EVERY ACCA-OBU STUDENT MUST READ - RC SERIES

Further to my previous blog , I have decided to start with the failure examples from criterion 3, i.e. amongst the most criticized criteria by OBU research project markers. Criterion 3 relates to ‘evaluation of information, analysis, and conclusions’ and there are four grades associated with it . Grade A is awarded to those submissions which reflect a high level of critical thought in the analysis and a rigorous approach to the evaluation of information. Grade B is awarded to those submissions which show strength in some areas of critical review of the information along with good evaluation of information. Grade C is awarded to the submissions with some analysis but a tendency towards description rather than analysis and evaluation.  Grade F is selected for submissions that are descriptive and lacking in analysis with inaccuracies and little or no critical evaluation. This post covers the examiner remarks on criterion 3 for ‘Grade F’ submissions only. The words in

There is a recommended structure for Oxford Brookes University’s research projects, and there are 9 assessment criteria against which OBU RAP submissions are assessed. Among the top reasons of ACCA students’ failure in research, is that students ignore both the OBU recommended structure and 9 assessment criteria, or substitute either with their own. Hence, considering the need to highlight the cruces whose respect can save the majority of ACCA students from failure in RAP, relevant pages have been highlighted below for students wishing to pass in their first attempts: Section 5.b.xiii on Page36 of the  Information Pack entails the recommended structure to follow. Appendix 1 on Page 54-56 of the  Information Pack , discloses the ingredients to be reflected while using the above-recommended structure in the form of criteria. I have mentored a number of  students coming from some big crowded institutes having received mentoring in large classes and now looking for some men

Over the years of my interaction with ACCA/BSc students, I have found most of the students struggling to grip their research projects using their concept-oriented learning mindsets. Whereas this "academic" dimension of their study journey is more requiring a process-oriented rather than concept-oriented learning approach .  By this, I mean that the makers of this research and analysis project (RAP) module do not intend to add to the set of concepts students have already gained from their examined subjects in professional studies.  Instead, their focus is to assess the processes involved in utilizing those concepts in a substantial business project and on the processes involved in communicating their ideas in an effective manner. Hence, the main outcome from this activity is your project report which is a key element in your personal portfolio which you will use in interviews and carry with you from job to job for life as an illustration of your capabilities. From your