MN7400 Academic Skills and Practice Assignment Sample
Module code and Title: MN7400 Academic Skills and Practice Assignment Sample
Portfolio Exercise 1
- The article has covered valuable themes referring to the concept of skilled immigrants perceived brain waste as well as social embeddedness. In this concern, the main argument proposed by the authors is related to the impacts of the psychological workplace well-being and workplace discrimination that differ between skilled immigrants (Farivar et al. 2022). The article has eventually placed a greater importance on the concept of job satisfaction as an integral part of empowering social embeddedness among skilled immigrants. The findings of this research highlight that skilled male immigrants could embed socially in case of not experiencing any kind of workplace discrimination.
- Following the suggestions of the embeddedness theory, three different components are notified that facilitate embeddedness including sacrifice, link and fit. The samples considered in this article highlighted the experience of perceived brain waste among married males who experience social embeddedness in the host country. Similarly, the absence of correspondence between job holders’ skills and requirements of a job also provides negative consequences for employees. In this case, the concept of perceived skill mismatch can be interlinked with a low level of workplace well-being by putting a negative influence on job satisfaction (Farivar et al. 2022). Skill utilisation can be considered as the topmost learning style in this article that has the ability of accelerating intrinsic motivation. This motivation eventually plays a leading role in terms of developing work engagement as well as jobs at section by creating a positive relationship between skill usage and skill requirements.
Portfolio Exercise 2
The main argument highlighted in this article largely refers to the significance of unions in terms of ensuring bitter pay and conditions for both employees and employers. However, in accordance with the research of the organisation for economic cooperation and development from 35 different countries, it has been revealed that the employees enjoy higher wages under the lights of distinctive engagement of the union in firm level collective bargaining.
The reports of the office of national statistics in 2021 eventually highlighted that 47% of the unionised workers contributed for the same employer for more than 10 years (Hughes, 2022). The article has also discovered the existence of a complete decentralised system throughout the UK that has been restricting the obtainment of collective bargaining benefits for potential employees.
No certain pay coordination is maintained throughout the bargaining units and sectors. For example, the context of the teachers and NHS workers, staff of British Airways and others can be highlighted that are experiencing growing discontent (Hughes, 2022). With regards to the provided evidence, it can be stated that unions should pay attention to ensure better employment conditions for the employees that may eventually provide positive influence on the employers.
The main strength of this article can be signified by referring to the role as well as importance of unions behind ensuring betterment of the employees. However, this article is eventually accountable from the viewpoint of critically evaluating the prospects of precarious employment having comparatively less access to unions (Hughes, 2022). Moreover, collective bargaining is highly referred in this article, which has been empowering its arguments with a concise focus on the well-being of workers.
The weakness of this article can be highlighted as there is no specific focus on valuable management strategy to be undertaken by the companies as well as unions to ensure a complete bridge between the leadership and employees. Despite offering subsequent factual evidence from the UK, the article also has weakness in terms of highlighting the existing status of employment conditions with subsequent engagement of unions.
Portfolio Exercise 3
In accordance with the study of Akbar and Picard (2020, p.1), creating a culture, which includes ethical values at different levels of education is considered a central aspect in order to maintain academic integrity. Based on the considered articles, it is clearly noted that culture plays a crucial role in academic integrity by influencing the development of the professional knowledge of consumers. Specifically, culture influences students’ level of trust, value, and behavior.
Along with that, cultural influence also increases the sense of responsibility among students regarding academic integrity which helps them to avoid pleasure and cheating. For example, the sense of responsibility and academic integrity among Muslim students helps them to avoid cheating and plagiarism. Regarding this concern, the study by Akbar and Picard (2020, p.7) clearly projects that in countries of Muslim majority a great focus on plagiarism is observed.
On the other hand, the study of Vardi (2012, p.1), clearly presented that plagiarism is viewed poorly by writing shop students and students get penalties for not properly reflecting academy integrity. Based on this, it is noted that both of the authors are provided with the importance of plagiarism while discussing academic integrity. However, in the research of Akbar and Picard (2020), a great focus on the cultural aspects while discussing academic integrity is noted.
In contrast, the article of Vardi (2012) has not focused on culture significantly; although, the author mentioned that in terms of plagiarism and copying texts students from different cultural backgrounds and not having English as their first language witness difficulties. Therefore, based on the perception of both authors it is noted that the cultural aspect has an interaction with the maintenance of academic integrity by students.
Portfolio Exercise 4
Acceptable coordination as well as collusion have been certified as components to negatively affect the concept of collaborative tasks. With regards to this concern, a perfect essay plan has been outlined below to critically evaluate the context.
The essay structure is usually divided into some segments such as introduction, analysis, conclusion, and others (Al-khazraji, 2019). Hence, in order to complete a complete essay considering the provided essay question, the main sections of the essay should be segmented into headings such as introduction, discussion and analysis, and conclusion. A brief background of the context; specifically, the impacts of acceptable collaboration and collusion toward collaborative tasks of students needs to be provided. In addition to that, the section of introduction would also include the rationale about the concerned area of the essay.
The most important section of the essay would be the main body, which is concerned with the discussion related to the context. In this section, a critical analysis regarding acceptable collaboration and collusion toward collaborative tasks would be included considering the perceptions of different authors in this regard. However, this section needs to be properly cited with the name of the authors. The critical evaluation would also be focused on providing evidence from previously conducted research in the same context.
Form successfully completing an easy clear conclusion is required (Renatovna and Renatovna, 2021). Hence, considering the overall essay concluding statements would be given in the conclusion section. Apart from that, for properly completing the essay required figures and statistical graphs would be provided in the appendix section and the reference list would also be presented clearly by following the guidelines of Harvard referencing style.
Portfolio Exercise 5
Critical writing style
The first extract has been summarized in a rather concise manner highlighting the key points as answers to address the given questions. This form of writing focused on highlighting the key aspects in the form of bullets in order to answer the questions. This extract cannot be considered a highly comprehensive piece of writing because it does not contain a descriptive analysis of the question. Moreover, the answers that have been summarised in this extract also like citations and references which makes it difficult to identify whether the answers are based on true evidence or not (Fazilatfar et al. 2018)
Analytical writing style
This extract has been written in an analytical manner where the writer compares the findings from different authors in order to answer the question that has been given. Based on the extract it can be seen that the writer has done a significant amount of research which has helped in identifying facts and evidence that are necessary to support the answer and the argument as evidence (Fang, 2021). The writer has also sighted the entire work which helps in indicating that the extract is evidence-based and can therefore be considered a proper academic style of writing.
Reflective writing style
This piece of extract has been written in the form of a reflective journal where the writer expresses or answers the questions from their own perspective. The majority of this reflective piece of writing is descriptive in the manner and also includes phrases and words that might be considered informal and therefore not a proper academic style of writing (Rosyada and Sundari, 2021).
Additionally, the writing has also not been supported using evidence which again reduces the overall credibility of the answer. This extract includes a significant amount of information that requires research and therefore needs citation for all the information that has been collected from external sources.
Portfolio Exercise 6
In order to ensure that a piece of writing is not plagiarised it is essential for writers to either paraphrase the findings from existing studies or take key notes and form their own paragraphs (Selemani et al. 2018). However, in some cases, direct quotations can be taken from a particular piece of writing to support the writer’s arguments. However, in order to do this, it becomes essential for writers to properly reference and cite the sources from which the direct quotation has been taken to avoid plagiarism.
However, by analysing all the five extracts that have been summarized from the given quotation from MacGrew, (2008: 17), extract 4 and extract 5 are paraphrased versions of the quotation whereas extracts one, two and three have not taken steps to paraphrase the paragraph. However, extract 3 has avoided plagiarism by including the extract within inverted commas and also providing citations to the extract.
However, extract two and extract one can be considered plagiarized content since the writing has not been put within inverted commas. Even though extract 2 has made the effort to use a citation, it would still be considered plagiarised as the writer has not made any effort to put the writing within inverted commas thus failing to indicate that the piece of writing has been collected from a different source.
While on the other hand extract one is totally plagiarized content. This piece of writing has not only failed to put the extract within inverted commas but has also missed out citations. Such actions can be considered unethical if the writing is examined for plagiarism, it would indicate 100% plagiarism (Lin and Morrison, 2021). Thus, extract three demonstrates the best practice for using direct quotations whereas extracts four and five are good examples of paraphrased wiring which totally eliminates the chances of plagiarism.
Portfolio Exercise 7
- In this piece extract, the first citation that has been done by the writer is not appropriate, in order to properly cite a source, writers must put a comma after the Author’s surname and then include the year of publication. Thus, instead of writing “Pfeffer (1998),” the writer should have written to “Pfeffer, (1998),”.
- The second citation in the extract which reads “(Human Resource Management Journal, 2003)” is a source that has the names of the authors. Therefore, the proper citation for this section of the extract would have been “(Paauwe and Boselie, 2003)”.
- In the extract the writer mentions the works of “Marchington and Grugulis,” however, the writer has failed to cite the year of publication. Thus, the proper way of citing this line would have been “Marchington and Grugulis, (2000),”
- The last citation in the extract reads “(BBC, 2016)”, upon analysing the webpage, it can be seen that the article has been published by the author named Katie Hope, which should have been cited rather than “(BBC, 2016)”
- In the reference list, the writer has failed to properly reference the BBC news articles. The proper style of citing this should be like the following-
Hope, K., (2016). The millennial generation shaking up the workplace rules. [Online]. BBC. Available at: https://www.bbc.com/news/business-35460401 [Accessed 1 November 2022]
References
Akbar, A. and Picard, M. (2020), ‘Academic integrity in the Muslim world: a conceptual map of challenges of culture’, International Journal for Educational Integrity, 16(16).
Al-khazraji, A., (2019). Analysis of Discourse Markers in Essays Writing in ESL Classroom. International Journal of Instruction, 12(2), pp.559-572.
Fang, Z., (2021). Demystifying academic writing: Genres, moves, skills, and strategies. Routledge.
Farivar, F., Cameron, R. and Dantas, J.A., (2022). Should I stay or should I go? Skilled immigrants’ perceived brain-waste and social embeddedness. Personnel Review, 51(5), pp.1473-1490.
Fazilatfar, A.M., Elhambakhsh, S.E. and Allami, H., (2018). An investigation of the effects of citation instruction to avoid plagiarism in EFL academic writing assignments. Sage open, 8(2), p.2158244018769958.
Hughes, E.S. (2022), ‘Unions fight to secure better pay and conditions for workers, but they can also benefit employers’, The Conversation (June 27th, 2022). [Online]. Available at: <https://theconversation.com/unions-fight-to-secure-better-pay-and-conditions-for-workers-but-they-can-also-benefit-employers-185570> [Accessed 1 November 2022]
Lin, L.H. and Morrison, B., (2021). Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students. English for Specific Purposes, 63, pp.59-70.
Renatovna, A.G. and Renatovna, A.S., (2021). Pedagogical and psychological conditions of preparing students for social relations on the basis of the development of critical thinking. Psychology and education, 58(2), pp.4889-4902.
Rosyada, A. and Sundari, H., (2021). Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application. Studies in English Language and Education, 8(2), pp.710-725.
Selemani, A., Chawinga, W.D. and Dube, G., (2018). Why do postgraduate students commit plagiarism? An empirical study. International Journal for Educational Integrity, 14(1), pp.1-15.
Vardi, I. (2012), ‘Developing students’ referencing skills: a matter of plagiarism, punishment and morality or of learning to write critically?’, Higher Education Research & Development, 31(6), pp. 921-930.
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