Graded Homework

Capstone Project Details

Research Methods

The project is to involve an investigation of a current issue, trend, problem, or opportunity for a department, company, or industry. It will entail extensive research of published sources (secondary information) and may include gathering primary data as well. Primary data could be gathered through focus groups, in-depth interviews, or a telephone or mail survey, however, this may present two major challenges. First, the student must become thoroughly knowledgeable in the use of the method through independent study. Second, desired survey respondents may not be available. Design of a primary research study must be approved by the faculty member before class begins. This includes sample selection, questionnaire design, and methods of analysis.

Certain projects may require students to assess the marketing or business strategies of real-world organizations. Because companies (including Davenport University) generally hold such strategic information confidential, students should be challenged to use secondary research and analytical reasoning to draw conclusions about strategic direction. Only public information will be readily available to students, and they should learn to derive meaning from that information.

If your proposed project will contain content from a paper that was written for another class, it must involve extensive additional research or it will be considered plagiarism. Plagiarism is grounds for dismissal from the University.

Research Approval

Davenport University’s Institutional Review Board is a committee mandated by Federal laws to protect the rights and welfare of the human subjects participating in research activities. Compliance is monitored by the Office of Human Research Protection of the U.S. Department of

Health and Human Services. DU’s IRB must review and approve all proposed academic research at DU or by DU faculty, staff or students that involve certain criteria to ensure that the research meets these governmental standards for the safety and protection of any human subjects involved in the research.

NOTE: If your research involves surveys, questionnaires, focus-groups, or other methods involving people, you will need to have your study approved by the Davenport University Institutional Review Board. Review materials on the DU IRB website.

Examples of projects may be available for review at your local Davenport library.

Written Report

Below is a brief outline of the report. APA style, 6^th edition, is to be used.

1. Title Page

2. Abstract or Executive Summary

Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (July 2015 MvdV)

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3. Body of the Paper

· Introduction

· Literature Review

· (If primary research is conducted) Method Used to Gather Information Results

· Conclusions or Recommendations

4. References

5. Appendices

· Copy of presentation software presentation slides ( preferably 6 slides per page)

Oral Presentation

Students deliver an oral presentation of their findings during the final session of the course using presentation software slides. A copy of the presentation (preferably 6 slides per page) are to be included in the appendices of the written report.

Evaluation of the Project

The written report and oral presentation are evaluated based on the attributes below. Students should use this as a checklist for self-evaluation.

Assessment of Written Assignments

A Paper (Exemplary):

1. Complies fully with the assignment. Information clearly and effectively supports a central purpose or thesis and displays a thoughtful, in-depth analysis of a sufficiently limited topic. The reader gains insights.

1. Is directed towards and meets the needs of a defined audience (is persuasive or argumentative).

1. Begins, flows, and ends effectively. The introduction, body and conclusion of the paper are sound.

1. Provides compelling supporting arguments, evidence, examples and details. The use of supporting detail is embedded in a context of discussion.

1. Is well-organized and unified with ideas and sentences that relate to the main topic. The ideas are arranged logically to support the thesis.

1. Uses appropriate, direct language: the writing is compelling; the sentences are well-phrased and varied in length and structure. Paragraphs are well-structured, use of headings is excellent, and the paper shows strong organization.

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1. Correctly acknowledges and documents sources in APA style (e.g., in-text citations, works cited pages, etc.).

1. Is free of errors in grammar, punctuation, word choice, spelling, and format.

1. Maintains a level of excellence throughout, and shows originality and creativity in realizing 1-6.

B Paper (Proficient):

1. Complies in a competent manner with the assignment. Information provides firm support for a central purpose or thesis, and displays evidence of a basic analysis of a sufficiently limited topic. The paper demonstrates overall competency. It shows some originality, creativity, and/or genuine engagement with issues at hand.

1. Is directed towards and meets the needs of a defined audience (is persuasive, argumentative or informational).

1. Begins, flows, and ends effectively. The introduction, body and conclusion of the paper are adequate.

1. Provides adequate supporting arguments, evidence, examples and details. The use of supporting detail is embedded in a context of discussion.

1. Is well-organized and unified with sentences that relate to the main topic. The ideas are arranged logically to support the thesis. Paragraphs are well-structured, use of headings is good, and the paper shows general organization and flow.

1. Is comprised of well-phrased sentences which are varied in length and structure. There are occasional violations in the writing, but they don’t present a major distraction or obscure the meaning.

1. Correctly acknowledges and documents sources in APA style (e.g., in-text citations, works cited pages, etc.).

1. Contains minimal errors in grammar, punctuation, word choice, spelling, and format.

C Paper (Marginal):

1. Complies adequately with the assignment. Information supports the thesis at times. Analysis is basic or general. The purpose is not always clear. The paper completes (rather than engages in) the assignment.

1. Presents an unclear (either persuasive or argumentative) rhetorical position.

1. Has partial or inadequate introduction and conclusion.

1. Does not provide adequate supporting arguments, evidence, examples and/or details.

1. Is not arranged logically. Ideas fail to make sense and are not expressed clearly. The reader can figure out what the writer probably intends, but may not be motivated to do so.

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1. Contains some awkwardly constructed sentences which present an occasional distraction for the reader. Paragraphs are unstructured, headings are missing, and general organization and flow is lacking.

1. Incorrectly or partially acknowledges and documents sources in APA style (e.g., in-text citations, works cited pages, etc.). Although occasional references are provided, the writer relies on unsubstantiated statements. The reader is confused about the source of ideas.

1. Contains numerous errors in grammar, punctuation, word choice, spelling, and format, which is distracting to the reader.

F Paper (Unacceptable):

1. Does not adequately comply with the assignment. The paper does not successfully identify the thesis. Analysis is vague or not evident.

1. Has no rhetorical position.

1. Has an inadequate introduction and conclusion.

1. Does not provide adequate supporting arguments, evidence, examples and/or details.

Paragraphs may “string together” quotations without a context of discussion.

1. Is not arranged logically. Frequently, ideas fail to make sense and are not expressed clearly. The reader cannot identify a line of reasoning.

1. Contains frequent errors in sentence structure, which present a major distraction to the reader. Paragraphs are unstructured, headings are missing, and the paper lacks general organization and flow.

1. Incorrectly or partially acknowledges and documents sources in APA style (e.g., in-text citations, works cited pages, etc.). Although occasional references are provided, the writer relies on unsubstantiated statements. The reader is confused about the source of ideas.

1. Contains numerous errors in grammar, punctuation, word choice, spelling, and format, which obscure the meaning of the passage. The reader is confused and stops reading.

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Assessment of CAPS799 Verbal Presentation Student Name ________________

Score Criteria

Clear, succinct and complete. Concepts described fully and communicated effectively. Strong preparation. Held audience attention. Visually acceptable. Showed ability to persuade audience. Strong organization and

100% – 90%flow. Presented in a rational, logical order—used and followed an agenda.Provided appropriate solutions for defined problems. No spelling or grammatical errors. Excellent incorporation of sources and references into presentation. Met time requirements for presentation. Fielded audience questions very effectively.

Mostly clear, succinct and complete. Concepts described and communicated fairly well. Adequate preparation. Held audience attention. Visually acceptable. Showed ability to persuade audience. Good organization and

89% – 80%flow. Presented in a rational, logical order—used and followed an agenda.Provided adequate solutions for defined problems. Very few spelling or grammatical errors. Good incorporation of sources and references into presentation. Met time requirements for presentation. Fielded audience questions well.

Information presented not always clear or succinct. Concepts not described fully or communicated effectively. Did not hold audience attention. Weak preparation. Lacked ability to persuade audience. Weak organization and

79% – 70%flow. Many spelling or grammatical errors. Sources and references notalways used or cited properly in presentation. Did not meet time requirements for presentation. Did not respond effectively to audience questions.

Information presented not clear or succinct. Concepts not described or communicated effectively. Did not hold audience attention. Weak

69% – 60%preparation. Lacked ability to persuade audience. Weak organization andflow. Unacceptable number of spelling or grammatical errors. Sources and references not cited properly or used at all in presentation. Did not meet time requirements for presentation. Did not respond adequately to audience questions.