Grading Rubrics PHD Program MGMT 7704 Quantitative research methods Research Paper Learning outcome 1.
Develops a research problem that is appropriate for a research paper
2.
Ability to analyze the research topic
3.
Develops suitable quantitative research design to answer research problem
4.
Ability to arrive at a research conclusion based on a thorough analysis
Below expectations
Acceptable
Exceeds Expectations
Author did not develop a suitable research / management problem. Plans for the exploratory research to refine the problem are either undeveloped and/or not clearly stated. Proposal lacks a clearly stated hypothesis
Author developed a suitable research / management problem. Plans for the exploratory research to refine the problem are fairly well developed and articulated. To some extent proposal has clearly stated hypothesis
Author developed an interesting and unique research / management problem. Plans for the exploratory research to refine the problem are well developed and clearly articulated. Proposal has a clearly stated hypothesis
Analysis is not well developed. It lacks summary and/or any synthesis of the relevant literature
Analysis is fairly well developed. It summarizes the overall information obtained from the literature review and synthesizes adequately the knowledge gained Proposed quantitative Proposed quantitative research methods are not research methods are appropriate to answer fairly appropriate to research questions, no answer research justifications for using the questions. Some research design. The justifications for using the types of measuring research design. The types instruments, the sampling of measuring instruments, procedures and plans for the sampling procedures data analysis are not and plans for data analysis defined clearly. are fairly well developed. Does not recognize the Recognize to some extent limits or implications of the limits or implications the method to be of the method to be employed. employed. Analysis does not drive Analysis does drive the the conclusion, poor conclusion to some connection between extent, conclusions reached and there are some research problem and connections between research questions asked conclusions reached and research problem and research questions asked
A strong analysis is developed. Summarizes and shows insightful synthesis of the literature information
Proposed quantitative research methods are appropriate to answer research questions. The use of the research design is justified. The types of measuring instruments, the sampling procedures and plans for data analysis are fairly well developed. Research design is defined clearly. Recognize the limits or implications of the method to be employed Analysis drives the conclusion and conclusion answers the research problem and research questions in a consistent and thorough way
Learning outcome 5.
Below expectations
Use of broad Insufficient range of knowledge to develop theories to answer the original research research questions
6.
Use of deep knowledge to get major ideas across
7.
Use of a clear writing style to get major ideas across
8.
Organize and structure a research paper
Author shows a poor understanding of the HR topic, (e.g. is not able to describe the theories)
Acceptable A number of relevant theories to answer research questions are identified
Author shows a basic understanding of the HR topic (e. g. e.g. can describe the theory, but it not able to evaluate it) Throughout the paper, Paper is for the most part wording is imprecise or clearly worded and ambiguous. Sentence unambiguous. Sentence structure is consistently structure is mostly clear. confusing. Paper is There is a few minor unacceptably sloppy. spelling or grammatical Quotes are frequently not errors. Quotes are all attributed or improperly properly attributed and cited cited Organization of the paper Organization of paper as a as a whole does not whole is logical and follow a logical flow. Not apparent, but transitions all parts of the paper fit between paragraphs are the organizational not consistently smooth. structure. Not all the parts Every paragraph makes of the paper are one distinct and coherent effectively integrated. point and, for the most Topic sentences are part, the parts of each missing or unclear in a paragraph connect number of paragraphs. In logically and effectively a number of paragraphs, the parts do not connect logically
Exceeds Expectations The most important theories to answer research questions are identified
Author shows a deep understanding of the HR theories (e.g. can evaluate and interpret the theories)
Throughout the paper, wording is clear and unambiguous. Sentence structure is consistently clear and lucid. Quotes are all properly attributed and cited. There are virtually no spelling or grammatical errors
Organization of the paper as a whole is logical and quickly apparent. Connections among paragraphs are clearly articulated. Transitions between paragraphs are smooth. Every paragraph makes one distinct and coherent point, expressed in a clear topic sentence; the parts of each paragraph connect logically and persuasively, and internal transitions are smooth
Grading Rubrics PHD Program MGMT 7704 Quantitative research methods Learning outcome 1.
Shows a wide range of working knowledge of quantitative research methods
2. Achieves deep
understanding of quantitative research methods
Below expectations
Exceeds Expectations
Acceptable
Draws accurately on a few quantitative research methods and seldom cite the relevant literature. Is not able to discuss the validity of research design and methods used
Draws accurately on a variety of quantitative research methods and is sometimes able to cite the relevant literature. Is sometimes able to discuss the validity of the research design and methods used Shows a poor Shows a basic understanding of the role understanding of the role of quantitative research of quantitative research methods (e.g. is not able methods in management to describe the and organizational quantitative research research (e.g. is able to methods, the defensibility describe the quantitative of assumptions in research methods, but is instrumentation, sampling not able to evaluate the and data analysis) defensibility of assumptions in instrumentation, sampling and data analysis)
Draws accurately on a broad variety of quantitative research methods and is always able to cite the relevant literature. Is able to discuss the validity of the research design and methods used Shows a deep understanding in quantitative research methods (e.g. can critically evaluate the quantitative research method and the defensibility of assumptions in instrumentation, sampling and data analysis)
3.
Ability to critical evaluate the research findings
4.
Contributes actively to class discussions
Seldom evaluates the statistical and practical significance of the research findings Contributes to the discussion by raising questions and comments that reflect little understanding of the quantitative methods and methodologies, sometimes builds on others ideas and seldom challenges assumptions and ideas
Evaluates to some extent critically the statistical and practical significance of the research findings
Is able to evaluate deeply and critically the statistical and practical significance of the research findings
Sometimes contributes to the discussion by raising questions, making sometimes relevant comments, builds on others ideas and sometimes challenges assumptions and ideas
Always contributes to the discussion by raising thoughtful questions, comments are relevant, often builds on others ideas and most of the time challenges appropriately assumptions and ideas
Class participation and course contribution
5.
Demonstrates communication, discussion and teaching skills
Does not take an active role in maintaining the flow or direction of the discussion. Does not indentify exercises or examples that facilitate learning by others. Does not provoke discussions on the usefulness or limitations of the concepts. Fails to act as a facilitator to reach the learning objective, does not raise thoughtful questions to guide the audience
Takes responsibility for maintaining flow and quality of discussion. Sometimes illustrates or carryout exercises that facilitates comprehension by others. Sometimes provokes discussions on the usefulness or limitations of the concepts. Facilitates discussions to reach learning goals, to some extent raises thoughtful questions to guide the audience and encouraging others to participate but is not always effective
Takes responsibility for maintaining the flow and quality of the discussion whenever needed. Illustrate or carryout other exercises that facilitates comprehension by others. Provokes discussions on the usefulness or limitations of the concepts Raises thoughtful questions to structure the discussion. Helps to redirect or refocus discussions when it becomes side tracked or unproductive. Makes efforts to engage reluctant participants
6.
Demonstrates the ability to structure a presentation and clearly get ideas across
Presentation is poorly organized and structured; storyline is not developed. For the audience it is difficult to follow the presentation and to understand major ideas
Presentation is to some extent organized and structured, storyline is not fully developed. Audience gains some insights
Presentation is well organized and structured, good storyline is developed. Audience can easily follow the presentation and understands major ideas