2022英文论文加拿大essay写作要求：Cape Breton University MBA in CED Program
1. Breadth of options. For the culminating essay, students are encouraged to emphasizetheir deeply felt interests. To experience the project as an opportunity, not a hurdle. Flexibility is the most important strategic principle in setting the norms for acceptable problemareas and for research methodology options in MBAD 625. Any topic on communityeconomic development, economic geography, leadership, strategy, human resources,organizational behaviour, marketing, or other business disciplines is acceptable. 2. Interactive development/approval process. It is unwise – indeed, impossible – to lay outhighly specific requirements to suit all cases. Instead, within broad parameters, eachstudent’s project plan has to emerge through an interactive and iterative process. The keystrategic principle of that process is to enrich a student’s opportunity to develop an engagedand good quality piece of work. Particulars will have to evolve through practice and furtherdiscussions, but presently the process involves the following.Each student would submit a proposal to the MBA in CED office, for feedback and initialapproval/screening. This stage could include an interview. The subsequent developmentand assessment would then become the responsibility of the student and his or her twoacademic advisors. The student will have a major say in who these advisors will be. One’smentor-practitioner will also play an important part in the evolution of the project.If the envisioned project pushes the prescribed boundaries of theme and/or design (seebelow), it is the student’s responsibility (in consultation with the advisors) to justify her/hisapproach within the proposal. We also encourage students to include project elements thatexpand their personal range of previously achieved expertise.3. Essay competencies. We expect the final paper to embody good standards, which includethe following.(a) It meets firm academic standards of scholarship and of presentation form.(b) It makes a significant contribution to the CED or business literature – not that it has to bea ground-breaking triumph, but something that CED practitioners and managers will findworth reading.(c) It is written well – not a stylistic masterpiece, but clear and thus accessible to a ratherbroad readership.(d) It should not exceed 150 pages (37,500 words), for the main body of the report,excluding appendices and the like. 4. Thematic & research design options. We addressed two basic questions aboutparameters here.(a) Quantitative, qualitative, or both? The research problem has to dictate the process, not thereverse. Thus, the type of data and ensuing analysis may be quantitative or qualitative or acombination, depending on the nature of the research questions.(b) “Business” or “social/community” focus, or both? The short answer is “both.” But thesecomponents are not to be understood narrowly or rigidly.There is a flexible interpretation of what is meant by a business focus. At one extreme,a student may opt to mobilize technical tools and frameworks in accounting, ventureanalysis, finance, etc. At the other extreme, a student may deal with themes and approaches that are business-relevant rather than “technical.” The former might be mattersof government policy, leadership, organizational behaviour, consumer or communityresponses, or many other such possibilities.Community themes must also appear in the essay, even in the instance where thestudent designs a project with a technical business-analysis focus. (See the heuristic“model” A, below.)The following sketch of five “typical” approaches or heuristic models will suggest the range offlexibility we envision. These descriptions merely indicate – rather than rigidly prescribe –students’ options (remember p.1, above). Also, blends of these forms are feasible. Studentsshould use these categories as a stimulus for thought, not to pigeonhole their projects into oneor another category in the list.A. A conventional business emphasis. Analysis of an existing or proposed business as amultifaceted feasibility study, etc. Probably more quantitative in strategy. Must also,however, address CED questions of what the business “does for” the community – beyondsuch elementary issues as yielding jobs.B. A qualitative case study of a CED initiative. Probably relying on (for example) participantobservation, interviews, &/or textual analysis as data-generating approaches. Must notbe mere “description,” such as a sheerly “factual history.” Rather, has to build around atheoretical concern or around an issue/problem. Ought to culminate in a statement ofwhat the case teaches about community impact and what is to be done as aconsequence.C. A survey. Design and carry out a sample survey. Typically quantitative. Focusing onany subset of a wide variety of potential issues, while ensuring that bothsocial/community and business-relevant dimensions fall within the scope.D. A problem-focused analysis. Quantitative &/or qualitative. A wide range of thematic anddesign foci are possible here. For example: design a process for program evaluation;design and carry out a program-evaluation study; scrutinize issues of governance in aCED initiative.E. A theory-centered critique. Data could consist of documentary texts (published &/orunpublished). One version of this option, for example, could be study of an enterprise,policy process, movement, etc., relative to a fundamental theoretical model of socialrelations and priorities (such as free-enterprise market theory or feminism or socialism orcommunitarianism), with implications for assessment of good CED practice.
