Knowledge transfer refers to a broad range of activities which support collaborations between people, businesses and learning institutions that are mutually beneficial. These activities may involve tangible, learning, skills and intellectual property. In the following section, I shall highlight how I plan to transfer or apply my knowledge and insights in business research in future:
First, I plan to apply my research outputs through forming new businesses. I will do this through building my business model and collaborating with already established businesses that can offer expert advice and needed resources. Secondly, I plan to do publications and events of research. These events can be seminars, workshops. Publications like writing research journals can offer a reference as a framework to people conducting a research related to the topic I have covered (Colb, 2014, p. 25).
Also, I plan to join the Australia’s workforce by working in for a marketing firm, after I graduate. It is believed that temporarily placing graduates of interns in companies is a direct way of exchanging knowledge. In the same way, by working for a marketing firm, I will be able to share the knowledge I have acquired from school with my colleagues. Similarly, in the future, I can offer consulting services like specific expert advice and training to clients. This will provide a platform for the exchange of both explicit and tacit knowledge on business research (Hair, 2013, p. 43).
Knowledge transfer applies various mechanisms. However, learners should understand that it takes time and effort to make it work (Savery, 2015, p. 12). Moreover, it needs active support from a well-established institution.
A topic in business research provides the specific knowledge necessary for success in research and utilization of accurate data. It also equips one with effective communications skills necessary in communicating research results to an audience and impacts them to take the desired action. The following are details of what happened in learning about business research:
The learning experience gave me an insight on the skills utilized in clearly defining research goals like being focused on the topic (Butt, 2014, p. 35). Also, I understood the different business research tools like financial data (sales report, products, industry, competitor analysis and qualitative surveying) and how one can utilize them effectively to reach the most objective research outputs (Kuratko, 2016, p. 105).
During learning, I engaged in research through searching texts, internet resources, and journals. I also participated in classroom discussions on how to choose the right research topic and path. This enabled me to prepare a presentation on the topic I plan to research (Woodside, 2016, p. 365). After settling on the business research topic, I conducted the study and presented the findings to the class.
My experience in learning about business research enhanced my ability to find possible research projects and opportunities in business research. Consequently, it increased my capability to handle and assess my work, and those published by others on the related area (Schmeck, 2013, p. 23). Therefore, as a student, I was empowered to be able to conduct a research in business independently.
Learning about business research covered the best learning practices, rigorous logic, and computational capabilities. The entire above are needed by a student to solve problems in the business field. In this section, I will show how the business research was useful for my research learning process in school.
Business research provides methods for evaluating practices in research using a scientific method (Babbie, 2015, p. 87). Factors like hypothesis testing, theory and observation enabled me to know what can work and what will not during a research process (Zahra, 2016, p. 4). As a result, I learned about new dimensions in research analysis and how business researchers go through them to create new knowledge.
Similarly, Business Research provided decisions made by experts and how to analyze information in research critically and understand their sources. Therefore, as a student, I was able to question the basis of claims made by other researchers and analyze the evidence provided. This made me know how to challenge and scrutinize business researchers’ claims and conduct my own research objectively (Wilson, 2014, p. 12).
Also, Business Research gave me new analytical approaches to both qualitative and quantitative research methods that can be applied to practical issues in the business field. This enabled me to know how to choose the right research method that fits the topic and desired outputs. Also, it ensured that the research is objective, precise, verifiable and probabilistic.
Learning Business Research was not just about the theoretical aspect. We also got to do activities that helped in conceptualizing different aspects of Business Research. In this section, I will highlight the activities I participated in and the reasons for doing so.
I created a mind map on the research topic, ‘the use of information technology in marketing’. A Mindmap is a tool used in research to brainstorm on the possible ideas to be covered in the research process. This enabled me to settle on the research title, background, problem statement, objectives, and scope.
Then, I prepared a power point presentation on the types of research, their advantages and disadvantages. Knowing the types of research was to enable students to settle on research methodologies that would fit the fields and potential outputs. PowerPoint presentation is a form of presenting information using precise words and pictures to communicate a complex concept. This activity enabled me to make a decision on the research methodology to adopt in conducting a research on the use of information technology in marketing.
Class activities are essential in any course. This is because; they make it easier for students to understand complex concepts that cannot be sufficiently explained theoretically. In the same way, creating a mind-mp and PowerPoint presentation enabled me to understand the difference between qualitative and quantitative research methodologies, and when to use them.
Research is an essential factor in development in business. This is because the ultimate goal of conducting a research in business is to generate valuable information that can bring growth in shareholder wealth and have an advantage over competitors in the market. In this section, I will show how knowledge in Business Research might apply in my future.
Knowledge in Business Research will enable me to create research questions within the topic. This will make possible by going through steps in creating research questions learned from this course. Business Research advises that effective research questions should be capable of creating a foundation for future data gathering activities (Ellet, 2012, p. 25). For example, if the topic relates to customer experience in business, then I can seek to answer questions related to weaknesses within a business in putting customers first like to pick up their calls.
Also, it will help me in creating a strategy for gathering data like research proposal and survey. Although this takes a lot of time, if done right, it can yield important information that can be useful in analyzing and answering key research questions (Kuratko, 2016, p. 36). Thus, the research will have accurate and unbiased data, and the output will be arrived at through using only scientific methods proposed by this course on Business Research.
Business Research course can help students make better decisions while conducting own research. Also, it can help organizations gain a competitive advantage in the market. All these depend on an individual’s willingness to the process and activities involved in a project.
References List
Babbie, E., 2015. The Practice of Social Research. Nelson Education.
Butt, A., 2014. Student Views on the use of a flipped classroom aproach: Evidence from Australia. Business Education & Accredditation, 6(1), pp. 33-43.
Colb, D., 2014. Experiential learning: Experiences as the source of learning and development. s.l.:FT Pres.
Ellet, W., 2012. The Case Study Handbook: How to Read, Discuss, and Write Persuasively about Case Studies. Boston: Harvard Business School Press.
Hair, J., 2013. Essentials of business research. ME Sharpe.
Kahkonen, A.-K., 2011. Conducting a case study in supply management. OSCM Journal, pp. 31-41.
Kuratko, D., 2016. Entrepreneurship: Theory, process, and practice. s.l.:Cengage Learning.
Savery, J., 2015. Overview of problem-based learning: Definitions nd distinctions. Essential readings in problem-based learning: exploring the legacy of Howard S. Barrow, pp. 5-15.
Schmeck, R., 2013. Learning strategies and learning styles. Springer and Science & Business Media.
Wilson, J., 2014. Essentials of business research: A guide to doing your research project. s.l.:Sage.
Woodside, A., 2016. The good practice manifesto: Overcoming bad practices pervasive in current research in business. Sage Publications, pp. 365-381.
Zahra, S., 2016. Developing theory-grounded family business research: Some suggestions. Journal of family business strategy, pp. 3-7.
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