WORK LIFE BALANCE

Work Life Balance

 

Introduction

 

            The issue of work life balance has been on the growing concern for organizations in this contemporary world.  Managers utilize a lot of approaches in improving work life balance of their employees.  This is in line with current studies that have found lots of advantages brought about by maintaining and improving work life balance in employees.  Work-life balance is about people having a measure of control over when, where and how they work, leading them to be able to have the benefit of the best possible quality of life.  Work-life balance may be realized when an individual’s right to a fulfilled life inside and outside paid work is accepted and respected as the standard, to the common benefit of the individual, business and society.

This article discusses the work-life balance of employees in the workforce through a particular case study of a full time employee.  This paper provides questionnaire as a tool for gathering relevant information from the subject of study. 

 

Limitations

            For the simple reason that the study is conducted in a single source, this paper’s findings should neither be taken as generalization nor a solid basis that could be used for further study.  Instead, this will serve for the purpose of confirmation with the previous studies already done relevant to this topic. 

 

Literature Review

            According to  it is the state of equilibrium in which the demands of both a person’s job and personal life are equal.  It is the flexible working practices which allow employees to achieve a better balance between work and the rest of their lives and much evidence shows that there is a bottom line business benefit in an improved work-life balance.  Particularly, any company that offers its employees a better balance between work and home garners the rewards of increased job satisfaction among the workforce, reduced staff turnover and higher productivity (as cited in  2002). 

The Work-Life Balance 2000 survey found that a quarter of men already work at home and another 38 per cent would like to do so.  As for women, 16 per cent work at home and 33 per cent would like to do so.  Most of the people surveyed claimed that staying at home would make them better employees (as cited in  2000).  Later research by the Department for Education and Employment has found that four out of five employees believe that everyone should be able to balance their work and home lives (as cited in  2005).  The achievement of such a balance is an increasingly important issue for businesses, particularly with rising numbers of female and older workers, and the growth of the so-called “Generation X” that values life balance more than high salaries. 

 (2005) has found that improving work-life balance can result in (1) better employee performance and increased productivity, (2) higher morale and lower staff turnover, (3) lower absence and sickness rates, (4) reduction in burnout and stress, (5) better recruitment and retention of staff, and (6) improved company image.  On the other hand, the recent study has also cited disadvantages of improving work-life balance: Improved company performance will take time to become apparent, and will take time and effort to get right.

·         In downsized or delivered companies, flexible working arrangements may result in some employees taking on more in order for others to do less.

·         If not introduced equitably, some employees may resent others.

·         Flexible or remote working may make it difficult to maintain an organization’s structure and culture.

·         Once policies are introduced, it may be difficult to change them, even if the company runs into difficulties

Flexibility in the work place will continue to become more important for both men and women.  In the beginning, employees sought flexibility to manage the balance between work and family, an issue predominantly associated with those in the early and middle stages of their career.  On the other hand, as workplaces develop strategies that enable and encourage flexibility for those with family responsibilities, the needs of those with other commitments, including sport, community or political involvement, other business and even recreational pursuits, will also be able to be accommodated.  

This flexibility will be beneficial to workers at all stages of their careers by enabling a more holistic work/life balance, and will have the significant advantage of retaining older employees in the workforce, an economic necessity as the mature-aged to working-aged ratio continues to rise ( 2002, p.23).

Women in the Workplace

The attitude of female workers has also changed along with the growing number of women in the workforce.  They are growing more determined as they turn out to be key players in the world of work, contributing to major company successes.  The impact of the female boss is significantly more influential than ever before.  The demand for women to accomplish forces them to work harder and for longer, particularly when wanting to prove themselves against their male counterparts.

The facts surrounding work-life balance issue

·                       While 65% of employers claim to offer some kind of family-friendly working arrangements, including part-time working, only 10% of workplaces provide any practical help with childcare.

·                       Only 5% of employers provide four kinds of family-friendly practices: maternity benefits, paternity leave, childcare arrangements and non-standard working time.

·                       17% of employers offer career breaks of at least three month but only 12% offer career breaks to both men and women.

·                       Just 5% of employers provide extended maternity leave with pay beyond the legal minimum. Women are twice as likely to return to employers where extended maternity has been negotiated.

·                       31% of male employees are entitled to some form of paternity leave – usually paid and typically four days – around the time of birth.

·                       Less than one in three employers offers parents flexibility and extended leave around the time of birth.

Source: 1996,

Case Study and Results

            The study is conducted with a full time woman employee since the issue and concern of work-life balance is more sensitive on women.  She works as office clerk in a publishing company working 8 hours everyday with Sundays off.  At home, she is a mother of two and a wife of a construction worker.  Information was obtained through an initial short interview and a questionnaire given to the woman fully employed in a publishing company. 

Reactions

            The woman’s working schedule has only a day off which can be apparently distinguished as “not enough” break to be spent for the family.  Moreover, the lesser working hours of the featured person hold her back in organizing working hours to accommodate important aspects of her life at home.  Employees, especially those with families, tend to be contented with their working hours even though it really interrupts some of their time for life outside work.  Additionally, having been able to control over her own working time through flexible working hours, she admitted that it has a beneficial impact on her.  Like what the 2003 UK survey has found that workers who have more control over their working time feel less stressed and are more satisfied with and dedicated to their work, so is the featured person much more that she is a working mother. 

The company where the featured person works is integrating the work-life balance.  It is also interesting to know that there was briefing with employees preceding the implementation of the work-life balance.  One of the “don’ts” of improving work-life balance suggests not imposing or introducing a work-life balance without consultation and cooperation from employees ( 2005).  In addition to what the woman answered in the questionnaire, she uttered that they were allowed to choose their preference of working hours.  In this way, she can adjust her working hours in a way that will maximize her time after work.  However, her company doesn’t adopt the teams of employees that would serve for the purpose of working out for their own hours and accommodating each other’s needs.  Additionally, the buddy system is also not applied in their workplace that would have given employees chance to help each other especially on managing their working hours. 

This paper sought the roles being played by the working mother between work and home.  An interview was conducted prior to handing her out the questionnaire for her to answer relevant questions about work-life balance.  The short interview was carefully analyzed and compared to the answers in the questionnaire along with the confirmation from the company where she works. 

The independent study has found that the woman agree that she couldn’t achieve balance by running faster, working harder, and cramming more into her life.  Base upon her answers, she let go of the idea of juggling.  Just as most of the successful balancers studied aren’t interested in an extreme version of the simple life and so is the subject of the study.  She accepted that meaningful work, satisfying relationships, and personal rejuvenation or self-care are among the most important elements of balance.  However, these elements not often come together in an organized and stress-free package.  As a result, the subject of the study finds her way in a variety of routines just to rebalance their lives into a more satisfying and sustainable pattern.  She additionally commented that balance is about understanding your different roles and not letting any one of them dominate the others. 

Conclusion

            A single study taken from a single person may not significantly create an impact to the issue but can be considered as a single essential confirmation to previous researches.  The above mentioned approach to work-life balancing is a behavioristic means that necessitates the employees’ adaptation to their different and varying roles.  Nevertheless, those strategies, whether alone or combined, have helped many people balance their work and life and enjoying life more.  It should also be noted that none of the given recommendations is applicable to all thus far each requires substitution.  After all, work-life balance is a journey rather than a destination. 

            Small changes can have its huge impact if one focus on rebalancing one’s life, that is, making conscious choices and course corrections as he/she goes.  Work-life balance isn’t an all-or-nothing phenomenon.  Spending an hour or two per week on the things that matter most to you can be the difference between feeling out of control and feeling tired yet satisfied.  And in a world overflowing with meaningful opportunities and fascinating distractions, tired yet satisfied isn’t a bad way to go.  Even though the workplaces have develop strategies that enable and encourage flexibilities for those with family responsibilities, satisfaction and the work-life balance still depends on how employees view it. 

Significant improvement on work-life balance is likely to present individual employees much more preference about how and when they work.  Research shows that the more control you have over your own work, the less stressed you’re likely to get and even more to working women.  As a final point, organizations are ought to deal with the issue but an employer can do his/her part too.  After all, it is just about setting ones goals and achieving them both in the workplace and in the outside.

 

 

References

 

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Spiritual Principles…Divine Directions for Success and Prosperity

Spiritual Principles…Divine Directions for Success and Prosperity

Some of the business world, the spiritual principles can be applied that can be consider as the divine direction to enjoy the success and prosperity in the business. More specifically, capitalism can be solved or a good result out of religious aspects, moral and ethical aspects. From the religious aspects, wealth can be found. 

Discovering the right ingredient to prosperity is entirely good for the soul. True wealth requires more than financial assets alone. True wealth requires harmonizing financial capital along with the secret of spiritual capital which is a precious commodity.

The prosperity

The proper continuity between God, personal integrity, and true wealth can be achieved and practiced. Business dilemmas reveal its own practical solutions already built in the way of life. Believing in God and God’s influence over individuals can lead to a future prosperity. The realization about the prosperity of goods includes the prosperity of spirit because faith is the foundations of inner peace and the prosperity of purpose.

There is a natural bond between God and individuals and the bond was inspired by Judeo-Christian principles. The spiritual principles offered visionary pioneers the liberty to worship the Creator through inspired enterprise, yielding prosperity grounded in faith, virtue and the common good.

The noble intentions on achieving financial prosperity are uneasy. The pursuance and realization of material gain can somehow satisfy the restlessness of the soul. When a person becomes more success, he becomes more aware of the rumpled people on sidewalks.

People that operates business that eventually utilizing spiritual principles can pull the opposite directions over the money issue and might contribute in the idea that they earned that money or wealth for a purpose. A way to wealth can be stressed through ethics, frugality, and industry.

The Success

For over the years, the material wealth became the hallmark of capitalism and the primary focused on every individuals dream. The material wealth is an essential component in fulfilling the dreams. Yet, money and possessions were not meant to be the dream’s sole measure of success and significance.

The success is narrowly defined to individual merit and material wealth. The adversity through industry must be overcome by adopting the right character traits and hard work. The moral principles, habits or secret techniques are essential to discover the success.

By keeping all things in perspective from the spiritual life to the relationship with the family can result to make money, live a full life, and leave a lasting legacy. Investors should also invest fundamental principles which can be the basis of a strong nation.

The relationship between faith, business and national character is a delicate matter. Some claim that these critical components are unconnected and belong to separate realms. If you want to get involved or looking for the proof that the spiritual principles is needed in operating business, it is advisable to read Charles Douglas book entitled “Rich Where it Counts”. Most of the people that had read the book are ranging from a branch manager of an establishment up to another book author. Therefore, the statistics show that the people who believed in the ability of a spiritual principles in building the core fundamentals of the business.

In the time that an individual accepted the principle in the beginning of the business cycle, then the business can dedicate the whole business life in serving for the common good. With a natural flow of divine directions, individuals can realize the purpose of their efforts and work; they can be more aware about the revolving world outside their perspective and starting to care about them.

Part of the spiritual principles is avoiding the lazy trait. The divine design to be prospered and success is to work hard to not waste the God’s time and resources. Part of being success is the contribution of communication within the organization or in the business. If the harmony stays inside an organization, then there is a more possibility to have the success in less than the expected time.

 

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IS THERE A PROPHYLACTIC USE FOR ASPIRIN?

 

            Aspirin first appeared in the spring of 1899 in a handful of articles in a few German medical journals. The authors introduced it without fanfare as a serviceable substitute for the salicylic acid and sodium salicylate that had been in use for more than twenty years to treat rheumatic disorders. Aspirin has been used for over 100 years, but its beneficial effects to prevent stroke and heart attack only started to be recognized in the 1970s.

            Aspirin, which is also called acetylsalicylic acid, is the drug that is most widely used as an analgesic, or pain reliever; antipyretic, or fever reducer; and anti-inflammatory agent. Its activity is based on chemicals called salicylates. It occurs as white crystals that are commonly tabular or needle-like, or as a white crystalline powder. It has become the standard by which all other analgesics and antipyretics are measured.

            Aspirin is most effective in relieving slight to moderately severe pain, particularly headache, muscle aches, and joint pains. Its effects are said to be less effective against deep-seated pain originating in internal organs. Because it suppresses inflammatory processes while relieving pain, it is still the treatment of choice for arthritis and related disorders. Aspirin reduces fever by increasing blood flow to the surface, thereby promoting sweating and heat loss from the body.

            Aspirin has been used as a nonprescription pain reliever for more than 100 years. However, it was not until the 1970s that the mechanism of action was discovered; aspirin was found to inhibit the production of pro-inflammatory prostaglandins (Phelps, 2004).

            The increasing interest of the public and the health communities in aspirin has come about largely because of fairly recent advances in understanding how it works. What is it about this drug that, at small doses, interferes with blood clotting, at somewhat higher doses reduces fever and eases minor aches and pains, and at comparatively large doses combats pain and inflammation in rheumatoid arthritis and several other related diseases.

            There is evidence that all the therapeutic effects of aspirin involve the inhibition of the synthesis prostaglandins, fatty acids with hormone-like functions. This effect has been linked to the prophylactic use of aspirin, specifically the prevention of blood clots in potential stroke and heart-attack victims. A number of studies have conclusively shown that aspirin can significantly reduce the risk of heart attacks, strokes and other serious disorders of the vascular (blood) system. Therefore aspirin is effective not only against everyday ailments, but is also useful as a preventative treatment for heart attacks, strokes, and even some types of cancers.

            Aspirin, used in the past for headaches, fevers and aching joints, is now widely used in the fight against cardiovascular disease and looks like a good bet to ward off colon, prostate and pancreatic cancer and perhaps cancers of the esophagus, stomach and rectum, as well. Evidence gathered suggests that all people over the age of 20 years could benefit from taking a low dose of aspirin per day. Various researches can attest to this.

            Aspirin is an effective antiplatelet drug. It irreversibly acetylates and thus inhibits the platelet cyclooxygenase system involved in formation of thromboxane A2, a potent aggregator of platelets and also a vasoconstrictor. Aspirin also inhibits production of prostacyclin by endothelial cells. Indications for treatment with aspirin thus include the management of angina and evolving myocardial infarction and also prevention of stroke and death in patients with transient cerebral ischemic attacks (Murray, et al, 2000). Aspirin produced for this purpose often comes in 75 or 81 mg dispersible tablets and is sometimes called “Junior aspirin.” High doses of aspirin are also given immediately after an acute heart attack. These doses may also inhibit the synthesis of prothrombin and may therefore produce a second and different anticoagulant effect.

            Once aspirin’s benefits for patients with cardiovascular disease were established, scientists sought to learn whether regular aspirin use would prevent a first heart attack in healthy individuals. The findings regarding that critical question have thus far been equivocal.

            Aspirin’s role in preventing initial cardiovascular events in women was dramatically focused by the results of the first study to test aspirin prophylaxis in a large number of apparently healthy women (Zoler, 2005).

            In one study, the results showed that among women at least 65 years old, a regimen of 100 mg of aspirin every other day cuts the incidence of ischemic stroke, myocardial infarction (MI), and all major cardiovascular disease (CVD) events, while causing a small number of adverse events. Among women younger than 65, the benefit was limited to cutting the risk of ischemic strokes, and the reduction was so modest that aspirin prophylaxis will have to be targeted to a select group of women for whom the likely benefits of regular aspirin will outweigh the risks (Zoler, 2005). Prophylactic aspirin therefore is an option for women aged 65 or older if their blood pressure is controlled.

            Men and women who have diabetes have a much higher risk of dying from heart and blood vessel disease than other people do. Many studies (including some with people who have diabetes) have found that low-dose aspirin lowers the risk of a second stroke or heart attack. It also lowers the risk of heart attack in people who have angina. Studies suggest that aspirin can also prevent heart disease from developing in people who are at high risk. So aspirin is a simple and cheap way of lowering risk of heart disease (Roberts, 2003)

            For prevention of transient ischemic attacks, 1-1.3g daily in 2-4 divided doses of aspirin is recommended. Doses as low as 325 mg per day may be used in individuals who are tolerant of the higher dose. In prevention of MI, 300-325 mg per day is recommended but doses as low as 80 mg per day may be effective.

            Another study found that taking aspirin every day for five years lowers the chances of developing cancers of the mouth, throat and esophagus by two thirds. Another study shows that a daily dose cuts by a third the risk of colon polyps – small growths considered to be precursors to colorectal cancer (Connor, 2003). These findings come on top of well-established evidence over the past 20 years showing that aspirin can significantly reduce the probability of a heart attack or stroke.

            Regular aspirin use was inversely associated with hormone-responsive breast tumors, with the strongest results for women who took 7 or more tablets per week. This study adds to the growing body of data that supports the regular use of aspirin as an effective chemopreventive agent for hormone-responsive breast cancer tumors. This effect most likely occurs through the inhibition of prostaglandin and subsequent inhibition of estrogen biosynthesis. However, the reduced risk must be confirmed before clinicians can make definite recommendations to women at risk for breast cancer (Phelps, 2004).

            Nonsteroidal anti-inflammatory drugs (NSAID) drugs, which can believe pain and reduce inflammation, often are the only therapy needed for patients who are able to move their joints with relative ease. Oldest of the NSAIDs is plain aspirin, still the most frequently prescribed arthritis drug. Aspirin, however, has its drawbacks. The large doses required for effective treatment–as many as 18 to 20 tablets a day–may cause stomach irritation and gastrointestinal bleeding. Ringing in the ears, temporary hearing loss, and interference with blood clotting are also common side effects. Some of aspirin’s side effects can be reduced by using buffered or timed-release versions .

            Low-dose aspirin therapy is used routinely for the prevention of arterial thrombosis. Elderly patients tend to have adverse reactions to aspirin, including renal effects. In high dosages, aspirin tends to increase uric acid excretion, while lower dosages may cause its retention. Aspirin therapy at the anti-inflammatory dosage level has been shown to have a negative effect on renal function in patients with renal insufficiency, cirrhosis, or heart disease (Miller, 2004). The authors conclude that short-term, low-dose aspirin therapy may have a significant adverse effect on renal function in elderly patients. They note that this negative effect persisted for at least three weeks after aspirin therapy was discontinued.

            Add to all that its beneficiary role in a host of other conditions from Alzheimer’s to gum disease, and you have a medicine of unparalleled importance to humankind. The story of aspirin is one rich in dramatic twists and surprising discoveries (Jeffreys, 2005). Additional studies have suggested that it might even improve memory (Smith, 2004).

            Aspirin is considered a relatively safe drug. But despite the overwhelming evidence of aspirin’s benefits, it can have side effects. One study found that men with high blood pressure are unlikely to benefit from aspirin’s anti-stroke effects, and might even put themselves at higher risk if they take the drug each day. A number of studies have also shown that the drug can produce gastro- intestinal bleeding. Oxford researchers who analysed 24 studies found that bleeding occurred in 2.5 per cent of patients taking aspirin, compared with 1.4 per cent in those who did not (Connor, 2003).

            Aspirin’s chief drawback is its ability to irritate the lining of the stomach and cause bleeding. In very large doses, aspirin is toxic and can cause kidney damage. In sever cases, it may even cause death. Aspirin, even in low doses, is associated with many adverse events, primarily of gastrointestinal tract bleeding. These risks appear to be unrelated to the risks of CVD. So there is considerable variation in the overall risk-benefit ratio for an individual as those with low CVD risk will be at the same risk level of gastrointestinal bleeding as those at high CVD risk (Gadsby, 2005).

            Aspirin can irritate the stomach lining and cause heartburn, pain, nausea, vomiting, and, over time, more serious consequences such as internal bleeding, ulcers, and holes in the stomach or intestines. Chronic alcohol users may be at increased risk of stomach bleeding, as well as liver damage, from aspirin use (Nordenberg, 1999).

            Aspirin may increase the risk of bleeding with warfarin, heparin, heparin-like agents, thrombolytic agents, ticlopidine, clopidegrel, tirofiban, or eptifibatide, although these agents are frequently used safely in combination and in sequence.

            At high doses, aspirin may cause temporary ringing in the ears and hearing loss, which usually disappear when the dose is lowered. Facial swelling and sometimes an asthma attack may occur in the two out of 1,000 people who are allergic to aspirin (Nordenberg, 1999).

            Another serious and potentially fatal side effect of aspirin is brain hemorrhage or bleeding. Aspirin is a blood thinner and interferes with the normal clotting mechanisms of the body. Because of this property, it can cause bleeding and bruises. Aspirin’s antiplatelet activity apparently accounts for hemorrhagic strokes, caused by bleeding into the brain, in a small but significant percentage of persons who use the drug regularly.

            For the great majority of occasional aspirin users, internal bleeding is not a problem. But aspirin may be unsuitable for people with uncontrolled high blood pressure, liver or kidney disease, peptic ulcer, or other conditions that might increase the risk of cerebral hemorrhage or other internal bleeding.

            To summarize, there are many established health benefits of aspirin. Aside from preventing heart attacks and strokes, lately, there have been studies showing that aspirin may also prevent some cancers of the colon. Metaanalysis of aspirin data provided the following conclusions: (1) aspirin is clearly beneficial for individuals who had a heart attack or stroke, (2) aspirin is also beneficial for individuals who have diabetes and high cholesterol levels. But it is important to note that aspirin alone does not altogether rid the individual of the diseases. Healthy habits are also very important.

            Aspirin can help prevent a heart attack or clot-related stroke by lowering the clotting action of the blood’s platelets. But the same properties that make aspirin work in stopping blood from clotting may also cause unwanted side effects, such as stomach bleeding, bleeding in the brain, kidney failure, and other kinds of strokes. There may be a benefit to daily aspirin use if an individual have some kind of heart or blood vessel disease, or if he or she has evidence of poor blood flow to the brain. But only a doctor can tell if whether the risks of long-term aspirin use may be greater than the benefits for an individual.

            Better understanding of aspirin’s myriad effects in the body has led to clinical trials and other studies to assess a variety of possible uses: preventing the severity of migraine headaches, improving circulation to the gums thereby arresting periodontal disease, preventing certain types of cataracts, lowering the risk of recurrence of colorectal cancer, and controlling the dangerously high blood pressure (called preeclampsia) that occurs in 5 to 15 percent of pregnancies.

            Aspirin is affordable. It does not require a prescription. And many people are taking it. Although aspirin is a familiar and readily available drug, people shouldn’t take it for its cardiovascular and other benefits without discussing the risks of long-term use with a doctor. Therefore, before anyone would undergo daily aspirin therapy, the first most important thing to do is to consult a doctor. Although aspirin could have beneficial effects, it may vary from one individual to another.

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Investigating the Impact of Information System: the Case of Small Scale Businesses

 

Investigating the Impact of Information System: the case of Small Scale Businesses

 

Introduction

Perhaps, the emergence of the information system as well as technology has conveyed transformation to the entire society. Consequently, this existence has been deliberated as the unquestioned basis for the rivalries and competencies in this generation. Such technological improvement have conveyed people specifically those in the business market to consider new strategies which would be beneficial for developing corporate value of any firms and businesses (Weill & Broadbent, 1999). The details of conveying with these needs, through enhance proficiency, integrated with the innovation practice of information technology has raised the responsiveness of both information technology as well as management to have more strategic-oriented methods for management and planning (Luftman, Lewis & Oldach, 1993).

Thus, more and more businesses are attempting to develop and implement new information system or chose software development which would guarantee their competencies in the market place without compromising the information of the entire company, specifically in the financial institutions.  But, changing or considering software should be strategic and well-planned so as to ensure that its implementation will meet its purposes and aims.   This proposed study aims on investigating the impact of information system in small scale businesses.

 

Research Objectives

            With the use of information technology and systems, firms, specifically those in the small and medium enterprises are considered to be new in this aspects,, and this may largely affect their financial performance. In this regard, this paper aims on investigating the Impact of information system in small scale businesses. Specifically, this paper attempts to attain the following objectives:

Analysing the context of small scale businesses information system in Ghana.

Determination of the effect of information system in financial performance and marketing performance in small scale businesses.

Identifying the information system used in small scale businesses.

 

Research Questions

            This research aims on identifying and analysing the impact of information system in small scale businesses, specifically the author aims on answering the following queries:

What are the information systems used in small scale businesses.

What are the effect of information system in small scale business?

What is the significance of using information system in small scale business in Ghana?

 

Literature review

Several industries have been into the application of information system into their operations. Since the introduction of computer and information systems, various businesses have been interested on their utilization for various processes and business tasks. In the manufacturing industry, information system application has also been a common practice. Considering that manufacturing businesses have several other factors that need priority and support, the reason for focusing on Information system requires further investigation and research. Previous literatures have concentrated on this matter, providing possible reasons that encourage manufacturers to apply information technology systems. In this literature review, the various reasons that motivate manufacturing businesses to apply information technology into their operations will be highlighted.

The information system of any company can be considered as sensitive to different versions of these systems as well as the network management software, together with the different applications that demands for a given version of each application. That is why it will be hard and complicated to make all of the components and aspects of the large diverse networks to work together as efficiently as the management prediction.   Information system can be access by hackers as well as thieves and it will give them the opportunity steal as well as to change data. Furthermore, due to the fact that the system is linked to the Internet, the network is even more vulnerable with security threat, due to the fact that the Internet is more open to everyone (Burkert, 1997)

 

Overview of Methodology

For this study, primary research and secondary data will be utilised. Primary data will be conducted using anonymous questionnaires that will be sent to the managers of the small and medium micro-finance institutions. The questionnaires will be used to collect quantitative data and the interviews will be utilised to give qualitative insights into the data collected.

The data will be analysed and compiled for the testing of hypothesis. The data will then be presented by means of graphical representations as well as illustration and the difference would be highlighted. Research requires an organised data gathering to be able to pinpoint the research philosophies and theories that will be included in the research, the methodology of the research and the instruments of data interpretation. In this study, the Research Process “Onion” will be utilised so that the findings of the study can be thoroughly established. The inner part of the onion describes the methodology portion whereas the outer part discusses the strategies that can be utilised in interpreting the results of the findings.

 

 

References

Burkert, H 1997, Privacy-enhancing technologies: typology, critique, vision, Technology and privacy: the new landscape, MIT Press, Cambridge, MA. 

.

Luftman, J.N., Lewis, P.R. & Oldach, S.H. (1993). Transforming the Enterprise: The Alignment of Business and Information Technology Strategies. IBM Systems Journal, 32(1): 198-221.

Weill, P. & Broadbent, M. (1998). Leveraging the new Infrastructure. Harvard        Business School Press.

 

 

 

 

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Narratives and their Underlying Influence

 

To what extent does the way children are socialised into narrative in a given subculture affect the way they are perceived in the wider culture, both as children and subsequently as adults?

            The paper will begin firstly in the overview and correlation of socialisation and the concept of narrative which must be tackled in order to put the topic into context. 

Learning has much to do with one’s milieu and social context.  In this manner, the cultural background of a child is an integral variable in forming patterns of communication.  The orientation begins in the home, and later, to a wider culture.  Narratives, discourses, or story-telling is able to shape and invoke family, social and cultural identities.   Learning, society and culture are thus tightly knitted to each other.  Cultural diversity may manifest itself in discourses among the areas of telling, tales, and tellers.

Narratives and their Underlying Influence

Narratives are best known in the literary scene as consisting of plots and stories or a collection of events as presented in books, film, or other media.  Thus, the dominating theme is that Narrative is a fictional event.  However, its definition had no sooner expanded to encompass other fields other than Literature or the Humanities, such as science.  It may now involve the recounting of experiences and actions beyond the story telling medium of paper or multimedia.  It can in fact involve the accounts of daily life depending on who tells the story, how it is told, and what it contains.  It becomes an interpretation and a compilation of human affairs.  “Indeed, there are narratives of social affiliations, cultures, sports, hobbies and recreational endeavours, movies and the arts, professional groups, armed forces, political groups, and so on”,  which in their own, bring people together, or separate them.  This means that the narrative can most certainly involve real life events with people as participants and with context creating the background of the storyline.  Another difference is the concept of space and time between the literary narratives to the actual narratives.  While time and sequencing of events is what determines the arrangement of literary narratives, actual narratives would depend on space and theme rather the plot.  The narrative remains a controversial method in the clinical field. 

 

            Describes narrative as a “dynamic structure that converts ‘talk’ into ‘text’.”  It allows the conversion of conversation to something intelligible and it allows itself to be transformed and transported from one teller, to one listener, and recur itself in multiple conversations, contexts and cultures (5).  Narrative juggles the imagination and one’s experience in a way that is compact and economical (15). 

Listening to a narrative, like witnessing a magician’s act, is a relatively inexpensive means of trying out patterns of living, situations and emotional reactions that one may never experience, or want to experience, in one’s own life. The feelings, among others, of curiosity, awe, pity, sheer fun, and final reassurance that a narrative evokes-those indirect ‘perlocutionary effects’ of speech act theory-must occur in our minds, not just or even necessarily, within the story-teller’s.   

 

This indicates the influence a narrative is capable of experience without having to actually go through it.  A narrative is able to mould, shape and change perceptions according to how the narrators (typically an adult) sees this.  In this regard, the narrators are in a privileged and authoritative position of dictating thoughts according to how they see fit because they will be regarded as truth and dictating bodies.     

 

The impulse towards narrative telling comes at the instinct to entertain others and the gratification brought by the fact that one is able to make an effect in someone’s mind.  “Narratives are culturally priced, and sometimes dismissed” because this attempts to reach towards another at the risk of being accepted or disapproved.  Good narratives have in their ability to bind communities.  The unbelievable and the rational become true and accepted in a culture.  Narratives naturalizes these otherwise incredible facts by merging “causes to effects and inductive evidence to deductive inferences” (16)

Narrative is a means towards self-assertion and self-preservation.  It allows an individual to define him/herself and create as well as project an identity that will stand out from the rest of the community.   It is an “interlocking device for self-perpetuation that has of necessity to involve at least two members of the human community before it can work” (22) It summons several emotions in its dialogues and it creates imagination and experiences in the part of the active interpreting listeners as told by the tellers.  A narrative won’t be significant and successful until these two parties are involved and active, the listener as well as the teller.  In between these two, the narrative connects and shares the most impossible and false thoughts that maybe shaped as truth.     

Narrative has a lot of learning processes taking place in it.  The act of telling stories employs a great deal of motor skills and a great deal of reflection especially when it comes to the following: “social values, beliefs, dilemmas, and goals that underlie and motivate human interaction”.  This is significantly dictated by culture.  The narratives and the storytellers need to be culturally acceptable.  For narratives to take place, there must firstly be the active involvement of socialization which will feed children what they need to know.  Eventually, out of this storytelling will come something original from the children through the selection of events and through the mastery of vocabulary and emotions such that the culture will supply.   

 

Socialization Processes

Socialization eventually expands from parents, family to community, from subculture to a wider culture.  Eventually, culture will clash and merge because children will meet others in differing ethnicities. 

Socialization through language and culture stands as a “interactional display (covert or overt) to a novice of expected ways of thinking, feeling, and acting” Social contexts and relationships control how this communication takes place in such a way that the child in question does not only learn of the motor skills in speaking or acting but also internalizing the milieu, the very actions and relationships that will be appropriate for such socializations.  Such milieus will involve the transformation from family and school, proceeding through the notion that culture is not static, but instead it involves multiple discourses and processes that may be learned and forged in other milieus, and agents such as friends and other children of the same age through socialization into narratives.  Children either accept or resist this, defending previously established beliefs and identity against the incoming new ones.  This is especially rampant in educational settings and the community beyond the home.    

 

   On the topic of socialisation within the educational setting, Basil Bernstein had a great deal of work that focuses on social class and language (which is the vehicle of socialisation and narratives).  According to Basil Bernstgein, class presents differences in how language is conveyed through the manner of restriction.  Working Class are at an disadvantage especially when the educational system favors the middle class language.  This immediately creates more socialisation and narrative opportunities for middle class than working class.  The milieu antagonizes and contrasts the way of thinking, the culture, as well as the values and beliefs of working class children making it more difficult to establish interaction or relationships. In this context, the extent of socialisation into narratove from subculture to a wider one is significantly large because clearly, it determines cognitive skills and learning in the long run whether limited and permitted to grow. 

 

As such, the extent of children socialised into narrative in a given subculture is large in the manner they are perceived in the wider culture, both as children and subsequently as adults.  The idea here is that socialisation and narratives affect brain work, cognitive skills and learning.  The paper elaborated on the significance of socialisation and narratives in growth and in conditioning a child.  How these would be handled for children will be crucial in many ways. 

 

Credit:ivythesis.typepad.com

Creative Industries Major Project Handbook

    School of Art, Design and Architecture     BA (Hons) Advertising, Media & Design Management  

 

 

 

Module: THD 1039

Creative Industries Major Project

 

Teaching and Learning Materials

UK 2008/09

 

 

Module Tutors:

 

 

 

Contents

 

THD 1039 Creative Industries Major Project

Page

 

Preliminary Reading

 

3

Introduction

 

4

 

Preparation for the Module Hints and Tips

 

4

THD 1039: Module Aims

5

 

THD 1039: Learning Outcomes

 

6

What is a Major Project?

7

 

Preliminary Tasks: Developing Ideas Hints and Tips

10 – 11 

Outline of Preparation Stages

12

Preliminary Tasks: Developing Ideas

Exercises

13 – 15

 

Presenting the Major Project

16

 

Assessment

17

 

Assessment Criteria

18

 

THD 1039 Marking Guide for Major Project

19

 

Assessment and Feedback Sheet

20

 

Plagiarism

21

 

Library & Computing Centre: Referencing for Art and Design Students

 

22-30

 

Appendices

31

Appendix A – Cover Page Requirements

34

Appendix B – Presentation and Display Boards

33

Appendix C – Layout Guidelines

34

 

 

PRELIMINARY READING

 

Creative Industries Major Project Key Text:

 

As your projects vary and relate to your personal interest within the core subject of Advertising, Media and Design Management one individual text cannot be recommended. You have been recommended important text books over the last two years and these will help you with your Major Project. Listed below are a variety of other texts that maybe of interest throughout the development of your project.

  

Reading list:

 

·      Pricken, M. (2004) Creative Advertising: Ideas and Techniques from the World’s Best Campaigns. Thames & Hudson.

 

·      Burtenshaw, K., Mahon, N. & Barfoot, C. (2006) The Fundamentals of Creative Advertising. AVA Publishing.

 

·      Ogilvy, D. (2007) Ogilvy on Advertising. Prion Books.

 

·      Aitchison, J. (2004) Cutting Edge Advertising: How to Create the World’s Best Print for Brands in the 21st Century. Prentice Hall.

 

·      Brierley, S. (2001) The Advertising Handbook. Routledge.

 

·      Himpe, T. & Colin, W. (2006) Advertising is Dead: Long Live Advertising! Over 200 Inspiring Campaigns for the New Market Place. Thames & Hudson.

 

·      Weidemann, J. (2006) Advertising Now! Print. Taschen Gmbh.

 

·      Weidemann, J (2006) Advertising Now! Online. Taschen Gmbh.

 

 

 

NOTE: This is not an exhaustive list.

 

INTRODUCTION

 

THD 1039 Creative Industries Major Project is a 40 credit module.

 

You are required to produce a self initiated brief in the form of a feasibility study following an initial period of research. Your Major Project is a self initiated project which will be presented to & negotiated with staff. The completed project will be presented as an exposition of self initiated work using media techniques.

 

The process of producing the major project gives you the opportunity to:

• 
  

  Pursue in depth, areas and issues which are of interest, relevance and may inform decisions with regard to your future career

  
  


• 
  

  Formulate and communicate ideas and propositions

  
  


• 
  

  Investigate and understand broad aspects of the issues relevant to your particular degree course

  
  

 

Upon successful completion of this module you will be able to:

• 
  

  Undertake creative projects to a very high standard of completeness and produce high level creative solutions to resolve problems

  
  


• 
  

  Demonstrate clear decision making and initiative in the undertaking of a creative project

  
  


• 
  

  Demonstrate professional expertise in the presentation of the major project

  
  

 

PREPARATION FOR THE MODULE

 

To prepare for the Major Project module, it is advised that you do some Preliminary Reading and Mind-Mapping to start thinking of ideas and areas of interest for your major project.

 

Hints and Tips:

 

Throughout your course you have been given many hints and tips on how to progress with each project. The Major Project is the culmination of the knowledge and skills that you have gained from previous projects, you should therefore refer to the hints and tips you have been given previously in addition to the ones below.

 

The Major Project also includes a static showing of your work and you should include this in your thinking.

• 
  

  Use your Critical Journal to identify themes.

  
  


• 
  

  Refer to and use previous exercises and suggestions

  
  


• 
  

  Include the final presentation in your thinking from the beginning

  
  


• 
  

  Plan self-promotional material in advance

  
  


• 
  

  The static display is a reflection of your personality

  
  

To help you begin your major project, preparation is advisable and there will be workshops arranged to help you with this.

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

Module Aims

 

This module is designed to enable you to demonstrate your creative skills and commercial understanding of innovation within advertising, media and design management. It will also enable you to work at a very high professional level integrating all elements of the pathway and using a sophisticated creative methodology, in order to promote unique solutions for existing and future market requirements.

 

You will be expected to initiate a self-imposed project which will target a specific advertising theme and channel your creative and intellectual skills to create an innovative and highly original solution. 

 

 

During this module you will be expected to use a highly personalised and professional methodology which illustrates an ability to reflect on knowledge from experience and scholarship and contributes to the formulation of original creative solutions.

 

 

 

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

Learning Outcomes

 

Upon successful completion of this module you will be able to:

 

A     Undertake creative projects to a very high standard of completeness and produce high level creative solutions to resolve problems

 

B     Demonstrate clear decision making and initiative in the undertaking of a creative project

 

C    Demonstrate professional expertise in the presentation of the major project

 

 

Personal Outcomes

 

You will have developed a suitable level of ability to:

 

D    Formulate creative conceptual ideas and solutions

 

E     Present and communicate ideas in an appropriate manner and manage time effectively

 

F     Obtain new insight and understanding from existing knowledge and show tenacity and adaptability to solve problems

 

 

 

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

“What is a Major Project?”

 

A major project is a body of work with a purpose.  The purpose for you is to develop and create an honours level, in-depth study that integrates and reflects upon knowledge and experience gained through your course. Due to the flexibility and creativity of this project, the outcomes will differ from student to student.

 

The 40 credit major project contains elements which distinguish it from other pieces of work that you may have done in the past, and because it is a culmination of several months of work, writing and presenting one requires thought, planning and organisation.

 

The assessment of the major project is based upon:

·         A self initiated brief presented in the form of a feasibility study

·         One self initiated project which will be negotiated with staff. The project will be presented as an exposition of self initiated work using appropriate media communication techniques.

 

The aims of your major project should enable you to demonstrate your creative skills and commercial understanding of innovation within advertising, media and design management. The form taken by the major project should be appropriate to the topic being researched, permitting you to work at a very high professional level integrating all elements of the pathway and using a sophisticated creative methodology. The exposition of the project should also aim to promote unique solutions for existing and future market requirements.

 

 

The major project format may be broken down into 6 key areas:

 

1)    Structure of feasibility study  

2)    Statement of purpose (commercial relevance)

3)    Aims and objectives

4)    Background information

5)    Critical path and timetable

6)    Presentation

 

 

 

“What’s in it for me?”

 

Think of your major project as a means which will allow you to demonstrate to your tutors and potential employers, both your knowledge and understanding of a subject or area. More importantly your ability to structure and manage a project from the concept and development stages, to the exposition of the final major project supported by a reasoned and supported argument.  This is a skill, which sooner or later you will need, in your professional lives.

 

Also, by way of contacts made and interviews undertaken for primary research, it can be a vehicle to simply get into companies, making yourself known to potential employers, or even picking up briefs.  Many, if not most students find the major project challenging, but ultimately rewarding.

 

 

“What is the purpose of the critiques?”

 

The critique is a presentation of your project to tutors in a group session. It is an opportunity to discuss and evaluate the progress of your work with tutors and your peers. Your tutors will be looking for a solution that is an answer to the problem you have set yourself. They are looking for originality and innovation and how you have fulfilled the requirements of the module.

 

You may be given differing opinions as to the best way to proceed and you need to listen carefully to pick out the information you think is useful and to evaluate the comments made.

 

Prepare well for and rehearse your presentation to get the most out of the critique.

 

“What am I required to do?”

You are required to do the following:

 

-       Attend all scheduled tutorials/critiques and record your progression in your research file. Your research file is for your own progression and self-direction of the major project and demonstrates your project management skills.

-       Approach the module with suitable energy and enthusiasm.

-       Allocate sufficient time to progress your project. We suggest the equivalent of at least one day per week to your major project module. This will need to increase as the project develops and the timetable allows for more dedicated time.

-       Follow all guidelines and procedures which are given to you, and meet all deadlines.

-       Make yourself familiar with the University regulations on plagiarism.

 

“Where do I start?”

 

The first thing to do is to find a subject area that is:

 

-       Viable

-       Of enough interest to you to maintain your enthusiasm over a prolonged period

-       Likely to suit your level of competence

-       Of a manageable scale for the limitations of time and production.

 

Outstanding submissions generally apply creative thought to a new, difficult or innovative area.

 

Consider:

-       What do you want to know?

-       What do you want to find out?

-       How will you find it out?

-       What will you do with the findings?

-       How will you present your outcomes (the exposition of the project including written, visual and practical work)?

 

 

“How do I choose a subject area to study?”

 

Some students have a clear idea about their major project topic during their second year, while others come into the final year with a ‘working’ title.  Some students find inspiration for their major project topic during their placement.  However, you must attend the introductory sessions at the end of year 2, and be approaching your final year with some broad notions and working titles, submitted from your first proposal.  You will then be expected to conduct continuous research throughout summer to validate your preliminary ideas.

 

“Can I change my idea?”

 

This depends.  Often your major project grows, and therefore changes focus.  Sometimes you have to adjust your major project to accommodate new research that you have discovered.  However, if you wish to completely change your topic, please speak to a supervisor. Your feasibility study will include a more detailed consideration into your intended outcomes of the major project, this should be carefully considered and well planned in the early stages, in order to prevent any shortcomings in the scope of the study.

 

The Deadline for the Major Project Feasibility Study is:

 

 

…..………………………………….

(To be completed in class)

 

PRELIMINARY TASKS: Developing Ideas

 

Hints and Tips

 

You will be required to write a feasibility study for your major project. This will be a 1500-word preparatory plan of your Major Project.

 

The feasibility study will include a review of related work, identifying connections between concepts, working methodologies and potential outcomes. This will be supported by your self-defined brief, statement of purpose and project aims and objectives.

 

Refer to the Advertising, Media and Design Management Major Project Indicative Assessment for further information.

 

To help you in the early stages of this, it is advised that you undertake the following preparation:

 

• 
  

  Start a new research file dedicated to themes in your major project, this will help to inform your planning and to clarify your areas of interest.

  
  

 

• 
  

  You should already be familiar with compiling a critical journal, use your skills of critical analysis from this to start a major project journal, encompassing all your ideas alongside a critical analysis of information.

  
  

 

• 
  

  It is vital that you reference all sources you use; please make yourself familiar with the Harvard referencing guidelines within this handbook.

  
  

 

• 
  

  When you have an idea of the area – or areas that you are interested in, try mind-mapping to help you get a sense of what you actually know about the subject and how it might break down further. This might seem easy but try and be as detailed as possible in order to maximise the use of this simple exercise.

  
  

 

• 
  

  Once you have completed a mind-map, make sure you file it so you have an initial outline of issues related to a subject area. This will help you focus on certain stages of your major project, and capitalise on your existing knowledge.

  
  

 

• 
  

  By carrying out these planning exercises in the early stages, it will give you some idea of possible themes to investigate – but don’t limit yourself to these – remember there may be much more than this.

  
  

 

 

 

Collating Reading and Recording Information and Text

 

So many students get inspired at this stage and do a great job of finding informative text on their topic and subject area. However, this is no good if all you do is put the down-loaded or photocopied text in a plastic sleeve and file it. You should READ IT, AND ATTEMPT TO UNDERSTAND IT. This way you will have something to talk to your tutor about at tutorials.

 

The best way of doing this is to produce notes on each piece of text you find. It is useful if you have a format for keeping these notes – for instance summarise findings in a note/record book, then they can act as a reminder for you when you are talking to your tutor. The notes can be a summary of the main issues, and themes in the text, comments on the language that is used, your value judgements, plus any good quotes that you think you may want to use in your own text. You will be surprised and pleased with the way that these notes build up – you should try to produce a sheet for each article, chapter or book that you read and feed the information back to your designated supervisor.

 

When you have done this you can consistently review your ideas development by re-drawing your mind-mapping diagrams with the aid of the new information. From this stage you may be able to refine which areas are of interest to you. This is helpful when researching but keep an open mind as students often shift focus part way through a major project.

 

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

Outline of Preparation Stages for your Major Project

 

 

STAGE ONE

Personal Reflective Workshop Exercises

 

STAGE TWO

Defining Major Project Outcomes: Workshop Exercises

 

 

STAGE THREE

Methodology

Critical Path

 

STAGE FOUR

Feasibility Study

 

 

Stages 1 and 2 will be the focus of the early stages of the Major Project preparation. Subsequently, Stages 3 and 4 will be followed up in the first term of your Final year. You should not neglect these stages in anticipation of the later sessions, as your research is self determined and continuous.
PRELIMINARY TASKS: Developing Ideas

 

To help you uncover potential themes for your Major Project, try the following exercises…

 

 

STAGE ONE

 

PERSONAL REFLECTIVE WORKSHOP

 

Exercise 1: Identifying your Strengths 

 

Use the following exercises to identify your key skills in the personal reflective workshop:

 

Conduct a personal review, including what you have achieved in the course or areas that you have excelled in…

 

• 
  

  Conduct a personal SWOT analysis

  
  


• 
  

  Identify your strengths in the course

  
  


• 
  

  Personal interests

  
  


• 
  

  Career aspirations

  
  

 

 

Exercise 2: Evidence Tick Box

 

Use the grid below to identify the types of evidence that you would like to produce for the exposition of work for your final major project.

 

 

Feature/Short Writing Piece

 

 

Product/Brand Label Launch

 

Fashion Show

 

Biography

 

Communication Campaign

 

 

Fashion Event

 

 

Business Writing

 

 

Media Concept

 

 

Exhibition

 

 

 

PRELIMINARY TASKS: Developing Ideas

 

Workshop Exercise 3: Mind-Mapping

 

Use this page to reflect and identify any cross-references, new themes or pertinent issues to your areas of interest and the evidence identified in the workshop exercises.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HINT: Reflect on your previous work, projects & experience to develop your thinking. Review current literature to strengthen your understanding & theory.

 

PRELIMINARY TASKS: Developing Ideas

 

 

STAGE TWO

 

 

Workshop Exercise 4:

 

This exercise is designed to define the types of evidence you could be producing for your major project.

 

Exercise 4 will be completed in a group workshop in class (completed in term 3 preparation – end of year 2).

Workshop titles:

• 
  

  ‘Famous five’ workshop completed in groups in class

  
  


• 
  

  Repeat the workshop on your own with the title; ‘Little shop of horrors’

  
  

 

 

 

 

 

 

 

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

Presenting the Major Project

 

Due to the flexibility of this Creative Industries Major Project the final presentation will vary according to each individual. It should be noted however that you should spend at least a week before the deadline, on organising your final presentation.

 

You are advised to refer to the indicative assessment criteria contained in this handbook.

 

Feasibility Study

 

The content of the feasibility study should include a clear statement of purpose, project aims and objectives and appropriate background information. The feasibility study should also identify a critical path and an outline of your presentation.

 

This stage enables you to identify connections between concepts, working methodologies and potential outcomes. You will demonstrate the management and control related to the project.

 

A poor Feasibility study is likely to result in a poor final project. Preparation and research are key to a successful Feasibility study.

 

Final Project

 

The final project outcome is presented as an exposition. You are required to demonstrate a high level of originality, creativity, innovation and appropriate use of media communication techniques.

 

Final Presentation

 

The ability to appropriately research, plan, collect and analyse information to produce a meaningful project. The exposition of work presents the final outcome of the project and explains the process undertaken to achieve the outcome.

 

A professional standard of presentation should be evident throughout your major project.

 

 

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

ASSESSMENT                       

 

Deadline: ­­­­­­­­­­­­________________ (To be confirmed)    

 

A self-generated individual project will be determined, which will provide a suitable mechanism for a challenging and stimulating strategy and approach to an existing or new problem.

 

During this module you will be expected to use a highly personalised and professional methodology which illustrates an ability to reflect on knowledge from experience and scholarship and contributes to the formulation of original creative solutions.

 

 

Feasibility Study (20%)

 

A self-initiated brief and feasibility study. 1500 word report.

 

Final Project (80%)

 

One self initiated project which has been negotiated with staff. The project will be presented as an exposition of self initiated work using media communication techniques.

 

Exposition of project, including written, visual and practical work.

 

The assignment should demonstrate evidence of a highly professional and individual approach to creative problem solving incorporating a clear understanding of the target market with creative and innovative proposals and solutions.

Formative Assessment (Feedback)

• 
  

  Project idea outline

  
  

A 500 word idea outline. This should define the subject area and intended outcomes and is required for tutor approval.

Deadline: ________________TBC

 

 

• 
  

  Feasibility Study

  
  

Deadline: ________________TBC

Summative Assessment

 

 

Major Project Assessment Criteria

 

The criteria used for assessment are:

 

Feasibility Study

 

1500 word report. 20% Assessment weighting.

 

Establish clear objectives, priorities and strategy within the feasibility study. 

 

The ability to synthesise information within the process of innovation to determine future developments for the project is evident, together with evidence of appropriate use of project management precepts.

 

Final Project

 

Exposition of project including written, visual and practical work.

80% Assessment weighting.

 

The ability to appropriately research, plan, collect and analyse information to produce meaningful results is demonstrated.

 

The ability to synthesise information within the process of innovation to determine future developments for the project is evident, together with evidence of appropriate use of project management precepts.

 

A professional standard of presentation and appropriate use of media communication techniques evident in the written and visual presentation of the exposition.

 

 

Major Project Assessment

 

The Major Projects will be assessed by your project tutors. All the projects will be available to the external examiners for moderation.

 

As with any assessed work, if the students submit work late, without a request for an extension, then the following rules shall apply:

• 
  

  Work submitted up to five working days after the agreed cut-off date will receive a maximum mark of 40%

  
  


• 
  

  Work submitted more than five working days after the agreed cut-off date will receive a mark of 0%

  
  

 

Students must be encouraged to apply for an extension to an agreed cut-off date if they feel that they have a valid reason for not being able to meet that date. Likewise, students should be discouraged from handing work in late without a valid reason.

 

THD 1039: Marking Guide for Major Project

      

Indicative Assessment

 

Major project

Content outline

Assessment outline

Outcome

Assessment weighting

Feasibility Study

Includes statement of purpose, project aims and objectives, background information, critical path, outline of presentation.

 

This enables you to identify connections between concepts, working methodologies and potential outcomes.

 

This will demonstrate the management and control related to the project.

 

Establish clear objectives, priorities and strategy within the feasibility study.

 

The ability to synthesise information within the process of innovation to determine future developments for the project is evident, together with evidence of appropriate use of project management precepts.

1500 words

20%

Final Project

Exposition of self initiated work to includes:

 

Written and visual information using a variety of media communication techniques. Provides evidence to support the significance and validity of your research.

 

Demonstrate a high level of originality, creativity, innovation and appropriate use of media communication techniques.

The ability to appropriately research, plan, collect and analyse information to produce meaningful results is demonstrated.

 

The ability to synthesise information within the process of innovation to determine future developments for the project is evident, together with evidence of appropriate use of project management precepts.

 

A professional standard of presentation and appropriate use of media communication techniques evident in the written and visual presentation of the exposition.

 

Exposition of project including written, visual & practical work.

80%

 

 

 

 

70%+

Outstanding

69% – 60%

Above Average

59% – 50%

Average

49% – 40%

Below Average

39% – 30%

Refer

29% – 0%

Fail

Profile

Grade

A+

A

A-

B+

B

B-

C+

C

C-

D+

D

D-

 

 

Assessment Criteria

a)     Breadth & depth of research, development & project objectives clearly evident 

 

Outcomes; A, B, C

Aims & Objectives

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Information

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Analysis & Discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessment Criteria

b)     Produce a professional & comprehensive report that satisfies requirements of brief

 

Outcomes; D, E, F

Conclusions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Presentation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assignment Grade Comments

 

 

 

 

 

 

 

 

Referencing for your Major Project

 

Why is correct referencing important?

·         To show that you have acknowledged other people’s ideas and theories and to avoid plagiarism i.e. using other peoples work/ideas/theories/thoughts and passing them off as your own.

·         To show the reader evidence that you have fully researched the background materials and have an understanding of them.

·         To allow the reader to easily locate any materials to which you have made reference and therefore check them if necessary

 

PLAGIARISM

 

If you draw upon the words, ideas or images of others and do not acknowledge them you are cheating – claiming as your own ideas, images or words which are not your own.  To do so is plagiarism.  The University takes a very serious view of plagiarism.  Boards of Examiners are empowered to penalise students found guilty of plagiarism and the university may take action under the code of discipline including suspension or expulsion.

 

Always ensure that you acknowledge the sources of ideas, words and images.  This applies as equally to your studio practice as to written work and covers the use of both published works and the work of other students or private individuals.

  Please make yourself familiar with the Universities guidelines on plagiarism  

 

If you are at all unsure about any aspect of quoting from, or summarising other peoples work, ask your tutor or refer to the ‘The Library and Computing Centre Referencing for Art and Design Students’ to follow.

 

 

 

 

 

 

APPENDICES
(Appendix A)

 

 

UNIVERSITY OF

 

 

School of Art, Design and Architecture

Department of Design

 

 

 

 

 

 

 

 

Major Project Title

 

 

 

 

 

 

 

 

 

(YOUR NAME)

 

 

 

A Major Project submitted in partial fulfilment of the requirements for

BA (Hons) Advertising, Media and Design Management

 

 

Module THD 1039 Creative Industries Major Project

 

 

The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others.

 

The University of

School of Art & Design

Department of Design

ENGLAND

 

(DATE)

 

 

(Appendix B)

 

PRESENTATION AND DISPLAY BOARDS

 

 

The following information must be included in the exposition of your final work:

 

Front & Back of Presentation Boards and Portfolio:

 

Your Name

Project Title

Date

 

Plus the following information,

 

A Major Project submitted in partial fulfilment of the requirements for

BA (Hons) Advertising, Media and Design Management

 

Module THD 1039 Creative Industries Major Project

 

The University of Huddersfield

School of Art, Design and Architecture

Department of Design

Huddersfield

West Yorkshire

ENGLAND

 

The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others.

 

This information should also be included on any supporting documentation.

 

 

(Appendix C)

 

THD 1039 CREATIVE INDUSTRIES MAJOR PROJECT

 

LAYOUT GUIDELINES

 

Recommended Word Counts:

 

• 
  

  Feasibility Study = 1,500 words

  
  

 

• 
  

  Final Project = Exposition of final project, including written, visual and practical work, word count by negotiation with staff.

  
  

 

Images, diagrams and tables may be used and fully referenced/labelled within the text; these, alongside appendices, any quotations and references will not be included in the word count.

 

 

Binding Requirements = we require you to submit 2 copies of the Feasibility study plus a digital submission of the work in the form of an Electronic Copy on disc. Due to the flexibility of the major project outcomes will vary. It is advised that written work (such as the feasibility study) is to be bound; spiral, comb or heat bound unless a different format is predetermined prior to submission with supervisors.

 

 

Note: You are advised to keep a fully referenced record of all supportive work throughout the duration of your Major Project (e.g. major project journals and material collected in your major project research files). This is advised as your work may be selected and kept by the University, therefore students should keep a digital record of their work.

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