................................................................... 10

Final checklist ............................................................................................................................... 10

Assessment focus and evaluation .................................................................................................. 11

Awards ........................................................................................................................................... 13

Timeline………………………………………………………………………………………………

…...13

References ..................................................................................................................................... 15

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Appendix ....................................................................................................................................... 16

MASTER THESIS

Master Thesis is an optional three-credit research based course that is done by students during

their 5th and 6th trimesters. The course is open to all MBA students including those in G and V

sections. A guide is allocated to every student to advise and guide him/her in conducting literature

review, formulating the research problem, collection of data, analysis and preparation of report.

Objectives of Master thesis

1. To familiarize the students with the concept of questioning the existing ideas/ frameworks

rather than being conformists.

2. To help the students to get trained in report making which focuses on problem solving based

on empirical evidence and data visualization techniques.

3. To prepare the student for a consulting career .Consultancy firms do research in diverse areas

wherein research methodology knowledge is essential.

Research topic and problem

Title of the thesis should be concise. An ideal thesis title should be able to reflect the entire

research in minimum words.Few examples for well-titled and poorly titled theses are below:

Good titles:

1. Challenges faced by Indian expatriates in the IT industry- In relation to work, organization

and managing diversity

2. An empirical study on the factors impacting sales and profitability of organized textile

section in Rajastan

Titles that need improvement:

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 1. Securitization in Insurance sector

2. Role of internet banking and impact on society

3. Credit risk management in private bank

i) Selection of topics should be more relevant to the latest business area. There should be novelty in

any one of the following aspects:

Topic- What are they studying?

Sample/ Sector-Whom are they studying?

Research design- How the study is going to be done?

Analysis - How the data is going to be analyzed.

ii) Topics that have been already researched extensively should not be taken up as it does not

contribute much to the existing body of knowledge.

iii) Turnitincheck would be followed rigorously to avoid plagiarism.

Characteristics of a Good Research Problem

The important characteristics of a good research problem are:

 The problem can be stated clearly and concisely. It is tested by writing it as a concise

sentence or paragraph and sharing it with others.

 The problem generates research questions. It refers to the formulation of specific questions

which represents the various aspects of the problem.

 It is grounded in theory. Good problems have theoretical and or/conceptual frameworks for

their analysis. It relates to the specifics of what is being investigated to a more general

background of theory which helps the results and links it to the field.

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  It has a base in the research literature. It often relates to a well-defined body of literature

written by a selected group and published in journals to establish connections.

 It has potential significance or importance. The problem must have importance to the

researcher and the others as well

 It is do-able within the time frame and budget.

 Sufficient data are available or can be obtained. Data to address the problem should be

accessible. There may be some restrictions on the environment and some other factors.

 The researcher's methodological strengths can be applied to the problem. Some problems are

related to standard methodology. The researcher should have the inclination towards the

methodology to be used

 The problem is new; it is not already answered sufficiently. Once the field is known, it

becomes clear what has been done and what needs to be done.

Review of Literature

The literature used should support the researcher’s arguments relating to his/her research

question and aim and objectives of the study. It should uphold methodology. The literature

review should be comprehensive and up-to-date. Recent literature (not older than five years)

is recommended unless one is referring to classical works in the field of study.

Questions to be answered while doing literature review is as listed below:

1. What previous research has already been done on this topic?

2. Who did it, when and why?

3. What conclusions did previous researchers reach?

4. How relevant are these conclusions today generally and also for your research?

5. How will your research build on this previous research and how is it similar or

different?

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 6. What theories, models or practices are particularly relevant to prepare or analyze your

research topic?

7. How has previous research influenced your own intended methodology?

The literature review chapter should be concluded with a subsection- ‘summary’ wherein

the common threads and gaps are to be clearly identified. A detailed literature review

should lead to a morphological framework of the study (Refer Appendix A).

All the papers referred for literature review has to be properly referred strictly following

the APA guidelines. Reference management softwareslikeReference Manager or Mendeley

should be used from the beginning of thesis work and it has to be followed conscientiously.

Methodology

The research methodology has to be predominantly survey based research and primary data.

The use of secondary data will be encouraged only if valid justifications are provided. The

main aspects to be considered under methodology are as discussed below:

a. Review of Data Collection Methods - Why were the data collection methods you

chose the best suited to fit your research question? Why a particular method was

chosen (e.g. quantitative survey rather than qualitative case studies).How this

approach suited the questions that were asked?

b. Secondary Data - What secondary data was used? How does it feed into the current

research?

c. Primary Data: - A detailed description of research conducted, design of the tool,

description of fieldwork, any specific procedures if used need to be discussed. Details

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 like criteria for sample Selection,number of total sample, characteristics of sample

and method of selection also needs to be elaborated.

d. Confidentiality of the responses has to be guaranteed to the respondent and it has to

be clearly mentioned in the questionnaire.

e. Pilot study details- To whom the study was administered and what changes were

made to the research tool following the pilot study.

f. Methods of Analysis- - Briefly explain how you propose to analyze the data, if

computer software is going to be used, a description of the type of software has to be

included.

g. Limitations - What were the limitations of this study and how did you overcome these

limitations?

Analysis

1. Use of descriptive statistics alone should not be allowed.

2. Hypothesis testing has to be encouraged.

3. Analysis should be done using SPSS/ Excel or any other tool appropriate for the study

Qualitative research alone should not be encouraged. However, a mixed methodology

approach (qualitative study along with a quantitative study) is acceptable.

Presentation and Analysis of Qualitative Research

1. Presentation of data is mainly descriptive and this is usually presented in a

chronological order.

2. Analysis of data is conducted through the identification of themes. The research tools

in qualitative research include open-ended descriptions, transcripts of interviews,

essays and observations. These produce a mass of data which sometimes can be

difficult to sift. A useful way to process this data is to keep the research question(s) in

mind, to read through the data a couple of times until particular issues or themes

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 present themselves. These can be suggestive of a structure for presenting the

descriptive data.

3. Evidence is usually in form of quotations from the subjects being studied, discussions

of people involved, illustrations, photographs – the variations are unlimited.

4. You may find that there is evidence of difference of opinion. Include variations in

opinion and describe poles of belief. These add richness to qualitative research.

Presentation and Analysis of Quantitative Research

1. As a preliminary to working out results, any test given must be scored, data inputted

into the appropriate computer programme and additional material gained from the

sample must be sorted out. This is often purely mechanical work, and it takes time but

must be done accurately.

2. The data presented must not be in their raw form. The only time you would ever

describe data on individual subjects is when you have done a case study.

3. Visual presentation is very important in quantitative research. Graphs, tables,

histograms, bar graphs are simple but effective ways in which to present condensed

data.

4. There should be clear link between output tables and interpretation of the outputs. The

SPSS (or any other software) output should not be directly copied and pasted in the

final report. In the tables, only relevant outputs are to be reported and all the reported

outputs are to be interpreted in relation to the research objectives. All the tables and

figures included in the report should be referred in the main text (For eg. Refer Table

1.1) itself and they have to be discussed in the report.

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 Discussion

1. While discussing the results, they should be linked to the literature review (chapter 2) rather

than simply reporting the study results. It should be discussed how similar/ different is your

study result with reference to literature review and what could be the reasons for such

similarity/difference.

2. The implications of the study should be discussed at two levels- academic implications and

industry implications

Reporting

1. The thesis should be of minimum 70 pages (20000 words) and maximum 100 pages (25000

words).

2. Theses should be printed only on one side of the paper.

3. APA formatting style should strictly be followed for referencing.

4. The reporting (formatting, styling, structure of report) should be in adherence to the

guidelines and templates as per Appendix B and Appendix C.

Final Checklist

When the writing of the thesis is complete, it is important to check it for mistakes or

omissions. An illustrative checklist for the same is as given below:

1. Is the topic of the thesis well described in a clear and concise manner for the reader?

2. Is the purpose of the thesis accurately communicated to the reader?

3. Are there coherent connections between the different chapters and sub-chapters?

4. Is the method or methodology or the model that was used based on theory which is suitable

for solving the problem that the thesis deals with? Are there any points that

are not substantiated?

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 5. Are the conclusions carefully thought out and presented or do they seem pedantic?

6. Do the conclusions and the research findings correspondto the purpose of this work?

7. Is the thesis well-written?

8. Is the thesis properly formatted using all appropriate document conventions (e.g.

font sizes, numbering, etc.) ?

9. Are the figures, diagrams and charts reported and commented in the text?

10. Have you acknowledged the work of others by using proper citation and referencing in

yourthesis?

11. Are the references relevant to the content of the thesis?

Assessment focus and evaluation

Rather than the conventional way of chapter wise evaluation of a thesis, a slightly

different approach as discussed below could be considered:

I. Principles and procedures in scientific research

1. Justification and clarity of the problem statement and research objectives.

2. Relationship between this research and other related research critically expounded.

3. Is methodology appropriate, applicable, justifiable and properly described?

4. Provisions for variables that can influence the research outcome.

5. Reliability and validity of data collection instruments.

6. Proof that data was collected, recorded, and summarized accurately/carefully.

7. Proof of students’ knowledge of relevant data sources and their application.

8. Acknowledgement of inherent limitation of the research.

9. Justification of conclusions in view of data and their analysis.

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 II. Familiarity with research methods applied within the subject discipline

10. Methods applied in gathering/analyzing data within the circumstances of the study.

11. Custom techniques selected justified and described in details.

12. Was the technique the best way to attain the research objectives?

III. Ability to use published and other sources critically

13. Literature sources consulted directly relevant to the research.

14. Extent of literature cited being effective, up to date and authoritative.

15. Evidence of students’ ability to locate primary and secondary literature sources.

16. Sufficient credit given to other researchers and authors.

17. Competence to deal with literature critically/analytically.

IV.Scientific processing of content: Justify statements and conclusion

18. Systematic thought of content planning.

19. Justification of analyses, descriptions and explanations of phenomenon observed.

20. Justification of statements formulated by the student.

21. Scientific justification of conclusions and their substantiation by total content.

V. Technical and linguistic editing of the thesis

22. Content structuring: schematization, chapter planning, annexure and bibliography.

23. Acceptability of style for scientific reportage (Formal and 3rd person in nature).

24. Appropriate, correct and consistent referencing technique.

25. Suitable readability in the consistent and correct use of terminologies.

26. Suitability of language standard relative to the level of learning.

27. Editorial completeness of the report: no typing errors, omissions, and language.

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 VI. Contribution of the study

28. General significance of the study

29. Generation of new knowledge

30. Relevance to academia or industry

Awards

 Best thesis award will be given for theses in each area.

 The evaluation panel would consist of industry and academic representatives.

References

1. Thesis handbook for the master’s degree programme in business administration (2014).

Wroclaw University of Economics.

2. A Guide to the Master’s Thesis (Non pep) for MA/MBA/MSc Students and Staff (2013).

University of Worcester.

3. Guide for Research for Postgraduate Theses, and Projects (2011). Strathmore University,

Nairobi.

4. Arttachariya, P. (2008). A Handbook on Writing MBA Program Graduate School of Business

Assumption University, Bangok.

5. Writing Your Management Thesis or Project Report (2007). School of Management,

University of Bradford.

6. MBA Thesis Guidelines (2001). University of Malta.

7. Guidelines for the preparation of the MBA thesis. Milpark Business School.

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APPENDIXA

Morphological framework

Abdul Hamid, N.A &Salim, J. (2011).A Conceptual Framework of Knowledge Transfer in Malaysia

E-Government IT Outsourcing: Integration with Transactive Memory System (TMS).JCSI

International Journal of Computer Science Issues, 8(1), 51-65.

Components Characteristics Authors

(corresponding literature)

Source Disseminative Capacity

Reliability

Credibility

Willingness to share

Recipient Absorptive Capacity

Motivation

Learning intent

Retentive Capacity

Knowledge knowledge Ambiguity

Stickiness

Complexity

Tacitness

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Organizational Organizational Culture

Personnel Movement

Community of Practices

Management Practices

Organizational Structure

Organizational Learning

Strategy

Communication codification Interpretation

Communication Channels

Relationship Arduous Relationship

Dyadic relation

Strength of ties

Network density

Social Similarity

Project nature prior collaboration history

Team size

Project complexity Project

phase

Table 1: Morphological framework of knowledge component transfer

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