| Research Themes | Key issues & concepts(not limited to)* | |
| Theme1 |
Fashion in a truly global Business World. Today, shoppers are able to participate in the fashion industry in ways and means that were previously unavailable to their predecessors. The internet and its complementary technologies have facilitated greater intimacy and this, in turn, has changed the relationship between the typical consumer and the iconic fashion brands that they know and are so loyal to. Consumers everywhere are now able to influence (to varying degrees): what garments are designed and made; how and where and under what conditions they are manufactured; the journey of the product to the point of sale or delivery and the efficiency of this transfer; and, how products are marketed most effectively (specifically to them). Even if consumers don’t have the inclination to exercise these influences, they are still benefitting from the heightened competition that is now present in most modern cities. The ‘physical’ shopping experience is more exciting because there is more choice and the new retail options are mostly coming from successful international brands that are casting their ‘nets’ even more broadly in an ever-increasing quest for greater revenues. ‘Virtual’ shoppers, who also like the idea of a retail environment that is not limited to ‘traditional’ trading hours, have access to the latest retail offerings and shopping experiences from a “24/7”, global, online village in which most brands are encountering unprecedented growth. It is difficult to see how a small, offline, single, boutique-type store will be able to survive in this truly global environment. |
Implications of a Global village International Competitiveness Social and Ethical responsibility Environmental custodianship Retail perspectives – fast vs slow fashion, Energy efficient supply chain with small carbon footprint International Retail Brand invasion Virtual/Augmented reality The online shopping phenomenon New business environment for Australia retailers Competitive Advantage Survival strategy |
| Theme 2 |
Business Models required – new,improved or back to the beginning? A rapidly changing global business environment that is impacted by multiple variables at any time is now a given parameter for anyone in the business of fashion that is aiming to startup or grow an existing brand. The acronym: VUCA is a term used by military commanders to describe and classify a hotly disputed territory. The letters indicate that the terrain is characterised by: volatility(highs and lows); uncertainty (predicting outcomes is fraught with error); complexity (events, issues and problems are multi-layered); and, ambiguity (there are very few truths or rules that govern the state of play, chaos is at work). It is easy to see how “VUCA” can be used to aptly describe the business environment of today and hence why, it has become necessary for industry participants to consider new or improved ways in which to establish and operate businesses (given the technology that is available). So…this leads us into a new era in which the business environment is typically characterised by the VUCA components and the business models that have prevailed for centuries are now starting to fail (at worst) or become less effective (at best). What shape or form should the new business models take? Are new models required or is it just a case of updating and upgrading an existing one? Is business re-invention required? What will be the role of Corporate Social Responsibility in the new way of doing business? Is it ok to merely add it on to an existing business model or should a brand be built from the ground up with sustainable principles at its core? How and why do our Business Models need to change in order to leverage success in this volatile, uncertain, complex and ambiguous new business environment? Has the evolution of these Business Models evolved concentrically to the point where we have reverted to the models that were at the origin of trade and market transactions in the beginning? (For example, slow fashion, bespoke and manufactured-locally using recycled inputs). |
Business Model Global Business Environment Types of Business Models Old business Models New Business Models Drivers of change Business Model re-invention Physical store experience vs online shopping experience Hybrid store models Innovation Types of innovation Entrepreneurialism Crowdsourcing Crowdfunding Angel investors Innovation process Support for innovation ‘Kickstarter’ organisations Disruptive change Business model innovation Future business models Radical transparency Fast fashion vs slow fashion |
| Theme 3 |
Digital Evolution or Revolution – how far and in what ways will digital technology impact the fashion industry? The ‘digital economy’ has been defined by the Australian Government as ‘the global network of economic and social activities that are enabled by information and communications technologies, such as the internet, mobile and sensor networks’. This includes conducting communications, financial transactions, education, entertainment and business using computers, phones and other devices. The challenges associated with this digital technology involve how it should be harnessed to provide advantage for fashion businesses and brands. Arguably, digital initiatives could be integrated into every activity that comprises the entire supply chain of a fashion brand, including the research into establishing emerging fashion trends in the very beginning of the design process, right through to the marketing and promotion of new products to the end-user. The race is on to utilise and create opportunistic ways in which digital technology can improve, transform or even replace existing business processes. There is no doubt that this is ‘disruptive’ technology and the brands that will ‘win’ will be the ones that act promptly and with agility in order to reap the early rewards of investing in this technology first and then evolving it through integrating it further into supply chain activities and perhaps even patenting the innovative new processes that will emerge. The difficulty islearning how to leverage the technology whilst not alienating the fashion customer, but in fact using it to foster an even more intimate business and social relationship between brands and their followers and targeted consumers. |
Digital economy The internet economy Crowdsourcing Crowdfunding The wisdom of Crowds The internet of things m-commerce Digital shopping Digital marketing Importance of ‘apps’ Disruptive innovation Digitisation of Supply Chain activities Brand building Brand communities |
| Theme 4 |
Open Topic: Theme 4 is reserved as an ‘open’ theme where you are able to pursue your own interest(s). Keep in mind that the structure of the Topic you eventually decide to research is still subject to the rigour of our Major A framework and that you must consult with and receive the approval of your mentor before you embark on your literature search. Other rules that apply are: · You must initiate an original research topic, not just something that you have researched previously · It must have a significant link to the Fashion Industry · A substantial amount of preliminary research is required so that you can demonstrate the nature and scope of your intended Topic to your mentor · Your mentor can exercise the right to re-direct your research effort if he/she is not convinced that you have done enough thinking and ground-work in order to validate your intended Topic. Some broad themes that could warrant further investigation which may crystallise into a Major A proposal are: · Fashion trend determination and analysis (who decides what we buy?) · The future of Fashion retailing (where is it heading?) · What impact will Gen Z buying behaviour have on the marketing of fashion apparel? · Why are fashion businesses paying so much attention to the concept of critical talent? · Should copyright laws in the fashion industry be more stringently enforced to outlaw the myriad of ‘knock-off’ products that we see every year or should the imitation of intellectual property be celebrated? · Business of Fashion reports that women make up more than 70% of the fashion industry's workforce, yet hold just 25% of the top positions in fashion firms. Is it time for the glass ceiling problem (that exists in many industries) to be redressed and what solutions are possible? · Have product endorsement fees in the fashion industry reached a level where they are now bordering on unethical in terms of how much ‘informal’ influence they can have on ‘unsuspecting’ consumers? · Is the fashion industry’s obsession with social media doing it more harm than good? |
| Part (Heading) | Guide to Requirement | ||||||||||||||||||||||||||||
| Table of contents |
Headings listed (in order) for the Sections in your Research Proposal with corresponding page numbers for each. (Tip: Generally completed once the entire Proposal is written) |
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Abstract 4% - (300 words) |
An abridged summary/overview of: · what you are researching · why you are researching it, and, · how you did your research for this proposal (Tip: This Is a work in progress, you may continually refine it as your thoughts and reflections change through this process, but when completed it will be placed straight after the Table of Contents in this Proposal) |
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| 1. Title |
Title of Project: This will be something to decide as you approach completion. (Tip: It is customary to allow for a more creative title that should aim to capture your reader’s interest.) |
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2. Introduction & Rationale
4% - (300 words) |
Introduction: Brief description of what you will intend to examine within this Proposal, possible scoping out of your Topic. This is your opportunity to provide a macro view of your Research topic, to set the scene or scenario for your interpretation of the Topic. Rationale: (Reason for or purpose of the research) Provide the reason(s) as to whyyou have elected to examine this topic. (Tip: It is imperative here that you are able to convince your reader of the importance and significance of this Project. Imagine that you are writing this so that you can justify the relevance of your research to a line manager in a workplace setting. Importance, significance, justification and relevance are all poignant considerations here.) |
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3. Research Aim & Objectives
6% - (50 – 100 words) |
Aim: This is a concise statement of the hypothesis or research question that you are going to investigate. Objectives: State the 3 objectives which enable you to demonstrate your research actions to facilitate the study. These comprise: 1. “To Identify…” (to be able to determine the key elements/components within your chosen topic) 2. “To Analyse…” (to be able to explain the key elements/components you have determined) 3. “To Evaluate…” (to be able to evaluate the findings of your research in Major B in order to conclude and make recommendations concerning the elements and components you have identified and analysed in the above objectives). (Tip: Aim & Objectives will be ‘shaped’ as you progress through the process of constructing this Proposal. Your work on the Introduction, Rationale, Literature Review, Framework and Research Design will inform this Section, so hold off writing your Aim & Objectives until you have completed these subsequent sections.) |
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4. Literature Review Suggested structure: Intro (what is this topic about? Themes...include 2 references) Analysis (themes become headings that are explored…at least two refs each) Interpret(summary of analysis, conclusion, affirmation of research AIM)
30% - (3000 words) |
Your topic should be divided up into approximately three – four themes, streams or components that you have discovered as your research and mapping has enabled a more ‘deep’ and sophisticated understanding of your topic. These sub-themes should be explored and investigated by looking at multiple (12-15) separate pieces of literature that provide perspective on each sub-theme. Remember that you should make every attempt to paraphrase the supporting points and arguments you have found from the scholarly articles you have discovered. Try to avoid using direct quotations unless they are regarded as ‘classic’ remarks. The overarching aim of this section is to ‘shed light’ on each of the sub-themes you have developed. These are to be identified, explored and prepared for the evaluation you will undertake in your Major B research. (Tip1: Ensure that you select relevant scholarly and highly credible secondary sources to inform the sub-themes you have created, it is preferable to include a mix of books, journals and articles as opposed to blogs, newspapers items or unsubstantiated opinion pieces. Keep asking yourself exactly how does each of your sources relate (specifically) to your topic themes?) You can distribute the 3000 words for this sectionas you see fit in terms of how you allocate them to each sub-theme. Ensure that you use ‘research-based language’ throughout this and the previous section. Tip2: Research-based language is where you avoid using “I”, “Me”, “My” etc. An example is “Brown (2012) suggests that fashion seasons are still based on distinct climatic seasons” or “Smith and Jones (2013) propose a slightly different view that a year is just one big, ’dynamic’ season with new ranges injected virtually monthly”. In other words, your opinions should not be present anywhere, you are analysing and reporting on the opinions of other, more credible, experts. NB: You will receive advice from your mentor on performing a successful Literature Review. |
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5. Framework
10%- (300 words) |
Stakeholders and broader audience: State who will contribute to and who will benefit from this (Major B) study and why they will benefit from the outcomes. Option 1 – Develop a flow chart that shows each primary and secondary data source that you will need to collect data from in your Major B research and show the relationship between this source and the research objectives you have established (in other words…why you require data from each source). AND/OR Option 2 - Construct a table in which the stakeholders and broader audience members are clearly identified. Column headings should reflect: (a) Who you have chosen (b) What they will contribute to your study (c) Why you have chosen them (d) How will you gather the data form them Tip: This section involves thinking about the people you may need to interview or involve in focus groups in order to gain the information that will satisfy your research objectives and also identifying the audience that may be interested in reading the findings of your (Major B) research project. |
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12% - (1200 words) |
6.1 Research Concepts: Define (using two or more sources) and give an example for each of the following research terms and concepts: 6.1.1 Qualitative research Tip: briefly discuss the positives and negatives of this form of research 6.1.2 Quantitative research Tip: briefly discuss the positives and negatives of this form of research 6.1.3 Secondary data 6.1.4 Primary Data 6.1.5 Data Triangulation Tip: don’t forget to triangulate your definition here and state WHY triangulation is necessary 6.1.6 Validity Tip: there are multiple forms of validity, select the types that fit the context of your own research 6.2 Proposed Research Design (Major B) Tip1: this is where you provide some detail about WHATmethods you are going to use in your Major B Project and WHY you have elected to use them, remember your data collection for Major B will involve a majority of primary sources Tip2: you should also state HOW you intend to collect your data by using the various data collection techniques available (observation, experiment, interview – personal (depth) interview, focus group, group survey (in person), group survey (online), etc. Again, you need to be able to explain the relevance of using each particular data collection technique to the research objectives you have established. 6.2.1 Information required Using your research objectives as a starting point, state precisely the type(s) of information that you will need to obtain a conclusion concerning the themes, concepts or relationships that you are researching. Tip: this will of course be consistent with the stakeholders you have already identified in “Part 4. Framework”, moreover, it should also demonstrate a ‘link’ to your findings (ideas, concepts, expert opinions) within “Part 2. Intro/Background” and “Part 3. Literature Review” 6.2.2 Data Collection techniques State the data collection technique you envisage using in order to obtain each separate piece of data you will need to satisfy your research objectives. Tip: use as much detail as you can here, you should be predicting: WHERE and HOW you will collect data, SAMPLE SIZE(S) (where appropriate) and a brief statement of how you propose to ANALYSE the data collected. Survey Questionnaire(s)/Focus Group Discussion Guide(s)/ Interview Question(s) A draft of each research instrument (above) you will be using should be developed and placed in the Appendices of this Proposal. 6.2.3 Limitations – Discuss any factors, conditions or circumstances that may limit or prevent you from achieving your stated research objectives. Tip: once a limitation is identified, be prepared to be creative in terms of proposing a solution that may allow you to overcome the issue/problem 6.2.4Access – State how you propose to gain access to the various respondents you have identified. Tip: this could simply involve mapping how you will establish contact with respondents and whether you envisage any specific protocols that may be necessary (eg. An appointment necessary to gain access to an industry pundit, or a special Facebook page set up from which a survey can be conducted and controlled, etc) 6.2.5Ethical Procedures- · Standards of behaviour · Written consent by participants · Commercial confidentiality Tip: in general, RMIT students undertaking research on people must adhere to the principles in:National Statement on Ethical Conduct in Human Research (2007) - Updated May 2015 Please study this code of research ethics and use any parts that are relevant to your study ensuring that you acknowledge their source. |
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7. Gantt Chart and Budget
2% (2 pages) |
7.1 Gantt chart for Research Project Detailed list of the tasks and activities allocated across a 14 week timeline that demonstrates the work breakdown for the conduct and writing of your Research Project (Major B) 7.2 Budget for Research Project Simple statement indicating any costs that may be associated with the research you have identified for Major B. Tip: Set up a simple table in which any costs (travel to interviews, printing of questionnaires, printing of report, small gifts for interviewees etc.) are listed and tallied. |
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8. Reference List 4% |
References include all sources of information used within your Proposal document, organised in alphabetic order (by family name of the first mentioned author and in strict Harvard Referencing style). Tip: If you are unsure as to how to do this, visit: Harvard Extended Guide (DOC, 161 KB, 14 pages). Please ensure you have observed the correct method of inserting citations within your written text, this is also demonstrated in the above document. |
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9. Appendices 8% |
Appendices · Place any written or visual information that supports or adds value to elements you have written about. Tip: There is no point to an Appendix item if you do not refer to it within your written text. · Place draft copy of your intended questionnaires, discussion guides or (depth) interview questionshere (as discussed in Part 6) · Place your Reflective Piece as the last document within this section. |
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| Fail | Pass | Credit | Distinction | High Distinction | ||
| 0>49% | 50-59% | 60-69% | 70-79% | 80-100% | ||
| Structure and Format |
Weak schematic, little or no structure, inadequate range of themes & sub-themes, linkages are random and unclear |
Satisfactory schematic, adequate range of themes & sub-themes, linkages are clear | Good schematic, considered range of themes & sub-themes, care taken to demonstrate linkages and relationships between these | Very good schematic, well presented, wide range of themes &sub-themes, all linkages are well-considered and demonstrate a hierarchical order | Excellent schematic, very well presented, broad range of themes & sub-themes which are clearly linked in a relational hierarchy, abstract relationships may also be evident | |
| possible score | 3 | 0 1.0 | 1.5 | 2 | 2.5 | 3 |
| Preliminary Research | Little or no preliminary research is evident | Satisfactory level of preliminary research is evident, themes developed | Good level of preliminary research is demonstrated by theme & sub-theme development | Very good level of preliminary research supports strong theme & sub-theme development |
Excellent preliminary research (both broad & deep) supports sophisticated level of detail in theme & sub-theme development |
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| possible score | 3 | 0 1.0 | 1.5 | 2 | 2.5 | 3 |
| Underpinning Thinking | Low level analysis, no evidence of broad thinking, no evidence of topic de-construction | Satisfactory analysis of topic, evidence of broad thinking, topic de-construction is adequate. | Broad thinking is evident, topic de-construction is considered, detail is prevalent. | Very broad approach is demonstrated by detailed topic de-construction with strong detail evident, relational thinking is observed. |
Excellent & highly thoughtful approach, topic de-construction is well-considered and astute, evidence of relational and abstract thinking is evident. |
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| possible score | 4 | 0 1.5 | 2 | 2.5 | 3 | 4 |
| TOTAL |
10 |
Total | ||||
| Fail | Pass | Credit | Distinction | High Distinction | ||
| 0>49% | 50-59% | 60-69% | 70-79% | 80-100% | ||
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Abstract (300 words) |
A poorly written summary and a limited understanding of the research study's findings. |
An adequately written summary showing a few elements with reasonable insight of the research study's findings. |
A well written summary showing some key elements with a good understanding of the research study's findings. |
A very well written summary showing a number of key elements with a very good understanding of the research study's findings. | An exceptionally well written summary showing various major key elements with an excellent understanding of the research study's findings. | |
| possible score | 4 | 0 1.5 | 2 | 2.5 | 3 | 4 |
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Introduction and Rationale (300 words) |
Unclear insight into research study, topic remains vaguely defined, little or no understanding showing inadequate comprehension and inability to identify key issues. | Some clarity as to how topic fits within a broader environment, a scenario is apparent, reasons for undertaking study are barely established. | A good level of insight and clarity as to how topic fits within a broader scenario, reasons for undertaking study are apparent. | A very good level of insight and clarity as to how topic fits into its surrounding environment, reasons for undertaking study are clear and well-developed. | An excellent level of insight and clarity as to how topic is related to its macro-environment, reasons for undertaking study are well developed and demonstrate intrinsic interest and passion. | |
| possible score | 4 | 0 1.5 | 2 | 2.5 | 3 | 4 |
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Research, Aim and Objectives (50-100 words) |
Unsatisfactory statement of aims and objectives, totally lacking in insight and clarity. | Aimis stated adequately, objectives have been expressed in a satisfactory manner, direction for the ensuing research is barely established. | Clear and concise statement of the Research Aim. Objectives have been clearly stated, but require greater refinement and specificity. | Very clear and concise statement of the Research Aim, with objectives clear and concise using a suitable taxonomy. | Exceptionally clear and concise statement of the Research Aim. Objectives are measured and considered with strong relevance to Research Aim and a clear direction for the ensuing investigation is established. | |
| possible score | 6 | 0 2.5 | 3 | 4 | 5 | 6 |
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Literature Review: themes identified and relevant sources consulted (3000 words) |
No clear themes are developed, literature review is cursory, minimal and sources are questionable. | Themes are present and literature review is provided but lacks the scope and depth to support the study | Themes are clearly expressed, literature review provided with adequate scope and depth applicable to the study | Themes (and sub-themes) are developed, literature review provides sources that are high in: quality, relevance, scope and depth in supporting the study | Themes (and sub-themes) are discussed and integrated, excellent sources are used to support and demonstrate each theme, a deep understanding of the topic and its components is provided | |
| possible score | 30 | 0 14 | 15 17.5 | 18 20.5 | 21 24.5 | 25 30 |
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Framework (300 words) |
Poorly defined stakeholders and broader audience. | Reasonably well defined stakeholders and broader audience documented. | Well defined stakeholders and broader audience documented in some form of structure. | Well selected and highly applicable stakeholders and broader audience for the research, all placed into a structured format. | Exemplary use of stakeholders with an excellent projection of an applicable broader audience all expressed in a completely structured manner showing detail. | |
| possible score | 10 | 0 4.5 | 5 5.5 | 6 9 | 9.5 11 | 10 |
| Research concepts/ Proposed Research Design (1200 words) | Concepts poorly defined from single sources only, Research Design is poor and prospective data sources are not shown to be related and relevant to Research Aim | Adequately defined concepts from credible sources, Research Design appears to include sources that are suited to deriving data that is related and relevant to Research Aim. | Research concepts are defined using multiple, credible sources, Research Design considers types of data required and proposes use of appropriate, related and relevant data sources and collection methods. | Research concepts are very well defined using multiple, credible sources, Research Design is tuned into Research Aim and sources, collection methods and ‘balance’ are all considered. | Research concepts are expertly defined using multiple, credible sources, Research Design is driven by Research Aim and sources, collection methods and ‘balance’ are all considered and expressed in detail. | |
| possible score | 12 | 0 5.5 | 10 11.5 | 11 13.5 | 14 15.5 | 12 |
| Gantt Chart and Budget (2 pages) | Poor work breakdown structure, insensitive timeline, no detail in budget. | Basic work breakdown structure, timing of tasks appropriate, adequate budget. | Some detail in work breakdown structure, good timing of tasks, some detail in budget. | Excellent detail in work breakdown structure, timing is thoughtful, budget is detailed. | Exceptional detail in work breakdown structure, considerate timing with contingencies covered, budget is detailed. | |
| possible score | 2 | 0 | 2 2.5 | 3 | 3.5 | 2 |
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Referencing Appendices |
No or minimal Harvard referencing, poor Appendices, no or very poor research instruments developed for Major B. | Harvard referencing evident but not particularly consistent, minimal effort in developing research instruments for Major B. | Harvard referencing used quite consistently throughout, reasonable effort in developing research instruments for Major B. | Good Harvard referencing technique used throughout, strong set of research instruments developed for Major B. | Excellent and consistent use of Harvard referencing technique, high attention to detail, very strong set of research instruments developed and refined for Major B. | |
| possible score | 12 | 0 | 7.5 9 | 10 | 12 | 12 |
| TOTAL |
80 |
Total | ||||
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| Direct use of another person's work without citation | |
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If the sentence opposite appeared in an assessment: (It is plagiarism because the words have been copied directly from a book) |
Work motivation and performance increase when employees feel personally accountable for the outcomes of their efforts. |
| A properly referenced paper would use the sentence this way: | McShane and Travaglione (2003 p.199) state that ‘work motivation and performance increase when employees feel personally accountable for the outcomes of their efforts’. |
| Paraphrasing sentences, paragraphs and ideas without citation | |
| These are your words but not your idea/information. | When employees feel responsible for their work, they tend to be more motivated which results in higher performances. |
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You MUST show where the idea came from. Hence… (Note: no page number needed as not a direct quote) |
When employees feel responsible for their work, they tend to be more motivated which results in higher performances (McShane & Travaglione 2003). |
| Piecing together texts from one or more sources and linking them | |
| The following in a paper is plagiarism: | Employees must be given control of their work environment to feel responsible for their successes and failures. This is called employee involvement, designed to encourage increased commitment to the organisation’s success. |
| A correct way of referencing the paragraph is: | ‘Employees must be assigned control of their work environment to feel responsible for their successes and failures’ (McShane & Travaglione 2003, p. 199). Robbins, et al. (2001 p. 237) call this ‘employee involvement …designed to encourage increased commitment to the organisation’s success’. |
| Integrating ideas from multiple sources | |
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A good model of how to integrate ideas from multiple sources. Read through the example. Note: · Usually the first sentence is a statement of proposition introducing the ideas that you want to put forward in the paragraph. · Then support the proposition by at least one or more authorities. · Include a statement of opinions contrary to the proposition (demonstrates that you have considered all sides to the argument). · Summarise your argument or proposition in your own words. |
Eunson (1987, p. 67) defines motivation as ‘what is important to you’, and explores the importance of ‘money as a motivator’. However, recent studies outlined by Leonard, Beauvais and Scholl (1999) suggest that personality and disposition play an equally important role in motivation. Conversely Robbins et al. (1994, p. 241) put forward the ideathat ‘motivation is a set of processes that stimulate, direct and maintain human behaviour towards attaining a goal’ In other words ‘motivation’ is a complex concept, which encompasses a variety of competing theories. There are many reasons why people behave differently in the workplace, but it is because these differences exist that managements pay attention to the theories, which provide them with frameworks for problem solving. |
| How to avoid accusations of plagiarism | þ |
| DO NOT directly copy phrases and / or passages (transcribe) without a reference and / or quotation marks | |
| DO NOT paraphrase other writers’ work in your written work without citing references | |
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DO NOT make a direct reference to an author or authors you have not read, even if you may have read about them. (While the use of secondary sources is not encouraged, if the primary publication is out of print or difficult to obtain, you should cite the secondary source you have actually read rather than the original that you have not read.) |
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| DO NOT copy another person’s work, in part or in whole, or allow someone else to copy part or all of work you have completed. | |
| DO NOT write your work in conjunction with other students without prior permission. (Except in group assignments where wider consultation is expected, you should only meet with other students initially to discuss the essay topic and/or analyse the question.) | |
| DO NOT submit written work already submitted for assessment in any other course |
| Suggest(that) |
RecentstudiesoutlinedbyLeonardetal(1999)suggestthatpersonalityand dispositionplayan equallyimportantroleinmotivation. |
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| Argue(that) | Leonard etal(1999)argue that therearethreeelementsofselfperception. | |||
| Contend(s) | Mullens(1994)contendsthat motivationto workwellisusuallyrelatedtojobsatisfaction. | |||
| Outline |
RecentstudiesoutlinedbyMullins(1994)suggestthatpersonalityand dispositionplayan equallyimportantroleinmotivation. |
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| Focuson | The earlytheoriesofMaslowandMcGregor(Robbinsetal,1998)focusedonpersonalneedsandwantsasthebasisformotivation. | |||
| Define(s) | Eunson(1987,p.67)definesmotivationas'what isimportanttoyou'. | |||
| Conclude(s)(that) | Reviewingtheresultsof thecase study,Taylor(1980)concludesthatthetheoriesof jobenrichmentandemployeemotivationdowork. | |||
| State | Hefurtherstatesthat there isanincreasing importanceontheroleofautonomyandselfregulationoftasksinincreasingmotivation. | |||
| Maintains(that) | Mullins(1994)maintainsthatjobenrichmentcamefrom Herzber'stwofactortheory. | |||
| Found(that) | Mullins(1994)found that there isanincreasing importanceon therole ofautonomyandselfregulationoftasksinimprovingmotivation. | |||
| Promote(s) | This promotestheideathat tensionandstressareimportantexternalsourcesof motivation,whichcanbeeliminatedbycompletingcertaintasks. | |||
| Establish(ed)(by) | AsestablishedbyCsikszentmihalyi(Yair2000,p.2)'themorestudentsfeelincommandoftheirlearning,themoretheyfulfiltheirlearningpotential'. | |||
| Asserts(that) |
Locke'sGoalSettingTheoryassertsthatsettingspecificgoalstendsto encourageworkmotivation(Robbinsetal,1998). |
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| Show(s) | Varioustheoriesofmotivationshowemployersthattherearemanyfactorsthatinfluenceemployeesworkperformance. | |||
| Claim(s)(that) | HackmanandOldham(1975)claimthatpeoplewithenrichedjobs,andhighscoresontheJobDiagnosticSurvey,experiencedmoresatisfactionandmotivation. | |||
| Report(s) | Mullins(1994)reportsonfourcontenttheoriesofmotivation. | |||
| Mention(s) | Mullins(1994)mentionstwocommongeneralcriticismsofHerzberg'stheory. | |||
| Address |
Redesigningjobs sothatresponsibilitymovedfromsupervisorstotheworkers, was anattempttoaddresstheissuesof jobsatisfaction(Mullins,1994). |
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