15 May WHAT FORMATIVE RESEARCH WOULD YOU CONDUCT? WHY?
Essentially, answers should reflect knowledge integration (in your written expression, argument construction, supporting evidence provision) rather than regurgitation of quotes and/or material from the readings.
ASSESSMENT
The questions are designed to elicit holistic answers that demonstrate critical thinking skills. Answers will be assessed based on the breadth and depth of consideration and explanation provided. While there is no right or wrong answer, the expectation exists for answers to reflect comprehensive attention to the questions posed, articulation of arguments in a clear, well organized format, and meet graduate level writing expectations.
(1) Written Expression
organized presentation of arguments and evidence
Concise sentence structure/presentation
emotionally neutral tone
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(2) Application of Course Concepts
answer demonstrates consideration of multiple perspectives
higher level connections and application of theories, models, and/or strategies (deeper answers than surface level treatment)
consideration of implications beyond the immediate variables and/or scenarios posed in the question
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(3) Integration of Course Resources to Support Arguments
arguments effectively supported with evidence drawn from course resources (lectures, discussion, activities, readings)
graduate level argument presentation (beyond simplistic opinion based assessment such as “I think, feel, believe…”)
QUESTIONS
1. Imagine you are the Ohio University’s Graduate Support Services Coordinator. Your responsibilities entail developing innovative programs, materials, and events that will enhance the academic growth and overall experience of graduate students. Recently, the Provost requested your focus on a targeted subset of Ohio’s graduate student population – international students (across academic programs, e.g., MBA/MSL/MHA). These students attend Ohio in seated and/or online courses. The Provost indicated specific interest in two key goals: (1) increase enrollment of international students; and (2) increase student retention.
Recently, you reviewed numerous strategic proposals completed by MBA 701 graduate students (e.g., MBA 701 Final Project Presentation). Unfortunately, none of these projects specifically explores the international student audience. You realize numerous financial challenges exist including: (1) project budget – startup costs to program sustainability; (2) perceived lack of the projects’ direct (tangible) financial profit for the University; and (3) financial risk (e.g., project development and/or implementation) and an insignificant response and/or support from online graduate students.
You are perplexed and overwhelmed at the magnitude of the project. The Provost wants to review your initial project proposal in two weeks. Based on your experience and expertise as an MBA 701 graduate student:
a. How will you start the project development process?
b. What formative research would you conduct? Why?
c. How will you quantify and define measures of success?
d. How will you assess the cost – benefit analysis of potential programmatic ideas?
e. How will you assess validity of the three noted financial concerns?
f. What is your communication purpose for the initial project proposal (e.g., inform, persuade, inform and persuade)? Explain.
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2. Research is a hallmark of graduate education. Conducting research and disseminating findings is an integral component of contemporary business operations.
a. Identify and discuss three aspects of research you have learned in MBA 701 that illuminate the role of research in business contexts.
Achieve a goal, provide evidence and/or support, answer question
b. Provide examples that demonstrate the connection between skills learned in class and application (potential or actual) in your current organizational, school, or service context.
3.
a. Imagine a prospective graduate student is asking you about graduate school. What advice would you provide to help him/her effectively prepare for the associated challenges of graduate school?
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