Philosophical and theoretical orientation of the research project

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“The summative assessment will be in the form of a 4000-word research proposal. The proposal should include as a minimum: Background, literature review/rationale, aims and objectives, research question or hypothesis, research methodology, methods, consideration of ethics, governance issues, validity / reliability / trustworthiness and reflection on your role in the process. (Module Learning Outcomes 1-7). The following is a suggested structure for the assignment.

 

Title: A clear title for the research protocol which clearly addresses the variables and concepts that are being researched.

Background: an outline for the key drivers and need for the research proposal. This may include key political, professional, clinical and service user drivers for the research project.

Literature review: a critical discussion of the research literature that forms the foundations for your proposal. This will inform the rationale for the research project and explore how it builds on existing knowledge and /or practice. In other words, your critical reading and summarising of the literature will show what is known, as well as what is not yet known about your particular topic. Module learning outcomes 2 (critically appraised the research literature in a specific area of public health / healthcare management) and 4 (demonstrated advanced competence[…]”“health / healthcare management) and 4 (demonstrated advanced competence in the location, retrieval and management of literature from a variety of sources)

Aims and Objectives: a clearly articulated outline of the aims and objectives of the research proposal which will clearly derive from literature review.

Research Question / Hypothesis: Clearly defined question (s) that is specific to the study in order to provide data that will provide answers. The research question or hypothesis will also indicate the kind of empirical evidence which you are proposing to collect. The research question or hypothesis will frame the boundaries of the research project (what it is / isn’t about).

Methodology: This will provide the philosophical and theoretical orientation of the research project that will inform the study design and the methods used to collect data (this is what we explore in the ‘thinking about research’ part of the module). This needs to build on the literature review, in that the methodological approach you adopt needs to clearly help answer your research question(s). Module learning outcomes 1 (demonstrates a critical awareness and evaluation of a range of philosophical research approaches to enquiry) and 3 (demonstrates a systematic understanding of evidence based knowledge to critically justify[…]”

 

Sample Solution

According to NCTL report (Gov.UK: 12) “Secretary of State for Education pledged to qualify 1000 SBMs by 2006” helps by enabling Headteachers to focus on teaching and learning rather then administration duties. SBM programs were developed and implemented with successful results. Unfortunately, there is still a lack of understanding about the role and more needs to be done to increase the perception, my associate head for example doesn’t fully understand the role of an SBM, but is fully supportive of my development with this course another barrier is lack of funding for the role especially in Primary schools. However based on Geoff Southworth’s SBM A quiet revolution “Most secondary schools enjoy 90% access to a School Business Manager” (Southworth, 2010:6) there’s scope to increase the number of SBMs, if schools can tackle barriers such as affordability, LA resistant’s and lack of understanding for the role. NASBM and other associations are leading the way to increasing the profile of the role through the development of training programs such as DSBM, ADSBM and SBD the benefits of SBMs became more evident by financial savings and increased income, but much promotion is needed so schools reap the benefits of appointing an SBM, collaborations between schools and local communities by sharing expertise could be a way forward as outside school environment the perception of the role is still a mystery.

March 2016 the Chancellor announced all schools would be required to become academies by 2022, the proposal caused an uproar, so in May 2016 the government changed their position, then announced they would not force all schools to become academies, but introduce new legislation to enable the DfE to convert maintained schools to academies in ‘under-performing or unviable local authorities’. (BBC News, 2016), Academisation means SBMs are facing increasingly complicated and diverse duties, which would require greater management of premises and procurement of services for schools. Using

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