BRH606 Business Research For Hoteliers
ASSESSMENT 1 BRIEF
Subject Code and Title BRH606 Business Research for Hoteliers
Assessment Defence of Research Project and Literature
Review (Hurdle Assessment)
Individual/Group Group (3 max.)
Length 10-minute presentation + slide deck
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task
below include:
a) Analyse the various approaches to business and social research and the difference between primary and
secondary research
b) Critically review extant knowledge in a disciplinary area for the identification of researchable problems
f) Evaluate the ways management research may be written and disseminated
Submission Due by 8:00am ACST/ACDT/AEST/AEDT – Week 6 Day of presentation.
Weighting 30%
Total Marks 100 marks
Context
This assessment aims to equip students with the ability to formulate, plan and justify a relevant research
project in response to a business-related problem. This assessment will facilitate the development of a
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research project for understanding and interpreting a research problem which the student intends to
investigate and address. As a hurdle assessment, students are required to pass this assessment in order to pass
the subject.
Task Instructions
Students are to identify a business-related problem or issue as the basis for this assessment. This can be
drawn from students’ area of study or current workplace environment. The identified problem or issue needs
to:
• be currently occurring within a real business (and not industry–wide);
• have a significant impact on the business; and
• be one that a “decision” on a course of remedial action is required.
BRH606 Assessment 1 Brief Defence of Research Project and Literature Review of
Note that students will not be allowed to conduct research that involves the following:
• minors below the age of 18;
• people with physical, sensory, psychiatric, neurological, cognitive and/or intellectual disability;
• the deception of participants and/or evading the requirement of obtaining informed consent.
Topics will be subject to the lecturer’s approval – An informal discussion will commence in week 2 and
finalised in week 4 of the unit delivery.
For this assessment, students will present their proposed research project in a ten-minute presentation. The
presentation will be followed by a five-minute Q&A which serves as a defence of the proposed research
project. To do this, students will be required to create and deliver a PowerPoint presentation (maximum six
slides) based on the following structure:
Slide 1 – Research problem and context This slide should:
• highlight the business problem and reason(s) why this topic was chosen for the project
• evaluate the importance and impact this research will have in solving the business-related problem or issue
Slide 2, 3 & 4 – Literature review and gap in knowledge
The literature review should analyse, summarise and critique prominent academic work in relation to the
chosen research problem and area of investigation. This will provide conceptual support to the proposed
research project. It is recommended for students to visually synthesise existing knowledge. Based on the
literature review conducted, this slide will demonstrate the gap in knowledge which the proposed research
project aims to address (if applicable).
Slide 5 – Research objectives and Research Question(s) (min.1, max.3)
This slide should provide clear and focused research objectives that are crucial to shaping the direction of the
proposed research project. The objective should indicate what the research project aims to explore and allow
the audience to assess whether or not the project is viable.
Present a question (minimum of one, maximum of three) that identifies your research industryrelated problem
with scope (relevant boundaries of population, time and context). Make sure it is an open-ended question that
can be answered through your proposed study.
Slide 6 – References
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more
information on referencing here in the Academic Writing Guide found via the Academic Skills website.
Group Work and Peer Evaluation Instructions
At the beginning of a term/project: All students taking part in a group assessment should draw up and sign a
group contract (see template). Learning Facilitators need not be involved at this stage apart from giving
students general guidance.
During a project: Students should keep records of communication and drafts. Any serious concerns about
individual group member’s contribution should be brought to the attention of the subject Learning Facilitator
as soon as they occur or at least two weeks before the due date, whichever is earlier.
At the end of a project/assessment submission: When submitting their group assessments, students should
scan and include their peer evaluation forms (one per student; see template) as part of their submission. This
is required for ALL groups so that every student is given a chance to exercise their right to have a say and
defend themselves if necessary.
Allegations must be substantiated by supporting evidence (e.g. records of communication and drafts) and
submitted to the subject Learning Facilitator by the assessment due date. Otherwise, they would be
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disregarded by the marker.
If no peer evaluation forms are submitted by the assessment due date, all group members would receive 0%
for the “individual contribution based on peer evaluation”.
Submission Instructions
1. Typed and formatted according to the structure guideline presented above.
2. To be submitted as a PDF file to Turnitin on Blackboard in Week 6, on the day of class, no later than 8am.
The slide deck used during presentation must reflect the submission on Turnitin.
3. Only one copy of the presentation is to be submitted, with names of all group members listed on the cover
sheet.
4. A minimum of 12 academic sources and additional supporting industry/professional references where
required. Lecture notes are unacceptable as a form of research.
5. All referencing (in-text referencing and reference list) must be in accordance with the APA 7th edition
Academic Writing Guide available on Blackboard.
6. A Torrens University Australia Group Assignment Cover Sheet is to be attached to your submission.
7. See marking rubric attached at the end of this document. You do not need to attach this rubric to your
submissions.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced
and academically written according the Academic Writing Guide. Students also need to have read and be
aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for
academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional)
85-100%
RESEARCH CONTEXT
Content, audience and purpose (broad and
specific content)
15% Demonstrates no awareness of context and/or purpose of the assignment.
Demonstrates limited awareness of context and/or purpose of the assignment
Demonstrates consistent awareness of context and/or purpose of the assignment.
Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.
Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.
LITERATURE REVIEW
Concepts uses and explains concepts and theories that are relevant to the research topic.
20%
Limited understanding of required concepts and knowledge
Key components of the assignment are not addressed.
Knowledge or
understanding of the field or discipline.
Resembles a recall or summary of key ideas.
Often confuses assertion of personal opinion with information substantiated by evidence from the
research/course materials.
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information
substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Highly developed
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understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from
the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts. A sophisticated understanding of the field
or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information
substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
GAP IN
KNOWLEDGE/RESEARCH
OBJECTIVES
Analysis and application with synthesis of new knowledge
15%
Limited synthesis and analysis.
Limited application/ recommendations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with
application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or
independently developed models and justified recommendations linked to analysis/synthesis.
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations
are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
GAP IN
KNOWLEDGE/RESEARCH
OBJECTIVES
Analysis and application with synthesis of new knowledge
15% Limited synthesis and analysis.
Limited application/ recommendations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with
application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or
independently developed models and justified recommendations linked to analysis/synthesis.
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations
are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Quality of visual aids, Clear, effective and consistent-supporting line of presentation discussion
10%
Communication is unstructured and unfocused and/or in a format inappropriate for the task.
Material is difficult to understand due to poor structure and pace.
Incomprehensible due to poor oral language competence or careless speaking. Some communication is
effective and in a format appropriate for the task.
Can report in a structured way. Shows some attempt to structure material for presentation and pace are
satisfactory most of the time.
Satisfactory but with some difficulties in communicating ideas. Can communicate effectively in a format
appropriate to the task and report in a clear and concise manner with all relevant information.
Clearly structured and addressed to audience.
Some language mistakes but good communication of ideas, well spoken. Can communicate effectively in a
format appropriate to the task and report in a clear and concise manner with all relevant information in a
variety of formats.
Well-structured and signposted presentation.
Very well spoken with few minor mistakes. Can engage effectively in debate in a professional manner and
produce detailed and coherent project reports.
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Imaginative presentation of material resulting in clarity of message and information.
Excellent speech, which demonstrates careful revision to avoid minor mistakes.
Quality of research- Correct citation of key resources and evidence
20%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always
explicit or well developed. Demonstrates use of high quality, credible and relevant resources to support and
develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and
statements. Shows some evidence of wide scope of research extending to a variety of sources Demonstrates
use of high-quality, credible and relevant resources to support and develop arguments and position
statements. Shows strong evidence of wide scope of research extending to a variety of sources.
PEER REVIEW
Individual contribution
based on peer evaluation
20%
Participates in few or no group meetings. Provides no leadership. Does little or no work assigned by the
group; work is generally sloppy and incomplete, contains excessive errors, and is mostly late. Participates in
some group meetings. Provides some leadership. Does some of the work assigned by the group; work tends
to be disorderly, incomplete, inaccurate, and is usually late. Participates in most group meetings. Provides
leadership when asked. Does most of the work assigned by the group; work is generally complete, meets the
requirements of the task, and is mostly done on time. Participates in all group meetings; does the work that is
assigned by the group; work is complete, well- organized, error-free, and done on time or early.
Assumed leadership role and attended all group meetings; routinely offered useful ideas; fulfilled all
responsibilities on time or early; outstanding intellectual and material contribution; highly productive.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Analyse the various approaches to business and social research, and the difference between primary
and secondary research
SLO b) Critically review extant knowledge in a disciplinary area for the identification of researchable
problems
SLO f) Evaluate the ways management research may be written and disseminated
