LO2: Conduct and analyse research relevant to a chosen business research project

2.1 Planning action research:

2.2 Research methodology :

Research methodology is defined as that part of investigation which represent the number of tools and techniques that will be used for investigating, arranging, analysing and interpreting the information for representing the data in front of readers effectively. This is consider as most essential part of investigation which support a researcher by guiding the way in which research must be perform (Frambach and et. al., 2012). These tools and techniques are explained below :

Research approach:- A research approach is one which represent the way in which an information must be gathered, analysed and used to achieve the objectives behind an investigation (Mackinlay, 2013). This is basically of two type deductive and inductive among which deductive approach is one that  uses quantitative data for creating hypothesis  by forming up new theory to prove those hypothesis right or wrong. On the other side inductive uses qualitative information in order to create hypotheses over the existing theory. In this research inductive approach will be used as the information is based on qualitative method.

Type of investigation:- It is consider as most essential part of investigation which help in gathering information in effective manner. There are basically two type of investigation such as quantitative and qualitative (Lane, 2013). The quantitative investigation is one in which data is gathered in numerical form to represent the fact or figure regarding the particular research problem (Furlong, 2013). On other side qualitative investigation is one in which information is gathered in theoretical and detailed manner.  In current report qualitative type of investigation will be used which help researcher in gathering information in more detailed manner so that it can be explained effectively.

Research Philosophy:- It help in carrying out the work in much effective manner for obtaining the authentic result. The research philosophy are of two type interpretivism and positivism. In interpretivism philosophy, research have to use qualitative method of investigation for identifying the nature of study and conclude them effectively (Hoffmann and Kumar, 2013). On other side positivism philosophy is one which applied over existing theories for  proving the hypothesis right or wrong. The presented investigation in based on qualitative method of research and because of which interpretivism philosophy will be more suitable for this investigation.

2.3.Data collection :

This is also an important component of the study that chooses in which direction research should be moved.
There are basically two type of data collection tools such as primary and secondary (Kollman, 2016). The primary data collection method is one in which fresh information is gathered which is accurate and more reliable through sources like questionnaire, survey, interview etc. On the other side secondary method is one in which information is gathered from already published data such as books, journals, article etc. In this investigation both primary and secondary data collection method will be used to perform investigation effectively. For gathering primary data questionnaire will be used and to gather secondary data literature review will be performed.

2.4: Selecting a sample:

Sampling:- It is defined as a method in which a group of people get selected that represents the whole population in order to perform investigation over them. There are basically two type such as systematic sampling and random sampling (Hopkins, 2011). In present investigation random sampling method will be used by researcher for the accumulation of reliable information. In this research the sample size of 40 respondents has been selected by investigator and employees are the respondents of this investigation.

Time scale :

Example .....LO2: Conduct and analyse research relevant to a chosen business research project.

2.1: Planning action research

2.2: Mixed methods proposal

2.3: Data collection

2.4: Pilot research

2.5: Schematic: Off-line components

2.6: Schematic: On-line components

2.7: Schematic: Blended Learning support programme

2.8: Execution of action research:

2.8.1: Student Survey (2013)

2.8.2: Teacher Survey (2013)

2.8.3: Decision-makers (2013) web-log

2.8.4: The ILFEC current polices & strategies

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2.0: Conduct and analyse research

2.1: Planning action research

The purpose of the research is to ascertain to what extent has the ILFEC (Inner London Further Education College), the organisational capabilities to delivery effective Blended Learning Courses. Furthermore, for the rationale of clarification, the following (5 stage) strategy analysis will employ the - model of Grant (1991, pp.1-2) - resource-based theory of competitive advantage:

1. Resources: Identify and classify the ILFEC’s resources. Appraise strengths and weaknesses relative to other colleges identify opportunities for better utilisation of resources.
2. Capabilities: Identify the ILFEC’s capabilities. What can the college do more effectively than its rivals? Identify the resources inputs to each capability, and the complexity of each capability.
3. Competitive advantage: Appraise the rent-generating potential of resources and capabilities in terms of (a) their potential for sustainable competitive advantage, and (b) the appropriateness (the environmental factors that govern an innovator's ability to capture profits generated by an innovation) of their returns. Page 7 of 19 PRP: Research article Author: Mr David Hilton
4. Strategy: Select a strategy that best exploits the ILFEC’s resources and capabilities relative to external opportunities.
5. Resources gap: Identify resource gaps which need to be filled. Invest in replenishing, augmenting and upgrading the ILFEC’s resource base.

Note: The scope of this proposal is limited, in that; the strategy analysis will principally focus on the internal analysis of phenomena (observable occurrence) within the ILFEC and only refer, in passing, to external issues relating to the FE sector and the ILFEC’s competitors.

2.2: Mixed methods proposal

A mixed methods design was adopted - Cresswell (2007) - to conduct the research, because its methodology had the flexibility to accommodate the FE College based environment. In particular, a sequential explanatory design (SED) was used where quantitative data is collected and analysed, followed by qualitative data.

The raison d'être for using the (SED) was that it would provide the designer and audience with a better understanding of the research problem, by converging (or triangulating) both broad numeric trends from quantitative research (student and teacher surveys) and the detail of qualitative research (decision-makers web-log and management policies). Primacy is given to the quantitative data, because a research object gauges what the students and teachers actual perceive - as the blended learning approach - at the ILFEC; the qualitative data will be used primarily to augment quantitative data. The data analysis is connected and integration will occurs at the data interpretation stage and in the discussion. An addition justification, for employing the (SED) is the fact that it is especially beneficial when explaining study findings, particularly when they are unexpected.

2.3: Data collection

The data collection role is tasked with gathering the three key types of resources intimated in – Grant (1991, pp.1-2) – Resourced Based View (RBV) i.e. tangible resource, intangible resource and organisational capability. Therefore, to achieve this aim the data collection has been divided into four design areas: 

(1) Student Survey, 

(2) Teacher Survey, 

(3) Decision-makers (2013) web-log and 

(4) the ILFEC’s currentpolices & strategies relating to Blended Learning were consulted comprehensively by access to the ILFEC Internet and hardcopy downloads.

  

2.4: Pilot research

A student - Gomez (2012) - assisted in developing and running a pilot research project - as part of his prince's trust (1 week placement) programme. The student shadowed my time-table for a week, utilising furnished Blended Learning material to contextualise the questions and developed a set of student survey questions. The pilot research was useful in that it produced a set of questions - which did not directly mention blended learning - whose language and content was based on the needs of the targeted student population. These questions were subsequently expanded upon. The following Blended Learning material was developed for a presentation - I gave on a sharing best practice training day last year - and used as a template to frame questions around the topic.

2.5: Hilton (2011): Schematic: Off-line components 

2.6: Hilton (2011): Schematic: On-line components 

2.7: Hilton (2011): Schematic: Blended Learning programme

2.8: Execution of action research:

1. Student's Survey (2013_SS) & Student Survey Results (2013_SSR) 

2. Teacher's Survey (2013_TS) & Teacher SurveyResults (2013_TSR) 

3. Decision-makers’ weblog (2013)

4. The ILFEC current polices & strategies - Ref.: College’s: Staff-Intranet.

2.8.1: Student Survey (2013_SS):

A longitudinal quantitative survey was sent during the (6th - 11th January 2013) to sample population of 121 students who are studying BTEC Level 3 Extended & Ordinary Diploma in Business (Year 1 & 2) – at the ILFEC’s Business & Retail Department. Specifically, each student was individually contacted by an email.

The overall purpose of the survey was to ascertain students' opinions on the following variables of Blended Learning at the ILFEC:

Page 1: Participant’s details: Questions 1-3,

Page 2: Off-line Learning: Questions 4-10,

Page 3: Online Learning: Questions 11-17, and

Page 4: General learning support: Questions 18-25.

This was achieved by sending the survey via the ensuing scheduled messages:

1st Message: General perceptions of teaching at the ILFEC. 79 emails mailed on January 6, 2013 8:51 PM Page 10 of 19 PRP: Research article Author: Mr David Hilton

2nd Message: General perceptions of teaching at the ILFEC. 46 emails mailed on January 8, 2013 11:40 AM

3rd Message: General perceptions of teaching at the ILFEC. 34 emails mailed on January 10, 2013 9:08 PM

2.8.2: Teacher Survey (2013_TS):

A longitudinal quantitative survey was sent (14th - 26th January 2013) to sample population of 128 Teachers from 6 principal teaching areas, across the ILFE's 4 main campuses. Each teacher / lecturer was individually contacted by an email.

The overall purpose of the survey was to ascertain teachers' opinions on the following variables of Blended Learning at the ILFEC:

Page 1: Participant’s details: Questions 1-2,

Page 2: Off-line Learning: Questions 3-9,

Page 3: Online Learning: Questions 10-17, and

Page 4: General learning support: Questions 18-31.

This was achieved by sending the survey via the ensuing scheduled messages:

1st: Blended Learning Survey - Practitioner Researcher Programme, 127 mailed on January 14, 2013 9:17 AM

2nd: Reminder: Please Take My Survey, 100 mailed on January 17, 2013 12:15 PM

3rd: Reminder: Survey - Practitioner Researcher Programme, 82 mailed on January 23, 2013 11:00 AM

Note: Prior to the launch of the survey, a copy of the PRP course guide and an outline of its objectives was sent to all potential recipients, so as, to contextualize the aim of the activity.

3.8.3 Decision-makers’ web-log (2013):

A longitudinal qualitative (survey) - Decision-makers (2013) weblog - was sent during (31st January 2013 – 23rd February 2013) to sample population of 20 decision-makers – associated with aspects of learning at the ILFEC.

The overall purpose of being to provide responses to the following 3 comment areas:

1. Offline Learning,

2. Online Learning and

3. Support Structures.

The Decision-makers weblog (2013) asked the following request for information:

 “As a decision-maker or contributor - in the area of Blended Learning - could you please comment on the current actual developments and medium-to-long-term strategic objectives - for offline components / platforms - at the ILFEC (Inner London Further Education College) i.e. time-lines and actual resources in place to accommodate the college's E-Learning strategy (2009-12) + Innovation & E-learning - Operation plan 2009-2012).

“In particular, has the college appropriate policies to promote greater use of the offline components / platforms stated in the schematic above? Also, are they any developments that will provide classroom, which are more suitable to a Blended Learning approach to teaching?

“In particular, are there plans to employ a greater proportion of online classes in the future? For example, utilising, LMS (learning management system), such as, Moodle 2.0. Also, are there strategies being put-in-to-place, which moves collaborative lessons away from an email-centric approach to ones which encompass, assorted methodologies? Lastly, does the college intend to encourage a wider use of online teaching instruments i.e. mobile / multi-platform and social learning environment tools?

“In particular, is the college going to supply an accessible ILT (Information Learning Technology) strategy that incorporates clear policies on: Blended learning and specifically learning support, training and reward mechanisms?

 “The survey uncovered a communication gap between the users (students & teachers) / content supplier (teachers) and policy-makers. Consequently, is the college going improve communications between decision-makers and users and also offer more learning support (or other) career roles in the future?”

This was achieved by sending the web-log via the ensuing scheduled messages:

1st: Web-log (blog) survey on Blended Learning at the ILFEC, 20 mailed on 31 January 2013 20:22

2nd: Support to the final phase of the research - Oxford University - on Blended Learning at the ILFEC, 23 mailed on 11 February 2013 11:33

3rd: Research on Blended learning at the ILFEC + Attachment, 20 mailed on 15 February 2013 08:02

2.8.4: The ILFEC’s current polices & strategies relating to Blended Learning:

• Chief Inspector’s Annual report 2010/11
• E-learning Strategy (2009-12)
• Learner First Observation Policy
• Advanced Teacher Programme
• Professional Development Programmes
• Business Systems Development Group
• Skills for Life Strategy (2012-2015)
• Learning Plus: Employability and Skills pathway

LO3: Communicate the outcomes of a research project to identied stakeholder

P5: Communicate research outcomes in an appropriate manner for the intended audience.

Stakeholders :

The outcome of the investigation will be discussed with stakeholders who are interested in the affairs of Barclay's bank. These stakeholders includes employees, managers, shareholders etc. These all are interested in the research outcome as their work get affected by the information that are being provided by this investigation. Among them by getting information regarding the financial position and its performance at global level, shareholder will become able to make  up their mind regarding whether to invest more or not for earning better return. On the other side by getting information regarding globalisation of Barclays, employees become able to enhance their knowledge and also get motivated toward work after determining the success and growth of company. On other side by going through research outcome the managers will be able to identify issues that may be faced by company while expansion so that proper strategies can be formulated  to deal with these issues.

3.2: Communicating research outcome :

The research outcome could be communicating in several ways such as by spoken words, in written form or many more. For communicating the research outcome with stakeholders like managers, employees and shareholders, spoken words will be used as it help in making the information clear in the mind of these stakeholders with the help of presentation.

3.3: Convincing arguments :

This investigation is all about Barclays bank in order to determine the major issues that bank has to face while entering into global market such as Change in customer demand, Increase competition and legal barriers. It has been found that despite of several issues and challenges globalisation support Barclays in getting high growth options as it become able to target new customer which in turn increase the capital holding of bank. In addition to this global expansion also support in getting access to knowledge and new or more effective technique of  performing operation effectively in which in turn increase the quality of work that also enhance the level of customer satisfaction.

LO3: Example - 3.0: Results and analysis

The results and analysis of this article completes the intervention activity by reflecting upon the impact and responses the evidence gathered in the action research in forms us about Blended learning Practice (BLP) at the ILFEC.

3.1: Impact on practice.

The impact of the intervention on practice fell into three categories:

• The activity increased general awareness of the issues and praxis surrounding (BLP); operating as a catalyst for additional investigation and Continuous Personal Development (CPD).

• The research findings indicated the reality of the level of (BLP) in current use at the ILFEC as opposed to a general perception.

• The intervention illuminated the polarisation of (BLP) focus between different stakeholders i.e. end-users, deliverers and policy-makers at the ILFEC. 

The following analysis of the qualitative (feedback) and quantitative (surveys) data indicates the areas which went well and those that will assist the ILFEC policy-maker and deliverers to accommodate the (BLP)'s strengths and weakness for future practice:

3.1.1: Part 1: Introduction to surveys

Most students’ - initial reaction to the survey - was that teaching at the ILFEC was effective.

This was based upon 81% response to the survey i.e. 35% (1st Year students) and 65% (2nd Year students) – all Business cohort tutor groups have been fairly represented. Conversely, of the 128 teachers contacted for the survey - 40% (52 recipients) responded over the two weeks stated collection period. The relevant profile sizes of the campus were accurately represented with:  Campus (C) delivering 26 responses, Campus (D) furnishing 12 responses, and Campus (A) & (B) each supplying 6 responses respectively.

Notwithstanding, only 10% of the various decision-makers contacted responded over the three weeks collection period i.e. senior management, middle-management, trainers and specialist in the field of BLP. Ref.: Student Survey Results (2013_SSR), Teacher Survey Results (2013_TSR)

3.1.2: Part 2: Off-line components of surveys

The student survey findings for offline learning demonstrated that “Turn-It-In (UK) Grade-Mark” feedback gained the majority vote of 86% and “Learning on the job” was the preferred workplace learning style. Moreover, books, Learning-logs and Work-books were utilised more than any other reading & writing device. Also, tutoring (78%) was the method of choice for learning support and preferred classroom learning styles gravitated between: presentations, lectures and discussion groups. In summary, students at the ILFEC exhibited a good appreciation of offline learning approaches. Notwithstanding, the survey did uncovered that students were very conservative in their choice of learner support i.e. focused in one area. Most students had a general idea of what offline learning meant. However, the division on the college’s ability to provide appropriate classroom to meet the student’s needs was split 68:32 at meeting their needs. 

The off-line teachers' survey results demonstrated convergences with the student survey for the majority of questions in this area. Notwithstanding, the survey did uncover that teachers were very conservative in their choice of workplace teaching style i.e. invariable choosing the same selection out of seven options. Most teachers had a general idea of what offline learning meant. However, the division on the college’s ability to provide appropriate classroom to meet the student’s needs was split 50:50. Teachers at the ILFEC exhibited flexible offline learning approaches.

Lastly, the decision-maker's findings suggested that the upcoming focus of the ILFEC is likely to be on on-line activity and policy. Moreover, it was expressed that it is crucial that the college combine this with new approaches to off-line activity by revamping the entire curriculum. Institutional educational policies were seen as not clearly understood, but the feedback suggested that there are a number of experiments underway connected with blended learning. Also, there are pockets of innovation with peer learning, co-created mutual learning and situated out of classroom learning. It was general conveyed that there is not sufficient drive to develop off-line components. Ref.: Student Survey Results (2013_SSR) Teacher Survey Results (2013_TSR)

3.1.3: Part 3: On-line components of surveys

The students’ online survey finding established that “Web 2.0” was the preferred e-learning style utilised by their teachers and “Websites” learning technology was their teachers 1st choice as a learning tool. Furthermore, “Email” was deemed the collaboration method (91%) most used by their teachers. In summary, students made over 62 suggests as to what type of new online teaching instruments should be employed at the ILFEC; however, no strong candidate emerged from the survey - laptops and better internet connection being the most popular selections. Notwithstanding, the division on how many classes should be Online was split 81:8 in favour of being Online. Conversely, most students sampled, expressed the view that the ILFEC was successful at implementing online learning. 

The online teachers' survey results triangulated with students for most of questions in this area -with teachers making over 24 suggests as to what type of new online teaching instruments should be employed at the ILFEC. However, 92% of teachers surveyed indicated that they had not been supported by a learning management system, such as, Moodle 2.0. Also, the results uncovered that teaching focused too much on using Email rather than the other 7 options employed for collaborative learning. The division on how many classes should be Online was split 87:13 in favour being Online; most teacher spolled, expressing the view that the ILFEC was not, at present, very successful at implementing online learning.

Lastly, the decision-maker's findings suggested that there are plans to use a greater amount of on-line activity and there are some very appropriate new technologies being used that can help support this. For example, experiments with the use of Google resources such as collaborative docs and sites, G+ social communities and G+ video hangouts. On the technology front things look promising, but it was felt that the off-line components and teaching-learning were where the real challenge resides. Ref.: Student Survey Results (2013_SSR)  Teacher Survey Results (2013_TSR)

3.1.4: Part 4: Support components of surveys

The students’ survey "support" findings established that over 74% of those polled felt that their tutors were helpful and the teachers were trained in the most up-to-date teaching methods. Also, most students were positive regarding the effectiveness of non-business teaching i.e. maths and English and felt that the college asked their advice on potential changes on the way they were taught. For example, students indicated that –when enrolling -college staff did not effectively make them aware of the teaching approaches use at the ILFEC. Moreover, when questioned regarding their experience at ILFEC, the majority of the student specified that they were no more than moderately satisfied. Conversely, the teaches’ survey findings - for learning support - established that most of those polled felt that their direct support contacts were helpful and obtaining resources from the library system was unproblematic. Also, a preponderance of teachers promoted maths & English in their everyday lessons and believed that students were effectively made aware of teaching approaches during enrolment at the ILFEC. For example, teachers expressed the view that the college was unsuccessfully in its implementation of Blended (Offline & Online) Learning. This sentiment was reinforced by > 96% of teachers’ opinion, that the college was too dependent on volunteers promoting ILT (Information Learning Technology) based development and strengthened further by the survey’s poor score on how adequately were staff trained in the most up-to-date teaching methods.

The teachers’ survey also indicated that the ILFEC's current appraisal system did not effectively aid the enhancement of new teaching approaches -with > 89% believing that college did not effectively remunerate a culture which develops ILT. In addition, more than 84% thought that the college had not put in place effective actions to promote ILT strategies; for example, the ILFEC accessible plagiarism software, such as, Turn-It-In (UK) were utilised by only > 1/3 of the teaching staff. Over 70% over those polled felt that the college did not ask their advice on potential changes on the way did their job and that there were insufficient in-house career opportunities which developed ILT. However, a 50:50 teacher ratio, felt that Blended Learning Courses could generate additional revenue streams for the college and they would be interested in being involved in a broader research project in this area. Lastly, the decision-maker's findings suggested that developments relating to Learning Centre Systems have enabled a single sign-on for Athens protected online resources. This means that if learners use the student portal to visit Athens protected resources, & the college has rights to the resource, then the learner sees no barrier on route to displaying the resource on screen. Athens protected resources typically are purchased e-books, archived Newspapers & Journals & other specialist subject resources. The survey suggested that the problem to promoting the online half of blended learning problematic i.e. getting the right teaching staff aware of the available resources, bearing in mind that the range of resources is increasing all the time. Also, the findings indicated that the college is working on the post 2012 ILT strategy at the moment; and that most of the decision-makers would like to see enhanced communications between teachers’ et al and more learning support roles. Ref.: Student Survey Results(2013_SSR) Teacher Survey Results (2013_TSR)

3.2:Reflection on what research could have been done differently.

The research has achieved its objectives in that the results do indicate that the college resources (human, physical and technological) are mainly split into opposing camps of off-line based and Information Learning Technology (ILT) based. This is preventing the growth of Blended Learning capabilities and the associated organisational competitive advantage. In retrospective, the research may have benefited from ascertaining potential future of the ILFEC core competencies -by extrapolating from the existing ILFEC policies and strategies. However, the communication barriers cited in all the surveys have largely prevented this activity. Ref.: ILFEC (2012) staff survey

LO 4: Reflect on the application of research methodologies

P6: Reflect on the effectiveness of research methods applied for meeting objectives of the business research project.

P7: Consider alternative research methodologies and lessons learnt in view of the outcomes.

Reflection: 

I am glad that I get an opportunity to perform an investigation over “The Globalization of Financial Services”- A case study on Barclays Bank.” which is a very interesting and knowledgeable area of study. With the help of this investigation I become able to improve my researcher skills as I came to know about several tools and techniques that can be used to perform investigation effectively. These tools support in gathering, evaluating, analysing and interpreting the information effectively to represent it in more reliable manner. In addition to this I also become able to develop my knowledge regarding the ways in which globalisation support a business to improve its practices. But along with these benefits I have also faced some issues while conducting this investigation. The major challenges faced by me was the time as well as budget provide me for conducting this investigation was very limited which has affected by work also. But I tried my best to perform it effectively and presenting the information in more ethical and reliable manner. For this I have used questionnaire for gathering information in which number of questions are being asked by responds which are employees of company. This in turn help in saving time as well as cost of research as interview take lot of time but on the other side questionnaire take less time as it can interact with large number of respondents at single time.

But while conducting survey through questionnaire I have found several issues some of them are, several respondents are their which provide wrong information regarding the questions asked to them. Apart from that some of them are not ready to respond over questionnaire, but along with these challenges I have tried to represent information more accurately and in authenticated manner in other to avoiding any kind of unethical practice by misleading readers.

Recommendation:

From the above given information it has been found that there are several challenges that Barclays bank have to face while entering into global market. In order to avoid these issues and improve its business practices following recommendations are given to Barclays Bank. Barclays bank must focuses toward performing a detailed market research before entering into new market. This in turn support bank to learn about the situation of particular country along with the opportunities as well as challenges are present in new market. These information will support in formulating effective strategies for avoiding risk and availing the opportunities to achieve greater success at marketplace.

Another recommendation is that Barclays Bank must focuses toward hiring the employees from the country in which it want to enter that support in integrating the culture effectively and avoiding the risk of customer expectation failure. This is because it help in dealing with customer's expectation effectively by deeply understanding it. 

CONCLUSION:

From the above performed investigation it has been found that globalisation plays a crucial role within the growth as well as success of an organization as it provide a medium through which a business can earn more profit by targeting new market and larger  number of customers. This in turn also support banks and other financial institute in getting growth as well as development in its financial services by getting easier access to new technologies, manpower and business approaches to perform operations effectively. In addition to this from the survey it has been found that Barclays bank has faced several issues which left negative impact over the growth of company such as Change in customer demand, increase competition and Legal barriers. But apart from this majority of people said that the bank have experienced positive outcome also by getting larger customer base, achieving competitive advantage and increased in overall revenue of the bank. These all supported up to a great extent by enhancing the quality of operations as well as practices that bank perform at international market.