https://www.abc.net.au/news/2019-07-09/university-cheating-crackdown-could-mean-fines-for-family/11289742
This is an individual assessment
Do not work with anyone else to complete this assignment or share any part of your assignment with anyone else – this is collusion and can result in a grade of 0 for the assessment
Table of Contents
Task Overview and Instructions 2
Purpose: 2
DISCLAIMER: 2
Topic information: Job stress 3
The Report Structure must be: 4
See the Marking Criteria sheet on the next page 5

Task Overview and Instructions
Purpose:
The purpose of this report is to solve a business problem using a theoretical framework informed by academic journal articles. Using academic journal articles, you will provide information regarding the business problems and offer potential explanations for the business issues. Using what you have learned in the lectures and tutorials, you will analyse the transcripts provided to identify the source of the business problems. You will then make recommendations based on your findings and the literature to the CEO of the company. This will give you transferrable skills to your future jobs and let you practice creating a business report.
In short:
This is a qualitative business report. You, the researcher, have talked to the organisation. You uncovered the business problem and wrote about it in the introduction of the report. You then conducted a literature review to see what academic studies say about the business problem. The literature review also includes Job Demand Resource Theory as a perspective about the business problem.
You went to the organisation and conducted a series of interviews. You now have the transcripts which you must code for themes. The findings are then reported in the results section of the business report. The business report then needs to conclude with recommendations based on the literature, theory, and findings. Note this is a time line of events so the results should not appear before the results section.
DISCLAIMER:
This is a work of fiction. The materials and information for this assignment are used for educational purposes only and are not a critique of any company or any affiliated companies. The opinions and views expressed in this document are a work of fiction and do not represent the University of the Sunshine Coast’s policy or opinion. All characters and data are fictional.
The following is based on a real company - University of the Sunshine Coast, but this report and topic is fictional.
This topic is to give you a real-world company with a fictional issue.
DO NOT CONTACT THIS COMPANY FOR HELP WITH YOUR ASSIGNMENT

Topic information: Job stress

Image source: https://www.abc.net.au/news/2019-07-09/university-cheating-crackdown-could-mean-fines-for-family/11289742

You are creating a business report for the Business school Deputy Head of Learning and Teaching at the University of the Sunshine Coast of USC. It must be professional in presentation and contain insightful content for the Deputy Head of Learning and Teaching to make business decisions.
The Business school Deputy Head of Learning and Teaching is concerned by a recent ABC News Report:
https://www.abc.net.au/news/2019-07-09/university-cheating-crackdown-could-mean-fines-for-family/11289742
The Business school Deputy Head of Learning and Teaching wants to know whether the comments in the ABC report concerning contract cheating and other issues related to academic integrity are true and what impact this is having on academic staff?

Image source: https://www.abc.net.au/news/2019-07-09/university-cheating-crackdown-could-mean-fines-for-family/11289742
Please view the university website for more information concerning the business school (www.usc.edu.au).
The Business School has been facing issues of Student Academic Misconduct and this has contributed to increased administrative workload, time pressure and individual stress for full-time and sessional academic staff. There are implications for the business school in terms of managing workload and allocation of resources and the Deputy Head is interested in how this should be managed.
Student academic misconduct means that students have been copying from other sources or working together to complete individual assessment. Academic misconduct is any action or attempted action that may result in creating an unfair academic advantage for oneself or another student. This could include:
- Plagiarism is defined as use of intellectual material produced by another person without acknowledging its source
o Copying and pasting without paraphrasing and referencing the source
o Self-plagiarism
- Collusion is defined as working with any other person to complete an individual assessment.
o Acquiring or commissioning work
o including giving away, swapping, or providing for sale your own work
o asking someone to write your assignment
o using a previous student’s assignment
o sharing writing with your friends
Academic misconduct is a very serious issue as it means that students are not learning Academic Integrity or the knowledge they need for their future job roles. See: https://www.usc.edu.au/current-students/student-news/2018/may/academic-integrity-because-honesty-is-the-best-policy
The focus of this research is the impact this is having on academic staff in terms of job demand and resources. The Deputy Head would like to understand how and why academic misconduct is contributing to stress for academic staff.
You have interviewed six academic staff members from USC. The interviews lasted approximately 30-50 minutes. The interviews were conducted onsite at USC in a quiet meeting room. The transcripts are available in a file labelled “BUS101_anonymous transcripts”.
You need to code the transcripts for common themes, create a table and graph as shown in lecture 5 and tutorial week 5.
For the report you must paraphrase the above information, i.e. put it in your own words – do not directly copy and paste. You can add additional information, for example what kind of interview style did you use?
The literature review needs to explore JDR theory and workplace stress as a result of poor levels of academic integrity (and other sources of academic stress if appropriate) identified in the ABC news article. You need to present JDR theory from the perspective of academic staff members. Think about the resources and demands that the academic staff have access to and how the limited nature of resources and impact of demands might affect academic staff.
Theory: Job demand Resources theory (JD-R)
Reading to start:
1. Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273.
You must locate multiple readings regarding the topic and the theory. A minimum of eight articles should be cited.
The Report Structure must include:
? Cover page/Title Page – Name, student number, tutor name/day/time, word count
? Executive summary (one page in length and single spaced) – overview the purpose, type of analysis/methods, most important findings in summary, most important conclusions and recommendations. Look at how journal articles write an abstract as this is similar.
? Table of contents (should also include a list of figures / tables if used)
? Introduction (estimated 150 words):
o Overview of the business problems
? Introduce the company and what it does
? Provide a statement of the business problems from the symptoms (see lecture 1-3 on how to do this properly)
? Include a table which outlines the: Firms situation, Symptoms, Likely Problems, Decision statement, Research objectives, and a research question
? Overview of literature on the topic (Estimated 800 words):
? Write a literature review that overviews what previous empirical work (journal articles) has found regarding the topic – see the lecture on literature reviews week 4.
? Overview the theory you will use to investigate the business problems:
• Overview the theory and explain the concepts and elements of the theory
• Justify why this theory helps to explain the business problems
• Write a managerial decision statement and corresponding research objectives and research questions based on the theory and literature.
• Do not include any results / transcripts in this section
? Methods and Results (Estimated 500 words):
o Introduce what qualitative analysis is (describe in one paragraph). Remember the audience may not have any knowledge of what a qualitative analysis is. Make sure you use references to academic literature when describing it – do not just copy from the lecture notes (this is plagiarism).
o Report what the method was and how the interview data was collected. Write in enough detail that someone else can understand exactly what was done and how. Report on the internal/external validity (see lecture notes on qualitative research methods – this is mentioned a few times)
o Present the findings of the analysis in a table AND figure, ensure you reflect on the findings and summarise (do not just show a table/figure with no explanation). Refer to the lecture on qualitative research methods – it shows you exactly how to report the results.
? Recommendations and Conclusions (Estimated 500 words):
o Based on the findings give the Business school Deputy Head of Learning and Teaching some recommendations about how to improve the business problems. This must link to the academic literature and theory from the introduction. You should also present the answer to your research question.
? List of references – either APA or Harvard (choose one and be consistent)
Report format:
Font size 12, Times New roman, double spacing, and word count 2,000 (+/- 10% 1,800-2,200). Note. The word count does not include the executive summary, headings, tables, graphs/figures, the reference list or appendices.
See the Marking Criteria sheet on the next page

Levels of Achievement
Criteria High Distinction
85 to 100 % Distinction
75 to 84 % Credit
65 to 74 % Pass
50 to 64 % Fail
0 to 49 %
Criteria 1:
Executive summary
(2 marks)
The executive summary is concise and covers all of the elements regarding: an overview the purpose, methods and type of analysis, the most important findings in summary, the most important conclusions and recommendations. It is not longer than one page and does not have any quotations or headings. It is a stand-alone document that encompasses the important points of the report.
The executive summary covers most of the elements regarding: an overview the purpose, methods and type of analysis, the most important findings in summary, the most important conclusions and recommendations. It is not longer than one page and does not have any quotations or headings. It is a stand-alone document that mostly encompasses the important points of the report.
The executive summary covers some of the elements regarding: an overview the purpose, methods and type of analysis, the most important findings in summary, the most important conclusions and recommendations.
There might be instances of missing information or important points that were not mentioned. The length might be slightly longer than one page and it does not have any quotations or headings. It is a stand-alone document that mostly covers the important points of the report. Basic elements of the executive summary are covered with an overview of the purpose, methods and analysis, some of the findings, some conclusions and recommendations.
There might be instances of missing information or important points that were not mentioned. The length might be slightly longer than one page and it does not have any quotations or headings. It is a stand-alone document that mostly covers the important points of the report. Little or no knowledge of an executive summary. The important elements are not covered or there is an attempt, but several elements are missing.
Criteria 2:
Introduction
(3 marks)
85 to 100 %
Demonstrates comprehensive and insightful knowledge of the business with an in-depth introduction to the business and the problems. The introduction covers who the company is, what it does, and what the profile is. A table is presented which includes all of the following elements: firms’ situation, symptoms, likely problems, decision statement, research objectives and research questions. All of the elements of the table are discussed in-depth and well explained.
75 to 84 %
Demonstrates mostly comprehensive and insightful knowledge of the business. Most elements of the business are covered such as, what the business does, and what the company profile is. A table is presented which includes all of the following elements: firms’ situation, symptoms, likely problems, decision statement, research objectives and research questions. The elements of the table are reasonably discussed with some elements missing (1 at most).
65 to 74 %
Demonstrates some knowledge of the business with the problems mostly outlined. Most elements of the business are covered such as, what the business does, and what the company profile is – but some might be missing. A table is presented which includes most of the following elements: firms’ situation, symptoms, likely problems, decision statement, research objectives and research questions. The elements of the table are discussed with some elements missing (2-3 not discussed well). 50 to 64 %
Basic knowledge of the business demonstrated with the assignment information given but no extra information included. A table is presented which includes most of the following elements: firms’ situation, symptoms, likely problems, decision statement, research objectives and research questions. The elements of the table are discussed with some elements missing (3+ not discussed well).
0 to 49 %
Little or no knowledge of the business. Does not introduce the business or fails to explain the business and its problems. A table of the business problem steps and definition has not been included. Or it is included and there are several elements missing or not explained.
Criteria 3: Literature review (5 marks) The literature is very well integrated to show how the theory relates to these business issues and what empirical research has shown regarding the business issues. The literature review is well referenced throughout. The theory is overviewed in detail with each element explained. The issues of the business are explained by using the theory and this is well integrated. This section ends with a managerial decision statement and corresponding research objectives and research questions. The literature review overviews empirical research and introduces a theory to explain the business problems. Empirical research is presented that explains some of the business issues. The literature is fairly well referenced throughout. The theory is well overviewed but there might be some missing instances. The section ends with a research question, but other elements are missing. Some empirical research is reviewed but it is lacking or disjointed. Introduces a theory to explain the problems with some references to the literature. The literature is well referenced. But there is not too much detail to link the business issues to what the literature and theory says. The section ends with some of the following: a managerial decision statement and corresponding research objectives and research questions but some or most elements are missing. Some attempt to show what the literature says about the changes in the company, but references are lacking, or the writing is disjointed. Some attempt at introducing a theory to explain the issues. There are not enough references to cover the issue of the business problems very well. The section ends with at least one of the following: a managerial decision statement and corresponding research objectives and research questions but some or most elements are missing.
Does not show what the literature says about the changed in the company. Does not introduce a theory to explain the business issues. Little to no references to the literature. The writing is poor and does not convey much meaning. The topic was not followed, or the incorrect theory is presented. Did not follow the report outline. Did not show: a managerial decision statement and corresponding research objectives and research questions most elements are missing.
Criteria 4: Results
(10 marks)
Demonstrates comprehensive and insightful knowledge of the use of qualitative business analytic tools to analyse the transcripts.
The methodology is well detailed that it could be replicated. The internal/external validity are overviewed. The results are insightful and show all of the concepts taught in the course regarding: coding, presentation of results, and reliability/validity issues are addressed. Use of terminology is extensive and correct. The level of interpretation of the data meets professional standards of the discipline with no errors in interpretation and/or presentation. Demonstrates mostly comprehensive and insightful knowledge of the use of qualitative business analytic tools to analyse the transcripts.
The methodology is fairly well detailed that it could be replicated. The internal/external validity are overviewed. The results are insightful and show most of the concepts taught in the course regarding: coding, presentation of results, and reliability/validity issues are addressed. Use of terminology is extensive and mostly correct. The level of interpretation of the data meets professional standards of the discipline with no errors in interpretation and/or presentation. Demonstrates some knowledge of the use of the use of qualitative business analytic tools to analyse the transcripts.
The methodology is mostly detailed that it could be reproduced. The internal/external validity are mentioned. The results are mostly insightful and show most of the concepts taught in the course, although some elements might be missing, regarding coding, presentation of results, and reliability/validity issues. Use of terminology is shown and mostly correct. The level of interpretation of the data meets professional standards of the discipline with some errors in interpretation and/or presentation. Basic knowledge of the use of qualitative business analytic tools to analyse the transcripts.
The methodology is somewhat outlined and might be reproduced, some omissions or errors present. Use of discipline terminology fairly correct. The level of interpretation of the findings meets standards but some errors in interpretation or presentation. Most of the concepts taught in the course are shown, although some elements might be missing, regarding coding, presentation of results, and reliability/validity issues. The level of interpretation of the data meets professional standards of the discipline with some errors in interpretation and/or presentation. Little or no knowledge of the use of business qualitative business analytic tools to analyse the transcripts is shown. The use of terminology is inconsistent and not correct. The level of interpretation of the data fails in terms of presentation and interpretation with many errors and omissions. The methodology is not outlined or is missing information so that it cannot be reproduced. Very few of the concepts taught in the course have been demonstrated. The level of interpretation of the data is lacking or elements are missing. The interpretation and presentation fails to meet professional standards with many errors or missing elements.
Criteria 5: Recommendations and Conclusions (5 marks) The recommendations are highly appropriate based on the business issues, integrated with the results, and supported by the theory and literature. The entire report is presented as a consistent whole from introduction to conclusions. The recommendations are appropriate, based on the business problems, integrated with the results and literature. The report reads as consistent. The recommendations are fairly appropriate and fairly supported by the findings, literature and theory. With some instances missing and/or lacking support from either the literature or theory. The recommendations are appropriate, however lacking some instances and needing more. Or inappropriate suggestions are made. Bullet points have been used instead of whole paragraphs. The theory/literature is mentioned but not well integrated. The recommendations are lacking and are not supported but the findings, literature or theory. Inappropriate suggestions are made or there are no suggestions at all. Bullet points are presented instead of whole paragraphs. The report does not read as a consistent throughout.
Criteria 6:
Report formatting
(5 marks)
The meaning is consistently clear. Use of discipline terminology is confident and assured. The level of presentation meets professional standards of the discipline, and there is a high level of attention to detail regarding the results tables/graphics. Little/no errors in grammar, syntax and spelling. Referencing and citations are appropriate and very well integrated. The meaning is clear. Use of discipline terminology is extensive and largely correct. The level of presentation meets professional standards of the discipline, and there is attention to detail. The tables/graphs are professional. The grammar, syntax and spelling are near perfect. Referencing and citations are appropriate/integrated. Overall meaning is clear though there are minor instances of awkward/ambiguous expression. Use of discipline terminology is adequate. The level of presentation mostly meets professional standards of the discipline, with some lapses in detail, grammar, syntax and spelling is good. Some referencing and/or citation errors. The intended meaning can be discerned but lacks clarity and/or examples of awkward/ambiguous expression. Limited discipline terminology with minor inaccuracies. Some professionalism but significant lapses in grammar, syntax, and spelling. Referencing and/or citation errors. Use of language fails to make meaning clear; many errors of grammar, syntax and spelling, range of mistakes indicating lack of editing and proofreading. Limited or incorrect use of discipline terminology. Poor referencing and citation errors. Elements of the report are missing/incomplete.