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Why do students fail the OBU Research

and Analysis Project (RAP)? Onesignificant cause of failure is that theyeither have inadequate knowledgeand understanding of the relevantguidelines, or they do not follow theguidelines in their submitted projects.The current guidelines (2008) areon the ACCA website, and should beregarded as a template for achieving agood pass.

The assessment details for the RAPare a vital part of the guidelines, asthey specify what you have to do topass. The RAP Assessment Grid(available at www.accaglobal.com/documents/assessmentgrid.pdf) isalso a key document: it providesdetails of what is required for eachassessment criterion.

ASSESSMENT OF THE RAPThe research projectIn order to pass the RAP, students mustattain a pass grade (A, B, C) in the fourtechnical and professional skills (seebelow). In order to pass this element,students must show understanding ofrelevant concepts, theories and modelsin accountancy/business.

They must show that they can

apply these concepts, theories,models in accountancy/businessto gather, analyse and evaluateinformation, and present conclusionsand recommendations on theirchosen project topic. Understanding,applying, analysing and evaluatingare important cognitive or thinkingskills, and the research project is aguided independent study to enable

students to demonstrate that theypossess them. In addition, studentsmust also demonstrate competencein each of three graduate skills

in: communication, information

gathering and referencing, andinformation technology.The grade awarded for the research

project is the grade for the technicaland professional skills element.

The Skills and Learning StatementStudents must pass the Skillsand Learning Statement (SLS) bydemonstrating competence in two

graduate skills of self-reflectionand communication.Self-reflection is assessed by

answers to four specific questionsand communication skills by thepreparation and delivery of apresentation to the mentor.

Note that if you pass the RAP,but fail the SLS, then on successfulresubmission of the SLS you will be

awarded the original grade for theresearch project.

How do markers apply theassessment criteria?Let us consider how markers interpretthe RAP Assessment Grid in assessinga specific topic: The key factorsor indicators in the motivation ofemployees in an organisation.

This is the second most populartopic, normally representing 10 to 11%of all submissions.

Understanding accountancy/business modelsThe starting point is the grade descriptor,and for our purposes we will considerin all cases what markers are looking forin a grade A submission. The generic A

grade descriptor (see RAP AssessmentGrid) is: highly appropriate choice oftheory/concepts; very clear relevanceand shows evidence of wider reading.

This provides a general guideline;

more specifically, markers will belooking for evidence of understandingof concepts, theories models etc.

Understanding implies that you candefine concepts, explain interpret andcritique theories selected, and drawappropriate inferences from them. Thusa clear definition of motivation, andexplanations of factors of motivation(what motivates employees?) and

indicators of motivation (evidencethat employees are motivated) mustbe provided. A range of relevanttheories must be reviewed, and theirimplications considered. Explanationsmust demonstrate understanding,and be linked appropriately to theorganisation studied. Similarities anddifferences between theories shouldbe explained, for example between

content theories which focus on whatmotivates employees and processtheories, which focus on how employeesare motivated.

Where there is little evidence ofunderstanding of concepts/theories ofmotivation, incorrect interpretation oftheories, and no discussion of factorsor indicators of motivation, then theproject will fail.

Application of accountancy/business modelsThe generic A descriptor is: insightfuland critical application of models tothe project topic. Application impliesthat the theories chosen can, and mustbe, related to the organisation studied.

Markers expect to see theories usedto design appropriate research tools

about motivation in the organisationalcontext (eg in a questionnaire orsuitable questions for interviews) whichenable conclusions to be established.

HOW TO PASSRELEVANT TO ALL ACCA STUDENTS

01 TECHNICAL

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Any limitations to the application oftheories should be discussed, and the

theories chosen should be appliedin identifying/defining issues in theorganisation studied.

Markers fail projects where theorieshave not been used to design theresearch instruments, and are notused to identify key issues in theorganisation studied.

Evaluation of information, analysis

and conclusionsThe generic A descriptor is: highlevel of critical thought shown in theanalysis, and a rigorous approach tothe evaluation of information. Thiscriterion is one of the main areas ofproject failure. Where there is littleanalysis, or attempt to explain and thediscussion is mainly descriptive, then afail grade is awarded on this criterion.

Analysis implies detailed examinationof an issue, and breaking it down into itsconstituent parts. It implies a capacityto compare and contrast: for example tocompare one organisation with another,or to contrast what actually occurs inan organisation against what the theoryconsidered predicts.

Evaluation implies reviewing andappraising options and alternatives,

and drawing conclusions and makingrecommendations that can be justifiedbased on the evidence considered.Markers expect to see a full, clear and

accurate appraisal of the evidencegathered against the theories considered.

Conclusions must be reasoned, basedon analysis, supported by evidencegathered and related to the factors/indicators of motivation in the caseorganisation. Limitations to the analysis/conclusions should be identified anddiscussed, and where possible, soundpractical recommendations, basedon evidence and related to theoriesconsidered, should be made about the

case organisation.You must be aware that markers failprojects where there is no attempt toappraise the evidence against theoriesoutlined, where conclusions andrecommendations are weak or absent,and where there is no discussion oflimitations relevant to the analysisand conclusions.

Presentation of project ndingsThe generic A descriptor is: can engagereader in a professional manner andproduce a relevant and coherent projectwith an appropriate structure.

Markers expect to see a projectwhich meets the guidelines in termsof structure, word count, presentation,etc. There should be appropriateuse of appendices (note the need to

include a copy of eg questionnaire/summary of results), excellent use oflanguage/graphics, etc, suitable for abusiness audience.

STUDENTS MUST RECOGNISE THAT MARKERS WILL FAILPROJECTS THAT DO NOT CONFORM TO GUIDELINESAND DO NOT MEET THE ASSESSMENT CRITERIA. TOACHIEVE A PASS, THE BEST ADVICE IS TO READ THEGUIDANCE ON PROJECT PREPARATION AND FOLLOW IT.

YOUR RAPThe graduate skills descriptors

outlined in the RAP Assessment Gridare sufficiently explicit to require littlefurther amplification. However, it maybe helpful to emphasise that studentsoften have problems with informationgathering and referencing. Markersdo expect to see a range of relevantsources, including online sources, in acorrectly referenced list of references,and also to see evidence of referencing

in the main body of the text. Correctreferencing is an essential skill and onethat is expected by markers.

Finally, in the Skills and LearningStatement , you must answer the fourspecified questions. Show that youhave reflected on your own strengthsand weaknesses, on what you did andhow you did it. Providing evidenceand specific examples that illustrate

what you have learned from the entireprocess is the best way to demonstratethat you have met the self-reflectioncriterion. The communication skillselement requires you to include a copyof the presentation to your mentor. Thepresentation must have an appropriatestructure and content linked to yourproject report findings.

The RAP can be a valuable experience

for students, which enables them todevelop their skills by completing asignificant piece of work on an approvedtopic area. However, students mustrecognise that markers will fail projectsthat do not conform to guidelines anddo not meet the assessment criteria.

To achieve a good pass, the bestadvice is: read the guidance on projectpreparation and assessment carefully

then follow it.

Alastair Neilson is OBU markerand moderator

More guidance for preparing your RAPwww.accaglobal.com/students/bsc/rap/

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