MANG3100 Applied Research Project Module Handbook 2026 | UOS
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| University | University of Southampton (UOS) |
| Subject | MANG3100 Applied Research Project |
MANG3100 Module Handbook
1. Introduction
Welcome to an exciting and important part of your degree, your Applied Research Project- In essence, your undergraduate dissertation, as is most commonly and traditionally known. This project represents your chance to apply the theoretical knowledge you have gained throughout your programme via a piece of independent study and research. You will be able to explore in depth an area/topic of interest, using appropriate research tools. This research project will contribute significantly to your final grade.
How to use this handbook
This handbook has been written to guide you through the key stages of the process of conducting your project and writing your dissertation, it gives you an idea of the timings and deadlines so that you can plan your work. Importantly, it includes essential information an how to work with your supervisor, how to structure your dissertation, guidance on referencing and avoiding plagiarism, etc. We encourage you to read this handbook thoughtfully and go back to it as a reference while working on your project. You can get in touch with the module leader and your supervisor if you have any questions regarding this handbook
2. What is it all about?
The Applied Research Project provides you with the opportunity to conduct a significant piece of independent research on a topic of your choice. You will investigate issues and research questions relevant to your degree programme by collecting primary data, or using secondary data, or investigating the literature, with the focus on advancing the knowledge on the issue investigated and/or applying theory to practice. You will do your research Independently, with the support of a supervisor.
You will first need to submit a research proposal (1,000 words, 20% of your final mark in December, while the final report/dissertation 17.000 words. 80% of your final marko needs to be submitted in April. See the next section for more details on the two pieces of assessment
Essentially, the whole project is a test of your ability to create, on your own initiative, a final test which demonstrates a thorough understanding of a particular issue related to your programme of study. As mentioned above, you will be assigned a supervisor to advise you on how to approach the project’s work, but it is your responsibility to manage and undertake the necessary work.
This project, ultimately, requires you
- Plan and manage an appropriate schedule work.
- Maintain regular communication with your supervisor.
- dently and acceful and relevant sources of information is related academic Втекате
- Design and undertake an appropriate investigation strategy.
- Ensure ethics approval and conduct a risk assessment before any type of data collection
- Collect and analyse das
- Write a well presemed final dissertation with a logical structure and suitable formatting
3. How will you be assessed?
You are required to submit two pieces of coursework:
A research proposal, with a word limit of 1,000 words (absolute maximum 1.500 word, and a submission deadline on the 11 December 2025
The final report/dissertation with a word limit of 7000 words (absolute maxim 8,000 words), and submission deadline on the 23″ April 2026
Your research proposal will be assessed on its purpose & objectives, the quality of the literature review and the research methodology proposed, and the quality of its presentation/structure, language, and referencing. You can find a detailed grade descriptor at the end of this section
Since the final report/dissertation is the most substantial and important part of your assament, let’s look at ita marking criteria in a bit more detail
1. Purpose & Objectives: This is about the clarity and suitability of the research quational, or problem definition. You need to state clear objectives for your study and ensure that the cissertation addresses these objectives. In other words, you need to explain what you’re going to do, why, and then make sure you dit
2. Literature Review: Is there evidence of an appropriate selection and discussion of relevant literature? Is there evidence of understanding and critical engagement with what has been read? Does the literature add to the understanding of the topic/issue through an effective evaluation and synthesis of a range of literature?
3. Research Methodology: Is the approach appropriate to the problem and data? Is the approach adequately explained? Do the collected data avoid bias and are they carefully collected? Have risk and ethical considerations been approved via the ERGO process (see below)? It is very important to check the data availability before you make any topic-related decision. For example, you should know where you can access the data, or whether the data is legal for you to use, or how long it would take to collect such data, etc.
4. Analysis of Primary and/or Secondary Data: Regarding data collection and analysis, the data should be carefully examined using appropriate analytical methods and techniques to address the research objectives. The analysis should provide valuable insights and contribute to the overall findings of the study. It is essential to ensure the accuracy and reliability of the data analysis process to draw meaningful conclusions and make valid interpretations.
5. Discussion of Findings: Does the discussion of findings reflect learning from analysis, and an understanding of the implications and limitations, the strengths and weaknesses of the research or development? Is the discussion aligned with the literature review and draws relevant connections? Does the discussion show a depth of comprehension and critical thinking?
6. Presentation, Structure, Language, Referencing: Is it written in good English? Is it presented using appropriate graphics, illustrations and accurate (Harvard) referencing? Is it well structured, logical and coherent, using appropriate chapter headings?
Undergraduate Grade Descriptor for Final Dissertation (80%)
| Criteria | Weighting | 0-24 (Fail) | 25-39 (Compensatable Fail*) | 40-49 (3rd class) | 50-59 (2.2) | 60-69 (2.1) | 70-79 (First Class) | 80-100 (First Class) |
|---|---|---|---|---|---|---|---|---|
| Objectives | 10% | Very little attempt has been made to define the purpose and objectives of the research and align this to current management theory and practice. | Little attempt has been made to define the purpose and objectives. It is likely that the objectives are too broad or axiomatic. | Some evidence of research purpose and objectives. The rationale for the research may be confusing and/or disconnected from management theory & practice. | The research purpose and objectives are clearly stated and connected to management theory/practice. | Well-stated research purpose and objectives. The context of the research is well-defined and has strong connections with management theory and practice. | Very clear research purpose and objectives that connect the current situation and its underlying context with management theory and practice. The objectives are likely to be original, sophisticated, and fully justified. | Exceptionally well stated, original, and sophisticated purpose and objectives, with full and convincing justification. |
| Literature review | 25% | Little or no evidence of reading. | Rudimentary coverage of the literature is provided. This is likely to be drawn from a secondary source (e.g., a core text). | Minimal evidence is provided of an independent review of the literature as it stays close to core texts and key papers. Little evidence of a deep understanding of the themes is provided. | A broad range of sources is used and referenced to provide a clear account of the key themes/debates in the literature. | A critical review of the literature is provided which identifies the main debates in the field of inquiry. The literature review demonstrates evidence of careful reading and thinking. | Extensive knowledge of a breadth of existing literature pertaining to the subject is presented. This critical literature review is multidimensional, identifying complementary perspectives on the topic and research gaps. | An exceptional literature review is presented that fully demonstrates a creative and critical engagement with the subject and what has been studied. This critical literature review is able to identify multiple dimensions, perspectives, and research gaps, on the topic of study. |
| Research Methodology | 15% | Little or no evidence of a considered methodological approach to the research project. | Limited consideration has been given to the description and analysis of the methodological approach to the research project. | The discussion of research practices and methodology demonstrates an intent to engage in academic inquiry. However, the choices made may not be aligned to the nature of the research problem (e.g., poor choice of method), offer specific insight to the chosen research questions, or provide a consideration of how the data collected will be analysed and verified in such a manner that it can offer insight. | The research methods are outlined and reasonably robust. They may lack a systematic process (e.g., the flow from approach, to data collection, through to data analysis and verification), in grounding in the current research project (e.g., they are an account of ideas drawn from texts but disconnected from practice considerations), or cohesion. | The research methods are clearly defined. Due consideration has been provided of the alternatives/f and the rationale for decisions made is provided. A clear and reasoned account of the research methods is provided that demonstrates thoughtful practices of data collection, data analysis and data verification (e.g., integrity, confidence etc.). | The account of research methods provides a sophisticated account of the process and practices used. The practices deployed are considered, reflected upon and critiqued considering the researcher’s engagement with the academic literature and practice. | An excellent theoretical understanding of the research methodology is presented, a rigorously argued approach is adopted, and an exceptional understanding of the methodological context and choices is evident. |
| Analysis of Primary and/or Secondary Data: data collection and analysis | 20% | None, or totally inappropriate and unrelated. | Extremely limited collection of data; poorly identified data; no solid criteria for evaluation; no analysis. | Casual acquisition of data which lacks structure, and a limited evaluation against unclear or inappropriate criteria; mostly descriptive analysis. | Standard approach to collection of primary/secondary data; limited validity; limited and basic, but acceptable, techniques. | Standard approach to collection of primary/secondary data; clear validity and reliability; critical analysis using appropriate techniques and appropriate criteria. | Advanced approaches of collection of primary/secondary data; clear validity; critical analysis using appropriate techniques and appropriate criteria; fully justified. | Outstanding analytical techniques and approaches presented; evidence of creation of new approaches (if appropriate), thoroughly and rigorous analysis; exceptionally well justified. |
| Discussion of findings | 20% | No attempt is made to connect this work and its findings to previous academic inquiry. | There is very little attempt made to connect the findings to the literature review in this project. | There is limited connection between the literature review and the findings in this project. | There is clear evidence presented of a link between the research findings presented and the previous literature on the topic. However, there is limited discussion of the connections, with more emphasis being placed on affirming / contesting previous research findings. | The discussion with the previous research literature offers insights into the key findings that present these in a broad and deep appreciation of management theory and practice. The discussion presents previously held concepts and critiques them in light of the new research to establish their accuracy / relevance to the current research project. | The depth of the previously presented literature review and the findings of this research facilitates a sophisticated analysis that illuminates the main themes as well as opening new connections / avenues for future exploration. | A sophisticated and critical discussion of the findings and the connection with the existing literature is presented; outstanding reflection on the strengths and weaknesses of the research; the discussion offers fresh/new insights on the topic. |
| Presentation: structure, language, and Harvard referencing | 10% | The dissertation is very hard to understand and follow. This may be due to a lack of or a confusing structure, and/or inappropriate headings, and/or inappropriate use of language with poor grammar and punctuation, and/or referencing. | This dissertation shows an inappropriate structure, an inappropriate use of language with poor grammar, punctuation and spelling, and referencing; overall flow of the dissertation is apparent. | While the general layout conforms to expectations around structure, there are inconsistencies and errors in the use of language, grammar and punctuation which affect comprehensibility. This dissertation may also suffer from poor academic referencing. | There is a clear and logical structure to the work, with appropriate headings/sub-headings. There is an adequate presentation of any visuals and adequate referencing. General use of language, grammar and punctuation. | There is a very clear structure with appropriate signposting to link its sections. Any visuals are clearly integrated into the text. There is a clear and consistent use of the Harvard referencing system. Proper use of language with few grammar, punctuation and spelling errors. | The dissertation combines style with substance. An outstanding structure and flow of ideas with well-integrated visuals as appropriate. Elegant, skilful use of language and academic referencing, without grammar, punctuation or spelling errors. | Outstanding logical structure and flow, excellent use of language without grammar, punctuation or spelling errors, and a highly effective use of Harvard referencing. Appealing and effective use of visuals, where appropriate. |
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