BUSI730 Data Analytic in Healthcare Literature Review

BUSI 730 LITERATURE REVIEW INSTRUCTIONS The purpose of this research project is for you to create a scholarly

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piece of graduate-level research and writing, which conforms to current APA format. Competency in the current APA format is required of all Business graduates of Liberty University, as set forth by policy of both the Graduate Faculty and the administration. You will research and write a literature review on a topic relevant to BUSI 730. Your topic should be based on an applied business problem and research questions developed to address the applied business problem. By Module 3/ Week 4, email your proposed topic along with your applied business problem and research questions to your instructor for approval. Do not “recycle” any work from any previous courses you have taken. Your research paper will be a comprehensive thematic review of the scholarly literature related to your topic. What is a literature review? “A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.”i How is a literature review different from an academic research paper? “The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.”ii The academic research paper also covers a range of sources, but it is usually a select number of sources, because the emphasis is on the argument. Likewise, a literature review can also have an “argument,” but it is not as important as covering a number of sources. In short, an academic research paper and a literature review contain some of the same elements. In fact, many academic research papers will contain a literature review section. But it is the aspect of the study (the argument or the sources) that is emphasized that determines what type of document it is. Page 1 of 4 BUSI 730 Why write literature reviews? “Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.”iii What is the format for literature reviews? “Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper. • Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern. • Body: Contains your discussion of sources and is organized thematically. • Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?”iv What is a thematic literature review? “Thematic reviews of literature are organized around a topic or issue, rather than the progression of time.”v “Sometimes, though, you might need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. Put in only what is necessary. Here are a few other sections you might want to consider: • Current Situation: Information necessary to understand the topic or focus of the literature review. • History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology. • Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals. • Questions for Further Research: What questions about the field has the review sparked? How will you further your research as a result of the review?”vi Page 2 of 4 BUSI 730 Important Points to Consider The paper is to be written in strict conformance to current APA standards, and must contain 1015 pages of content (excluding the title page, abstract, and references), utilizing at least 10 scholarly sources. The paper is to be submitted through SafeAssign at the end of Module/Week 8. It is highly recommended that you download and read the instructions to avoid any stress created by issues that are the result of waiting until the last minute. • A SafeAssign draft check will be provided for you to use to improve your Originality Score prior to your final submission. Three levels of current APA headings must be used throughout the paper, as this is a graduatelevel research paper. Some students do not fully understand the difference between plagiarism and paraphrasing. Paraphrasing is when you take a source or someone else’s idea and say it in your own words. When you paraphrase, you must still give the author’s name, date, title of the source, the scholarly journal where it came from, and the exact website address or book. However, when you directly quote a source, it must have quotation marks around the quote, or (if 40 words or more) it must be set in block quotation format. You must also give detailed information of where you acquired the quote. For the purpose of this academic paper, adhere to the follow rules when quoting or using a source: • • • • • Do not directly quote more than 120 words from any one source. If the source is 2,000 words or less, do not directly quote more than 50 words from any one source. Do not use the same source more than a total of 3 times within the whole document for quoting or paraphrasing. Quotes must contain the section (if provided) and paragraph or page numbers of the quote, and this information must be placed in the reference. In all instances, use current APA guidelines for citations and references. The paper must not be a series of quotations. Quotes should be used sparingly in doctoral level writing assignments. It is better to paraphrase and cite than to quote. Email your instructor with any questions regarding the project. i Literature Reviews (http://writingcenter.unc.edu/handouts/literature-reviews/) ii Ibid Page 3 of 4 BUSI 730 iii Ibid iv Ibid v Ibid vi Ibid Page 4 of 4 BUSI 730 Literature Review Grading Rubric Criteria Content 140 – 0 points Synthesis of Knowledge Focus/Thesis 60 – 0 points Foundation of Knowledge 40 – 0 points Application of Knowledge Levels of Achievement Advanced Proficient Developing Not present 60 to 56 points* 55 to 52 points* 51 to 1 points* 0 points Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment Not present 40 to 38 points* 37 to 35 points* 34 to 1 points* 0 points Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area Not present 40 to 38 points* 37 to 35 points* 34 to 1 points* 0 points (Critical Thinking Skills 40 – 0 points Structure Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student exhibits a good command of critical-thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors. Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner. Not present Advanced Proficient Developing Not present 20 to 19 points 18 to 17 points 16 to 1 points 0 points Student thoroughly understands and excels at explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well- developed paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student explains the majority of points and concepts in the assignment. Student demonstrates a good skill level in formatting and organizing material in assignment. Student presents an aboveaverage level of preparedness, with few formatting errors Student applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Not present 20 to 19 points* 18 to 17 points* 16 to 1 points* 0 points Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Presents a Student provides an effective display of good writing and grammar. Assignment reflects student’s ability to select Assignment provides a basic, but borderline, perspective of student’s research abilities. Student has incorporated less than Not present 60 – 0 points Organization of Ideas Format 20 – 0 points Writing Skill 20 – 0 points Research Skill 20 – 0 points thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability to prepare graduate-level writing for possible publication in a peer-reviewed (refereed) journal. appropriate word usage and presents an above-average presentation of a given topic or issue. Assignment appears to be well written with no more than 3 errors. Student provides a good final product that covers the above-minimal requirements. 3 sources, which does not attempt to cover key elements of assignment. 20 to 19 points* 18 to 17 points* 16 to 1 points* 0 points Student provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least 5 quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment. Student achieves an aboveaverage synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 4 resources, and presents an average overview of key concepts. Assignment provides a basic, but borderline, perspective of student’s research abilities. Student has incorporated less than 3 sources, which does not attempt to cover key elements of assignment. Not present Instructor Comments Raw Score 200 points
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