EFB106 Success with assessment two

1. EFB106 Success with assessment two Using a literature review to support your case study/project analysis Lee Holloway (lee.holloway@qut.edu.au) QBS Teaching and Learning team

2. This segment of the class will cover: • The literature review component of your case study- this is also relevant for assessment 3 • Approaches to analysing and synthesising ideas • Approaches to writing a literature review • Team work • Your questions and where to go for further assistance.

3. The Abstract • http://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing/abstract-and-executive-summary • Essentially: • Text about a text • Short , half a page in this context • Each sentence introduces new information about each section of the report – so no paragraphs • Objectives, scope of analysis, methodologies, major findings • Write it last - in objective third person language • A panorama shot of your report/essay/review/brief

4. Your literature review – key points • 200 words for the summary/abstract • 2500 words long (as per task instructions) • Refer to the five listed references and your own wider reading (academic journals) • Link the ideas in the papers together, do not discuss one paper at a time, compare and contrast, argue • Provide evidence/examples for the extent of the problem/issue to back up your statements

5. The Case/Project You have been given a current issue to discuss a possible change in policy • Use economic theories to demonstrate gains and losses, costs and benefits for all relevant stakeholders. Provide a critical analysis of the possible methods that can be used to measure monetary values (4 questions) • 35% - Individual work • Due week 11

6. What are you being marked on? • Excellent use of appropriate models, concepts and data to support analysis. Analysis is coherent and thorough and provides a balanced perspective, covering all advantages and disadvantages (15) • Excellent description of methods and applications under different scenarios. Demonstrated detailed understanding of the broad methodologies used, drawing on broad selection of appropriate sources (10) • Communicate body of analysis clearly and professionally, using language appropriate to the task (10)

7. What is a literature review? • A critical review of the research that has already been done on a topic (what do we already know about the issue?) • Examine what’s already been done by grouping papers together, don’t just use the first relevant paper, identify issues, compare and contrast • The focus lies with exploring ideas rather than solutions • An analysis of the literature to frame the issue(s) and your response to it

8. More tips for this assessment • Each question has a particular focus, address it • Use the literature to show your understanding of this emergent issue • Evaluate the articles do not just describe them • Critically discuss, don’t only summarize. (Evaluate concepts, theories, methodologies.)

9. Transitions in your writing: Use linking words and phrases, so your writing: • sticks together well i.e. is cohesive (think of ‘adhesive’) • flows logically - guiding readers from one idea to the next. https://www.google.com.au/search?q=owl+purdue+and+writing+transitions&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-GB:official&client=firefox-a&channel=fflb&gfe_rd=cr&ei=f69yU9DXN8nC8gfXyIG4CA NOTE: Linking words also called transition signals The links you choose depend on your purpose.

10. Referring to literature

11. Example of structured paragraph Source: RMIT study skills website: http://www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/assess_tuts/lit_review_LL/writing.html

12. Useful Links • http://www.citewrite.qut.edu.au/write/litreview.jsp • https://emedia.rmit.edu.au/learninglab/content/literature-review-tutorial • Especially this page BELOW on how to write a well structured paragraph, integrating your sources and providing your analysis • https://emedia.rmit.edu.au/learninglab/content/writing • Write like a researcher • http://www.phrasebank.manchester.ac.uk/ • Cohesion and coherence • https://owl.english.purdue.edu/owl/resource/574/02/ • More of the same • http://www.uts.edu.au/current-students/support/helps/self-help-resources/academic-writing/literature-review-writing

13. Success with Assessment THREE • Analytical Report on a specific social Cost Benefit Analysis drawing on relevant literature and world issues • 2500 words • 40% • Team work with individual component • Central exam period

14. Group vs Team • What does it mean to you? • The good... • The bad... • The ugly...

15. Sweet success (acknowledgement UWA- smart study 4) • Individual commitment to the team is a key factor in making teams work • Each team is different so be prepared to make changes to suit the needs and goals of your team

16. Getting started • Establish your ground rules (coming up) • Discuss your strengths and weaknesses • Discuss your individual goals (are you chasing a 4 or a 7?) • Decide how you will keep in touch outside the class (Adapted from Steve Marsden, QUT)

17. The black and white • All members should contribute equally – delegate specific areas of the project equally • Allocate tasks and make sure deadlines are met (everybody has 168 hours a week) • Commit to being an ‘active’ member not a ‘spectator’ • One person speaks at a time in discussions, the others listen then comment • Begin your meetings on time • End your meetings on time (unless you all agree to extend) • Let everyone know if you can’t attend or haven't done your part • Distribute your work to all group members at all times (Adapted from Steve Marsden, QUT)

18. Review others work • Review the work that other people have done critically (Is it reliable, reputable, relevant?) • That means you are assessing the how/what/why/where/who – just like your marker will • Check all work before it is handed in - everyone gets the same mark (don’t make one person responsible for this) • In your professional practice your work will be checked by others ( Adapted from Steve Marsden, QUT)

19. Communicate • You require high level professional communication skills (now more than ever) • Teamwork is most effective when you communicate well with each other • Most importantly have a good attitude • Remember you have a common goal but you may all be extremely different people (Adapted from Steve Marsden, QUT)

20. Make it work- in summary (acknowledgement UWA-smart study 4)

21. Conflict resolution • What does conflict mean to you?

22. Conflict- the good and the bad • At university everyone has the same status so problems can occur as members try to manage each other • Conflict can be both productive and destructive but disagreement about ideas is natural • It is important to see the difference between constructive and destructive tension (Adapted from Learning and Teaching, University of Sydney, 2006)

23. Conflict example semester one (another unit) • Group of three students • Two full-time students -one working full-time so they met after hours to work together on the project • When it got to midnight the full-time worker left the meeting • When the peer assessment was completed the two students seriously marked down the third member for lack of commitment and involvement in the project • The third member was very upset and went to the academic • What do you advise in this situation - and generally in terms of conflict resolution?

24. Consultations with Lee Holloway –Learning Advisor EFN Support for learning: • Explaining task directions in plain English • Structuring your assessment items • Supporting your views with evidence • Communicating professionally • Understanding academic honesty and plagiarism lee.holloway@qut.edu.au