32144 : Technology Research Preparation Assessment

Literature-Based Report

Aim and Intent

To establish search skills and the ability to evaluate the appropriateness of the articles chosen. To develop the skills of critical analysis and synthesis, as well as direct and indirect citation, referencing, and writing a complete report.

This assessment task addresses the following Subject Learning Objectives (SLOs): 1, 2, 3, and 4. It also contributes to developing the following Course Intended Learning Outcomes (CILOs): A.1, B.1, C.1, and E.

NB: Please refer to Subject Outline for SLO and CILO descriptors.

Task Description

Task 2 allows students to source existing academic and industry literature on their chosen research topic and begin writing about it in an organised and logical way. The task is intended to provide students with the necessary background to develop their Project Proposal (Task 3).

The assignment will be a report synthesising information from at least ten high-quality texts you have sourced, critically evaluated and analysed. Students should selecttexts from both industry and academic sources, including:

• Online scholarly databases (e.g., ProQuest Central, Google Scholar, Scopus (Elsevier) Web of Science, and Discovery (EBSCO)) containing journal articles and conference papers.
• Online industry report databases (e.g., Gartner.com, IBIS Industry World Reports) provide research and analysis about the global information technology industry and industry profiles,supply chains, main activities, leading companies, market overviews, consumers, forecasts, etc.
• Academic books and book chapters are also welcome.

The task is designed to develop and assess your ability to evaluate the quality of academic and industry articles, their suitability for the context in which you are researching (e.g., IT industry or educational context), and your ability to synthesise the literature sourced in a logical and critical evaluation of related research.

You will develop and demonstrate your writing skills – paraphrasing, synthesising, structuring a logical organisation of ideas, critical analysis, proofreading and editing – using your own words as far as possible and correctly citing all work drawn from other writers, whether paraphrased or quoted directly.

Additionally, you must show your ability to create a reference list and mastery of directand indirect citations. Students may complete their reference lists using bibliographic software such as EndNote.

NB: Using bibliographic software such as Endnote and Zotero is optional.

Summary of Assessment Requirements

Assessment Task 2: Literature-Based Report required students to:

• Demonstrate search skills to identify at least ten high-quality academic and industry sources.
• Critically evaluate and analyse the appropriateness of selected texts.
• Develop a synthesised report that connects ideas logically and meaningfully.
• Use both academic sources (journals, books, conference papers) and industry sources (databases, reports, market research).
• Apply proper referencing skills, including direct and indirect citation, paraphrasing, and building a reference list.
• Showcase academic writing skills: paraphrasing, critical analysis, proofreading, and editing.
• Align the work with the Subject Learning Objectives (SLOs 1–4) and contribute to Course Intended Learning Outcomes (CILOs A.1, B.1, C.1, and E).

The ultimate intent was to build a strong foundation for the Project Proposal (Task 3) by engaging in systematic literature review, synthesis, and critical evaluation.

Step-by-Step Guidance by Academic Mentor

The academic mentor supported the student through a systematic approach, ensuring clarity and progression in each stage:

1. Understanding the Task Requirements

   • The mentor began by breaking down the task into smaller, manageable sections.
   • Explained the difference between academic and industry sources and why both were essential.
   • Highlighted the need for at least ten sources and discussed where to locate them (databases like Scopus, ProQuest, Gartner, IBIS).

2. Topic Clarification and Search Strategy

   • Helped the student refine the chosen topic into a focused research question.
   • Guided them to develop effective keywords and Boolean search strings for databases.

   • Ensured the student kept a record of search results to evaluate relevance later.

3. Source Selection and Evaluation

   • Taught the student how to assess the credibility, relevance, and currency of each article.
   • Introduced evaluation frameworks (e.g., CRAAP test: Currency, Relevance, Authority, Accuracy, Purpose).

   • Emphasised balancing academic rigour with practical industry insights.

4. Critical Reading and Note-Taking

   • Guided the student in identifying key arguments, methodologies, and findings from each article.
   • Showed how to take structured notes for easier synthesis later.

   • Encouraged the student to identify themes, patterns, and gaps in the literature.

5. Structuring the Report

   • Explained the need for a clear introduction, thematic discussion, and conclusion.
   • Helped the student group articles under common themes (e.g., technology trends, challenges, opportunities).

   • Reinforced logical flow and transitions between sections.

6. Developing Critical Analysis and Synthesis

   • The mentor explained the difference between summary and synthesis.
   • Showed how to compare and contrast authors’ views rather than presenting isolated summaries.
   • Encouraged critical thinking by discussing strengths, weaknesses, and applicability of sources.

7. Referencing and Academic Integrity

   • Guided the student on proper APA/Harvard referencing style.
   • Clarified how to use direct quotes sparingly and focus on paraphrasing.

   • Introduced tools like EndNote and Zotero for managing references.

8. Proofreading and Finalising

   • Emphasised reviewing for clarity, coherence, grammar, and academic tone.
   • Ensured the student checked against marking criteria to confirm all requirements were met.

Outcome and Learning Achievements

Through this guided process, the student successfully:

• Produced a well-structured, logically organised literature-based report.
• Demonstrated critical thinking and synthesis by connecting ideas from multiple sources.
• Gained practical skills in database searching, citation management, and academic writing.
• Achieved the assessment objectives, including evaluation of academic and industry literature, proper referencing, and strong academic communication.
• Strengthened their foundation for Task 3 (Project Proposal) by developing a comprehensive understanding of the chosen topic.

The mentoring process ensured the student not only completed the task successfully but also built long-term academic skills, aligning with the stated SLOs and CILOs.

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