Applied business research dissertation report table of contents

A detailed "Applied business research dissertation report table of contents for the ALRA" serves as a checklist for students doing dissertation projects; it also helps students to comprehend better the agile literature review approach (ALRA):

Dissertation project title

Statement of originality and authenticity
Executive summary
Acknowledgement
Table of contents
List of figures and tables

Chapter 1: Introduction

Chapter 2: Literature review

Chapter 3: Research methods

Chapter 4: Findings and analysis (for latest module guide: this becomes Chapter 4: Presentation of research findings

Chapter 5: Discussion of findings; see the revised chapter template on chapters 4 and 5.

Chapter 6: Conclusions and recommendations

Chapter 7: Reflection on personal development

Current version: Chapter 7: Reflection on personal development (content same as portfolio report) [no separate mark for personal development]: the guideline is :

"Chapter 7 Reflections on developing your personal competence. This chapter provides the opportunity for you to reflect on your programme experience and the learning which has impacted on the development of your professional identity. Drawing on evidence you have collated throughout the module you are to write a reflective commentary which addresses the following: what were your initial motivations for undertaking an MBA and what were the central components of your professional identity during semester 1? What did you learn about yourself as a developing business professional and how that learning will shape your future professional self? (Approximately 2000 words)".

< word count figure: XXX>

References

Appendix

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Relevant readings

1. Mgt-concerns diagrams
2. Theoretical framework set
3. Study note with highlight on academic ideas, research tasks

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Latest module guide suggested report structure is as follows:

Executive summary

Statement of originality and authenticity (see section 13 of this handbook)

Title page

Contents

Lists of figures and tables

Chapter 1: Introduction and context of the study

Chapter 2: Literature review

Chapter 3: Methodology

Chapter 4: Presentation of research findings

Chapter 5: Discussion of findings

Chapter 6: Conclusion and recommendations

Chapter 7: Reflections on developing your personal competence

Reference list

Appendix (to include evidence to support reflections)

****  Students will be required to submit one written report of approximately 12000 words.

Reminder to students: When constructing your own table of content, please adapt and express the headings and sub-headings of the table of contents in your own words.

Readings on the agile literature review approach (ALRA)

Readings on the agile literature review approach (ALRA):

1. On the exploration of applied research project background
2. On the agile literature review approach
3. Additional comments on the agile literature review approach
4. On the research-practice relevance gap
5. On ideas systemic diagramming

MIL practitioner guide: references

References

Facebook page on Managerial intellectual learning, maintained by J.K.K. Ho (url address: https://www.facebook.com/managerial.intellectual.learning/).

Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].

Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].

Ho JKK. 2017. "Cognitive mapping for literature review ebook 2017" April 16, Joseph KK Ho publication folder (URL address: http://josephkkho.blogspot.hk/2017/04/cognitive-mapping-for-literature-review.html). [visited at July 28, 2017].

Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter” Systems Research Vol. 12, No. 4. Chichester: Wiley: 297-308.

Ho, J.K.K. 1995. “MPSB Frameworks Explained” in Ellis, K., A. Gregory, B. Mears-Young and G. Ragsdell. (editors). Critical Issues in Systems Theory and Practice. Plenum Press: 487-492.

Ho, J.K.K. 2013. "A Research Paper: Providing E-Learning Support to Part-Time Students in Business Disciplines Using Facebook from the Multi-Perspective, Systems-Based (MPSB) Perspective" Systems Research and Behavioral Science 30: 86-97.

Ho, J.K.K. 2013. “A Research Note: An exploration on the intellectual learning process of systems thinking by managers in the digital social media ecosystem” European Academic Research 1(5) August: 636-649.

Ho, J.K.K. 2014. "A Review of the Multi-perspective, Systems-based (MPSB) Research with an MPSB Knowledge Supply Chain Framework" European Academic Research 2(1) April: 705-729.

Ho, J.K.K. 2014. "A Theoretical Review on the Professional Development to Be a Scholar-Practitioner in Business Management" European Academic Research 1(12) March: 5393-5422.

Ho, J.K.K. 2014. "Mapping and explaining the Multi-perspective, Systems-based Research sub-Systems Movement" European Academic Research 2(9) December: 11880-11900.

Ho, J.K.K. 2014. “A Research Note on the Managerial Intellectual Learning Capabilities-Building Mechanism (MILCBM)” European Academic Research 2(2) May: 2029-2047.

Ho, J.K.K. 2014. “An empirical study on managerial intellectual learning and managerial intellectual learning capabilities-Building Mechanism (MILCBM)” European Academic Research 2(8) November: 10564-10577.

Ho, J.K.K. 2014. “On Plagiarism-Dissolving: a Research Note” European Academic Research 1(2) February: 4274-4290.

Ho, J.K.K. 2015. "A brief research note on coaching and mentoring practice guidelines and principles for the Multi-perspective, Systems-based (MPSB) managerial learning" European Academic Research 3(7) October: 7291-7303.

Ho, J.K.K. 2015. "A survey study of perceptions on the scholar-practitioner notion: the Hong Kong case" American Research Thoughts 1(10) August: 2268-2284.

Ho, J.K.K. 2015. "An updated research note on the key multi-perspective, systems-based (MPSB) concepts in the multi-perspective, systems-based research" American Research Thoughts 1(11) September: 2693-2704.

Ho, J.K.K. 2015. “An examination on the study scope and theoretical principles of managerial intellectual learning (MIL)” European Academic Research 3(4) July: 4602-4618.

Ho, J.K.K. 2016. “Using mind mapping literature to enrich the subject of managerial intellectual learning (MIL): an exploratory exercise” European Academic Research 4(4) July: 3483-3497.

Ho, J.K.K. 2017. "A systems thinking-based review of the topic on an applied business research project background (ABB)" European Academic Research 5(8) November: 4021-4040.

Ho, J.K.K. 2017. "Some additional conceptual clarification of the recently proposed agile literature review approach (ALRA)" Joseph KK Ho e-resources October 28 (url address: http://josephho33.blogspot.hk/2017/10/some-additionalconceptual.html).

MIL practioner guide: chapter 8

Chapter 8: Concluding remarks

Academic articles published in several journals over times on managerial intellectual learning (MIL) have cumulatively articulated at some length on MIL. By organizing and expressing the MIL ideas in a condensed and less academic style, this guide serves for the induction purpose for learners interested in pursuing MIL. Interested readers who are willing to spare more time to study the readings listed in this guide will gain a deeper understanding of it. Nevertheless, being engaged in MIL is crucial.

Further reading

Facebook page on Managerial intellectual learning, maintained by J.K.K. Ho (url address: https://www.facebook.com/managerial.intellectual.learning/).

MIL practitioner guide: chapter 7

Chapter 7: Managerial intellectual learning  for scholar-practitioners

The continuing intellectual learning to develop managerial competence, being the aim of managerial intellectual learning, is a highly relevant personal developmental pathway for the learner with a life-goal to be a scholar-practitioner. In this case, it can also be said that the learner's life-goal to become a scholar-practitioner constitutes the motivator to pursue MIL. This is, however, not necessarily the situation because MIL is a special version of managerial intellectual learning in that it has unique learning characteristics, notably its embrace of critical systems thinking and multi-perspective, systems-based research, among others. Therefore, not all scholar-practitioners in business management adopts the specific learning route of MIL for continuing professional development. Notwithstanding this fact, an understanding of the professional development process of scholar-practitioner in business management (re: Figure 2) also improves comprehension of the nature of MIL.

Briefly, the professional development process to become a scholar-practitioner in business management recognizes five related sets of considerations:

A. The supportive infrastructure: The infrastructure enables information, knowledge flow as well as intellectual dialogues with other people in both physical and virtual ways.

B. Learning process and motivators: The learning process involves the inter-related activities of writing, research, teaching, sharing and praxis.

C. Impacts on skills: Specific skill impacts include improved managerial skills, improved teaching skills and improved intellectual skills.

D. Professional identity: The professional identity is that of a scholar-practitioner.

E. On personal well-being: A number of favourable impacts on personal well-being are identified on work-life balance, self-actualization and employability.

The professional development process enriches our understanding of the MIL process by taking in consideration of professional development factors specific to a scholar-practitioner. And to be  a scholar-practitioner is an important MIL motivator.

Further readings

Ho, J.K.K. 2014. "A Theoretical Review on the Professional Development to Be a Scholar-Practitioner in Business Management" European Academic Research 1(12) March: 5393-5422.

Ho, J.K.K. 2014. "Mapping and explaining the Multi-perspective, Systems-based Research sub-Systems Movement" European Academic Research 2(9) December: 11880-11900.

Ho, J.K.K. 2015. "A survey study of perceptions on the scholar-practitioner notion: the Hong Kong case" American Research Thoughts 1(10) August: 2268-2284.

MIL practitioner guide: chapter 6

Chapter 6: Coaching and e-learning support for managerial intellectual learning

Managerial intellectual learning is expected to be a self-directed and inner-driven journey for the learner. It does not mean that there such learning is done in an isolated mode. On the contrary, MIL requires e-learning supports of various types. The essential one is access to academic resources, notably from academic publishers' e-libraries. Study materials available on the public domain, e.g., public libraries, YouTube, and Google Scholar, are also important for MIL. The second category of support is advisory support from coaches, mentors and teachers from universities. This advisory support can be informal, e.g. from the learner's  social network, or offered on a paid-for basis by the learner's employing organization. Another type of academic advisory support could come from teachers on an educational programme that a learner has enrolled in. Apparently, the knowledge domains covered in the coaching and e-learning support for MIL are broad. They include knowledge domains in various management disciplines. More importantly, academic advisory support to learn contemporary systems thinking is critical since MIL is systems thinking-based. Novice MIL learners are especially reliant on the coaching and e-learning support to start off on this learning journey. Over time, as a learner gains more intellectual competence, he/she becomes more capable to learn how to learn by himself/herself. When this more mature stage of learning is reached, the learner is more capable to carry out MIL on his/her own. Nevertheless, being able to access academic study materials, in particular from some e-learning platforms and portals, is still crucial. This writer recommends learners not to spend too much money on formal education as a pathway on continuing MIL and related continuing professional development.

Further readings

Ho, J.K.K. 2013. "A Research Paper: Providing E-Learning Support to Part-Time Students in Business Disciplines Using Facebook from the Multi-Perspective, Systems-Based (MPSB) Perspective" Systems Research and Behavioral Science 30: 86-97.

Ho, J.K.K. 2015. "A brief research note on coaching and mentoring practice guidelines and principles for the Multi-perspective, Systems-based (MPSB) managerial learning" European Academic Research 3(7) October: 7291-7303.

MIL practitioner guide: chapter 5

Chapter 5: Managerial intellectual learning for managerial practices

One of the primary goals of managerial intellectual learning is to build up the learner's managerial competence. This in turn, enables the learner to improve his/her managerial practices. The MIL impact on managerial practices in this regard play out in four ways:

1. Via MIL, the learner's intellectual cognition on management topics and concerns is enhanced. The learner is able to develop a more complicated understanding of management concerns and topics that he/she has to consider in his/her managerial practices in his/her specific work setting. In particular, MIL offers a diversity of guidelines to conduct literature review for the long-term goal of professional development and short-term managerial/ applied business research performance.

2. In MIL, specific guidelines are provided on (i) how to conduct appropriate literature review, (ii) how to explore a specific problem-situation to come up with useful literature review themes that are promising for generating management knowledge with high actionable value.

3. Via MIL, a learner is sensitive to the mindset and external environment management issues which can subsequently affect his/her MIL effectiveness. And MIL effectiveness influences short-term and long-term effective managerial practices.

4. MIL promotes effective learning from managerial practices, which, in turn, improves a learner's managerial practices over time.

More generally, MIL has been employed to study functional management disciplines that, in turn inform managerial practices in both strategic and functional managerial domains. Lastly, MIL sensitizes a learner to align intellectual learning with his/her life-goal and career aspiration. More often than not, MIL learners are interested in pursuing the life-goal to become competent scholar-practitioners in one or more management disciplines. Being a competent scholar-practitioner implies more competent managerial practices. 

Further readings

Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter” Systems Research Vol. 12, No. 4. Chichester: Wiley: 297-308.

Ho, J.K.K. 2014. "A Review of the Multi-perspective, Systems-based (MPSB) Research with an MPSB Knowledge Supply Chain Framework" European Academic Research 2(1) April: 705-729.

Ho, J.K.K. 2017. "A systems thinking-based review of the topic on an applied business research project background (ABB)" European Academic Research 5(8) November: 4021-4040.

Ho J.K.K. 2017. "On the agile literature review approach for practising managers: a proposal" Systems Research and Behavioral Science, Wiley [to be published].