2008
WHAT IS AN LIP?
The Independent Learning Project (ILP) is a comprehensive project that students are required to
complete as part of their master’s degree program at Cambridge College. It enables students to
demonstrate that they can think critically, undertake research, apply theory to a practical
situation, and present their findings and recommendations in writing.
TYPES OF ILP’s
INDEPENDENT
LEARNING
HANDBOOK
There are five types of Independent Leaning Projects for the Master of Management: Action
Research, Business Plan, Case Study, Feasibility Study, and Research Paper.
SCHOOL OF MANAGEMENT
WHAT IS AN INDEPENDENT LEARNING PROJECT?
The Independent Learning Project (ILP) is a comprehensive project that students are required to
complete as part of their master’s degree program at Cambridge College. It enables students to
demonstrate that they can think critically, undertake research, apply theory to a practical
situation, and present their findings and recommendations in writing.
CAMBRIDGE COLLEGE SCHOOL OF MANAGEMENT
8/4/2008
MM ILP Handbook
June 1999
Table of Contents
WHAT IS AN ILP?
The Independent Learning Project (ILP),MMG 800 is a comprehensive project that students are
required to complete as part of their master’s degree program at Cambridge College. It enables
students to demonstrate that they can think critically, undertake research, apply theory to a
practical situation, and present their findings and recommendations in writing.
THE ROLE OF THE SEMINAR LEADER
The seminar leader is the students’ academic adviser for the duration of the program and
schedules periodic individual meetings. The seminar leader is the supervisor of the
Independent Learning Project with responsibility for approval, and signs off on
workshop/directed studies credits, independent study, leave of absence, and graduation
clearance. Seminars focus on professional issues and support professional development.
THE ROLE OF SEMINAR
The Management Seminar provides support for students’ work on the Independent Learning
Project. The topic must be related to each student’s concentration.
THE ROLE OF MMG 517 THE RESEARCH METHODS FOR MANAGERS
COURSE
The Master of Management program requires all students to take MMG 517.
This course helps students understand the role of research in the management decision making
process and in the development of business plans and strategies. It helps students become
familiar with the research process and with a variety of business research tools and techniques.
Students learn how to define a problem, write good research questions, determine what tools and
technique are appropriate for different kinds of problems and find information sources and assess
their reliability and critically analyze information. Students also learn how to present the results
of research in appropriate output formats.
ACADEMIC INTEGRITY
Students are expected to maintain integrity in all academic work. They will not attempt to get
grades by any means other than honest academic effort. All work must be completed by
individual students except for group projects. It is not permissible to hand in
the same work for different courses.
Plagiarism is the use of another’s work, thoughts, or language without giving credit. Cambridge
College students will not summarize, copy, or use the work of another person or source
without proper acknowledgement. Plagiarism is dishonest and a serious academic offense.
Any breach of academic integrity is grounds for a grade of No Credit in academic courses and/or
dismissal.
Learners must sign and submit the Commitment Not to Plagiarize form with
the ILP
If you are unsure what constitutes plagiarism the Cambridge College Library
offers a plagiarism tutorial.
Plagiarism Tutorial
http://www.egloballibrary.com/egl/html/institutes/81/homepage/library.jsp
ILP REQUIREMENTS
You are expected to select a topic of relevance to Management and of importance to your
professional development. After identifying a topic, you will work with your faculty advisor to
determine the type of ILP most conducive to enhancing your learning about this topic. Below is
an outline of the requirements for your ILP:
Relates to current issues in Management and to the student’s choice of Concentration or
Certificate.
Has personal and practical relevance to the student in the workplace or the community.
Is original work.
Demonstrates that the student has gained a thorough understanding of the subject area
through research, analysis of current management literature, and critical thinking.
Research using appropriate techniques and sufficient depth to give meaningful outcomes.
Provides evidence of the student’s management skills, including project planning,
meeting deadlines, overcoming hurdles, and responding to feedback.
Present in American Psychological Association (APA) format and the main body is at
least 50 pages in length. Page numbering begins with the title page and each page should
include the title as a running head.
ILP CATEGORIES
There are five categories for the Independent Learning Project in Management: Business
Needs Assessment, Business Plan, Case Study, Feasibility Study, and Research.
The Action Research ILP analyzes and implements a solution to personal professional problem.
Note – will substitute action research with needs assessment as we previously agreed.
The Business Plan ILP - presents a detailed financial, marketing, competitive analysis, for a
proposed busines
The Case Study ILP - analyzes a managerial dilemma or problem in an organizational setting.
The Feasibility Study ILP evaluates the viability of a proposed business venture.
The Research ILP investigates a managerial theory, situation or problem
The following tables illustrate the main Contents of the recommended types of ILP’s.
Figure 1
ILP Categoeis
Choosing the Type of ILP
Each type of ILP brings the learner to a interests and career goals. The guide below
offers general direction and you should always consult with your seminar leader for further
assistance.
Table 1
Overview Contents of the ILP
Title Page – Separate Page
Copyright page (Optional) – Separate Page
Acknowledgments (Optional) – Separate Page
Abstract (120 words maximum) – Separate Page
Table of Contents – Separate Page
List of Tables (Only used for five or more table)
List of Figures (Only used for five or more figures)
List of symbols and abbreviations (only if needed)
Body of ILP (divided into chapters; chapter titles do not need to be on a separate
page)
Chapter 1 Introduction/Statement of the Problem
Chapter 2 Review of the Literature
Chapter 3 Research Methodology
Chapter 4 Data Analysis
Chapter 5 Findings
Chapter 6 Conclusions/Recommendations
Chapter 7 Statement of Learning
Resume – Separate Page
References – Separate Page
Appendix or Appendices (Optional)
Tables (Optional)
Figures
APA Format
The School of Management requires the ILP in APA format (American Psychological
Association).
The Cambridge College Online Library offers and detailed instructions on APA format at:
http://www.egloballibrary.com/egl/html/institutes/81/homepage/documents/APA.pdf
Font
FORMATTING & TYPING THE ILP
Times New Roman
Size
12 pt.
Spacing
Double spaced between sentences.
Paragraphs
Indent each paragraph with a 5-7 space indent (use tab function)
Margins
Top:
Bottom:
Right:
Left:
Page Numbers
Number each page on the upper right corner of the page. The page
numbering starts on the title page with a running head.
1”
1”
1” (do not justify right margin)
1.5” (for binding)
Example: Managing for Results p.1
Length
Minimum 50 pages
Headings: Below is an example of how the heading within your ILP should look:
Main Heading
Title of the chapter is centered on the page.
Headings
Probably three levels of headings will suffice for most ILP’s. (Notice the double-spacing
within the headings. Bold and other font variants [color, fancy fonts, etc.] are neither required
nor appropriate.)
Headings within the paper should be in the following format:

First-level headings: For labeling the main sections of the paper. The heading for each section is
centered in the line and the words are capitalized like a title (each important word should start with a
capital letter). First-level headings generally are only used for empirical research reports.

Second-level headings: For labeling subsections within a main section of the paper. The subheading is
flush with the left margin and is italicized. The words are capitalized like a title. This is a likely type of
heading you would use for a 5-10 page literature review or research proposal.
T hird-level headings: For labeling subsections within a subsection of the paper. The sub-subheading is indented
like a paragraph, is italicized, and ends with a period. Only the first letter of the first word is capitalized. Thirdlevel headings generally are used to separate sections within the Method section (e.g., Participants, Procedure,
etc.).
The First Level, Centered with
Uppercase and Lowercase Typing
Second Level, Flush-Left, Underlined Headings
Third level, indented, underlined, lowercase paragraph heading ending with a period.
More Help with APA Style
APA Tutorial -Harvard Graduate School of Education
http://gseacademic.harvard.edu/~instruct/articulate/APA/player.html
This tutorial supplies a clear guide to APA style. Tutorial is presented with narration, power points, and
includes an excellent discussion on electronic formatting. A post assessment on APA style is also available
APA Tutorial – University Of Southern Mississippi
http://lib.usm.edu/legacy/tutorials/apatutorial/tutorialindex.html
This APE tutorial is in print and very useful.
CHOOSING A TOPIC
TIP! For help with writing skills at any stage in the process, please contact the Writing Lab
(800) 877-4723 Extension 1185 for an appointment. This service is free to students!
Allow as many ideas as possible to emerge before you narrow down your topics. You should
choose a topic that really interests you, is researchable, manageable in size, and relates to your
Concentration. Think about how you want to use your research.
Solve a problem at work
Improve your chances of promotion
Change career direction
Start your own business
Use your research to help a non-profit organization you are involved with
Ideas for Topics
Review your course materials - what interested you most?
Look at the headings from your course textbooks.
Read business and management magazines (e.g. Fortune, Workforce).
Think about problems in your workplace - could your ILP help find a solution?
Take a look at some previous ILPs – ask your advisor.
Talk to faculty, students, colleagues, family and friends..
These sites offer help in identifying ideas and topics for your ILP.
Business Plan Archive
http://www.businessplanarchive.org/
The business plan archive presents examples of business plans for successful and
unsuccessful business ventures
University Of Wisconsin
http://www.uwc.ucf.edu/Writing%20Resources/Handouts/research_topics.ht
m
The topics at the site are wide ranging and offer ideas in the form of research
questions. The Advertising and Marketing Section may be most useful.
Old Dominion University Idea Generator
http://www.lib.odu.edu/libassist/idea/index.php
If you are really stuck about finding a topic for your ILP, click on Business and
Economics at this site for a listing of possible topics for your ILP.
Washington University- Business and Management Plan Examples
http://www.olin.wustl.edu/library/other/wp.cfm
This site organizes working papers in business and management by school.
Although some of the links are not current, Review this site for current issues in
management. Some sites only offer abstracts; others offer working papers in pdf.
format.
Topic Development
Once you have decided on a topic for your ILP, explore it in greater depth. Be aware that your
original ideas may change as you proceed, be prepared to change direction if necessary. Find
some books or articles about your topic, and identify some key themes and concepts. How have
other writers approached this topic? Think about why you are particularly interested in this topic,
and what you hope to gain from researching and writing the ILP.
Research Starters
The Research Starters in Business provide an accessible entry into narrowing and refining
your research.
Research Starters are study and research guides
designed specifically for advanced high school
"Research Starters" for Education and
students, college students and selected graduate
Business - new in EBSCOHost
students. They consist of comprehensive, yet
concise topic summary articles of about 3,000
words in length written by researchers, scholars and other subject matter experts. They include
explanations of major concepts, bibliographies, and much more.
To access the Research Starters for Education and Business topics:
* click "EBSCOHost" from the "Find Articles" section of CCOL HOME page
* scroll to the bottom of the "Choose Databases" page that opens, and check the
box for Education or Business Research Starters
* put your search term in the box and click to search
* on the results page, look on the right column for "Research Starters"
Prepared By Maida Tilden
Cambridge College Online Library Topic Development Resources
Ask a Librarian
http://aal20.tutor.com/nGEN/Apps/SocWeb/main.aspx?ID=ab3e64be-c846-45d0-8d74bc0a94d7075b
Talk online to a reference librarian for ideas, strategies and resources on your ILP topic.
The service is available 24 hours seven days a week.
Business Research 101
http://www.egloballibrary.com/egl/html/onlineTutorials/bus101/index.html
Complete this online tutorial to learn how to do business research.
Cambridge College Online Library (CCOL)
http://www.egloballibrary.com/egl/html/institutes/81/homepage/documents/CCOL_tutori
al.htm
Ebrary Tutorial
http://www.egloballibrary.com/egl/html/institutes/81/homepage/library.jsp
If you are unfamiliar with the Cambridge College OnLine Library, the Ebrary Tutorial
offers guidance.
Everyone can find Business and Management Information
http://www.egloballibrary.com/egl/html/institutes/81/homepage/library.jsp
Developed by Maida Tilchen, this guide, provides direction for identifying sources for
your ILP
Internet Research
http://www.egloballibrary.com/egl/html/onlineTutorials/int101/index.html
An easy to use tutorial that offers basic instruction to internet research.
WRITING THE ILP
THE TITLE PAGE – FIRST PAGE OF THE ILP, BEGIN PAGE NUMBERING HERE
This is the first page of the ILP. It states the writer’s name; the name of the
writer’s seminar leader; the name of the institution –Cambridge College; and
the month and date of degree conferral.
Think of a suitable title for your ILP. Make your title specific so that the
reader immediately knows the subject of your ILP.
Your title should be 12-15 words in length.
See Appendix A for an example of the Title Page.
COPYRIGHT PAGE (OPTIONAL) – SEPARATE PAGE
This a statement establishes the copyright and ownership of your work
See Appendix B for an example of a copyright page
ACKNOWLEDGMENTS (OPTIONAL) – SEPARATE PAGE
Acknowledgements express appreciation to those who assisted and supported
the author throughout the ILP process
TABLE OF CONTENTS
This separate page lists the contents and page numbers of each section of the
ILP
LIST OF TABLES (OPTIONAL)
Include a List of Tables if your ILP contains five or more Tables.
LIST OF FIGURES (OPTIONAL)
Include a List of Figures if your ILP contains five or more Tables.
LIST OF SYMBOLS (OPTIONAL)
Include a list of symbols and abbreviations if necessary.
THE ABSTRACT
The abstract should answer such questions as
What issue/problem does your ILP address?
What argument did you try to prove or what solution do you give?
How did you conduct this project?
What are your results/findings/conclusions?
See Appendix C for an example of the Abstract format.
ABSTRACT
TIP! The abstract is best written after the ILP is completed.
INTRODUCTION/PROBLEM STATEMENT
TIP!
Start using APA format for early drafts of the ILP. It is good practice and will get
easier as you go along. Always save your work.
 The introduction establishes the focus of the whole paper and is usually
approximately 3-5 pages in length. It tells the reader what led you to this project,
such as, a personal experience you have had, something you observed in a class,
or an issue you became aware of from reading the literature.
 Describe to readers what your study is about, and provide background information
about your topic.
 Explain any management theories or concepts that you will be using or exploring
in your research.
 The Statement of the Problem should end with a question you would like to
answer or a statement of the goal of your project.
 The types of questions to think about when writing your introduction:
What questions do you want to explore in your ILP?
How did you become interested in this question or problem and why is it
important?
How will you conduct this research i.e. literature review, interviews,
questionnaires, observations?
How will your research answer your questions?
What results do you expect from this study and why?
Why is this topic important for managers and management?
What contribution will your study make to the field of management.
Indicate some challenges you think you will face throughout your study
REVIEW OF THE LITERATURE
TIP!
Keep careful records of books and articles you read for when it comes time for
you to produce the reference list for your ILP. Use the Worksheet for Preparing
Citations on page ##.
 The literature review serves three purposes:
Demonstrates your familiarity with your topic, including perspectives that are
both similar and different from your own.
Legitimize the question or goal you posed at the end of your statement of the
problem
Justify the work you will do in the body of your project by creating a wellcrafted academic argument for the work.
Start with books and articles that are considered major works in this topic. Read
as much as possible about your ILP topic to demonstrate your knowledge and
familiarity with it. Make sure your reading includes both theory and research. In
addition, if your topic has been subject to controversy, you want such
controversies to be fully covered in your review.
 Look to see which authors and books are regularly cited by others writing about
your topic. Aim to use the most recent sources, within the last 5-10 years.
 Balance works that support your point of view with ones that put forward a
different view.
 Differences between Summarizing, Paraphrasing and Quoting
Summarizing: briefly restate the author’s main points in your own words.
Paraphrasing: writing detailed notes of the author’s work, restated in your
own words
Quoting: copying what the author said verbatim
 Gathering resources, reading critically and writing of your literature review:
Find several up-to-date articles or books that relate to your topic. Do not
simply summarize the literature you read. Your aim is to guide the reader
through the background material so that they have a clear picture before you
begin to offer your own contribution to the subject.
The way you organize this chapter will depend on your topic, but it is usually
better to map it according to themes, rather than to discuss the work of each
author.
Make sure that everything you write here has a close connection to your own
topic.
Restate the problem or question you are addressing.
How is the author’s information or opinion relevant to your main argument or
main points?
Do you have or can you get the required bibliographic information for the
APA citation? (RefWorks creates APA References and the instructions are
available in the website Handouts Section. Make sure you also consult with
your Seminar Leader.
What are the author’s professional credentials? Often this can be found on the
book jacket or in the preface. Also try to search in www.google.com for the
author’s name. You may also want to search www.google scholar.co. If there
is more than one author of a book, research all of them.
How does the author prove that the information or opinion is true?
How does the author study this issue or tried to solve the problem?
Does the author’s finding agree/disagree with your own view? Why? or Why
not?
Explain how the work relates to or compares with other work you are
including in your review
What evidence does the author give to support his/her viewpoint?
Why do they agree/disagree with other authors?
Are there any controversies? Present and compare the different opinion.
What are the implications for management and/or for your study?
Explain any theory or model you will use or construct.
Describe how ideas about your topic have evolved over the last few years OR
compare and contrast two or more viewpoints.
The Statement of the Problem that you wrote actually contains your thesis;
your thesis for your Literature Review is a short statement that this problem
exists and that it needs to be addressed in the way you plan to address it in
your ILP. You support your thesis by documenting what others have said and
done about the problem.
Do You Need Scholarly Articles on Management Topics?
The Cambridge College Online Library provides thousands of full-text scholarly articles
in this area.
Go to www.cambridgecollege.edu/library/
Follow the instructions to sign in
Click eglobalSearch for a quick search of some of our databases
For a more thorough search, click Research Databases to search EBSCOhost.
On the “Choose Databases” page, check Academic Search Premier, Business
Source Premier, Newspaper Source, and Regional Business News
Cambridge College Online Library provides resources and instruction for
researching many topics in management and business. Go to the Research
Guides area, select the Business Research Guide, and look at the many
choices, including e-commerce, business ethics, negotiation and conflict
management, marketing, global management, human resources management.
What is a Scholarly Article or Book?
A scholarly article or book generally
Uses original research or experimentation.
Authored by a researcher or expert in the field who is often affiliated with a
college or university.
includes footnotes and/or a bibliography and may include graphs or charts as
illustrations as opposed to glossy pictures.
appears in scholarly journals or book that are published by academic presses,
are subject to a peer-review process, which means that other "experts" or
specialist in the field evaluate the quality and originality of the research as
precondition of publication.
published by a academic association or a university/academic press.
Source: Adapted from library.queensu.ca/webisi/survivalguide/glossary.html
METHODOLOGY & RESEARCH DESIGN
 Explain which method(s) you used to carry out your research (interviews,
questionnaires, case studies, or in-depth literature based research, or a
combination)
 It should be detailed enough to enable someone else to repeat your study
 Why did you choose this method? When you write up your methodology, you
need to explain what research questions you chose, and what literature you
decided to use to explore these questions. Discuss any limitations of the literatureFor example, research carried out in the US may not be directly applicable in
other parts of the world
 Include copies of the Interview guide, or questionnaire in the Appendices.
 The table below presents some tips on conducting research. You may be using
just one of these methods, or a combination.
SURVEYS
Questionnaires are useful for collating information and opinions in writing from a fairly large number of
people. The downside is that the response rate may be poor, and people may give you the answer they think
you want to hear, rather than the truth. To improve your chances of success, consider the following:
Use a well-designed form. It should be easy to read, have a logical format, and with
interesting, relevant questions.
Decide whether you want to use open ended questions (What do you like about your working
environment) or closed questions (Is your working environment a) too hot, b) just right, or c)
too cold?).
Explain the reasons for your research. People are more likely to respond if they can see the
purpose.
Ask some people to fill out a draft questionnaire before you finalize it, so you find out in
advance if there are problems with wording, layout etc.
Think carefully about the variables in your sample group. Do you need to know sex, race,
age, and job position of the respondents? But don't ask unnecessary questions.
Offer confidentiality to respondents.
Consider a follow-up letter to non-respondents to encourage more responses. Or make sure
you send out enough questionnaires in the first place to cope with a poor response rate. A
50% response rate is often considered very successful.
You may want to combine a questionnaire with more in-depth interviews with selected
individuals.
INTERVIEWS
Interviews, either face-to-face or telephone, are particularly useful if you want to gain an understanding of
people’s attitudes, or if you want them to recount their version of a significant event. By developing a
rapport with your interviewees, you may get more honest responses. However, arranging and conducting
interviews can be time-consuming, and you need to be well prepared.
Work out a script beforehand. As with a questionnaire, it is a good idea to trial this with a
couple of people before you start your interviewing.
Think about how you plan to code your responses. Are you interested in quantitative or
qualitative data?
Select interviewees carefully. You want to choose people who can offer a range of
viewpoints, and who each have a good understanding of the subject of the interview.
Where will interviews take place? People may give more candid responses away from the
workplace. Offer confidentiality – and respect it.
Allow enough time for the interview – don’t overrun.
It is a good idea to tape interviews, so you can concentrate on what they are saying rather
than on taking notes. But ask your interviewee for permission first.
Work through your script logically, but be prepared to be flexible. Don’t ask people lots of
irrelevant questions. Don’t put words into your interviewees’ mouths. Listen to what they
are saying, not to your own assumptions.
Finally, thank people for their assistance, and offer them a copy of the research result, if
appropriate.
ANALYZING EXISTING DATA
You may decide to look at data collected by someone else, such as company records. You
will nearly always need to negotiate permission beforehand.
Find out how the data was collected, and consider what biases or limitations there may be.
Example: If you were using Human Resources records of employee educational
qualifications, you would need to find out whether all qualifications are recorded or just
those relevant to the job, and when the records were last updated.
LITERATURE BASED STUDY
Although all ILPs will involve a literature review that explores the links between your project and the existing
management literature, some topics are also best researched through an in-depth study of the literature.
Before you start, make sure sufficient literature is available, and that it relates closely to your
topic. Otherwise you may want to consider using one of the above methods to do some
original research yourself.
Once you have established that the literature is out there, check that you have your research
questions worked out, and that you know what you are looking for. Don’t choose an
obvious angle on your topic – there is no point paraphrasing what others have written. Aim
to develop new insights or ideas from your reading, or new applications for them in the
workplace.
Be aware of author bias. For example an article written by a lawyer is likely to stress the
legal aspects of human resource management, whereas one written by a training consultant
may stress training aspects.
Finally - allow plenty of time for this type of study. Not everything you read will prove
useful for the final report and you will need time to synthesize your piles of notes and quotes
into a final document.
DATA ANALYSIS
TIP!
 There are two important concepts in data analysis:
Validity: refers to whether you actually measured what you intended to
measure.
refers
to whether
you
another
researcher
would
be able to
Internet Reliability:
Research is also
acceptable,
but
be or
careful
to check
whether
the source
gather
the
same
data
again.
of your information is credible. To avoid being accused of plagiarism, you must
cite all quotations, summaries, paraphrasing. You must also cite any facts or
ideas
that arethe
notdata
commonly
known.
you
didn’t
it, youquestionnaire,
must cite it. survey,
 Present
from your
studyIfof
either
thewrite
literature,
observations or interviews
 Reintroduce the readers your topic
 Give results, but don’t draw conclusions
 Use quotes extensively in this section
 Are the results what you expected? Are there any surprises?
 If you are analyzing qualitative data (e.g. from in-depth interviews or case
studies), look for common themes running through your data. Do respondents
keep referring to particular incidents or issues? Look for quotes that highlight key
points you want to make in your report.
 Look for significant differences. For example are managers at one site more
positive about their jobs than at another? Ask yourself why that might be the
case. Is there anything else in your data that might help answer that?
 Consider how to present your results – would a bar chart, histogram, pie chart, or
a table help to highlight your findings?
 Did the findings from your research method confirm your original hypothesis?
 Are your findings in line with what other researchers have found?
 Discuss the implications of your study.
 Reassess your methodology. Are there things you would do differently if you
were repeating the research?
Data Collection
Data Collection
Methodology
Definition
Setting
Interviews
A dialogue between the
writer and one or more
individuals on the research
topic
Individual interviews and focus group interviews
may be conducted:
A critical analysis of the
scholarly and practitioner
literature
A series of written question
on the research topic
Not Applicable
Literature
Surveys
(Sommer & Sommer, 2001)
face to face;
by telephone,
email,
live chat room,
posting to a listserv or newsgroup.
(Cooper & Schindler, 2006)
Surveys may be conducted:
by telephone,
email,
live chat room,
posting to a listserv or newsgroup.
(Cooper and Schindler, 2006)
Additional Research Resources
Research Methods Tutorial
http://www.camden.rutgers.edu/dept-pages/sociology/main.htm
This tutorial from Rutgers University can further strength your research skills.
Statistical Refresher Tutorial
http://cne.gmu.edu/modules/dau/stat
George Mason designs this refresher on statistics. It might be useful to those of you
conducting surveys
CONCLUSION
TIP!
Faculty members expect that all written materials you submit (ILP proposals,
drafts, and final copies) are carefully edited for grammar and spelling errors.
 Summarize your findings from the study.
 Do the results from your research confirm your argument?
 What surprised you most about your finding?
 What did you find that you did not expect to find from your study?
 What other issues do your findings make you aware of?
 Note any limitations in the research methodology.
 Summarize the implications for management.
 If you were to conduct this research again, what would you do differently?
 What changes do you recommend as a result of your research?
STATEMENT OF LEARNING
 Describe what you have learned throughout this process.
 What new skills did you walk away with at the end of your study? For example,
you may have developed new skills in research, gained in-depth knowledge of a
subject, or new insights in how to deal with certain types of problems.
RESUME
Include a copy of your current resume. Monster.com is available in MyCC
and has a template for electronic resumes. The Cambridge College Online
Library provides electronic resources for the preparation of resumes at:
http://www.egloballibrary.com/egl/html/institutes/81/homepage/library.jsp
Microsoft word also provides a template for resumes
REFERENCE LIST
List all articles and books cited in the main text. Remember to use APA format.
You may create a Reference List using Refworks and EbscoHost in the Cambridge
College Online Library.
RefWorks Tutorial
http://www.egloballibrary.com/egl/html/institutes/81/homepage/library.jsp

APPENDIXES (Optional)
 The Appendix provides supporting documents for the ILP. For example you
might provide transcripts of interviews; a copy the interview questions or survey;
copies of the returned surveys; resumes of those interviewed; a glossary of the
terms unique to the topic; a profile of the organization; or selected individuals;
budgets or projections; detailed descriptions of special facilities or resources.
(Cooper & Schindler, 2001).Provide examples of questionnaires, relevant
documentation, company policies etc.
TABLES (Optional)
Include tables only if needed. Tables may also be included are included in the body of
the paper or the Appendix . Tables are numbered consequetively.
FIGURES (Optional)
A figure is any type of illustration that you include in your paper such as charts, graphs,
pictures, diagrams, and drawings. Tables are not considered figures because a table
is typeset by the publisher, not photographed.
Figures may be charts, graphs, photographs, drawings, or other pictorial depictions. For
instance, you may wish to include a map of the company’s operations, a photograph of a
factory or product, or pictures of senior leaders
COMPLETING THE ILP
Your Seminar Leader will return your draft ILP to you with detailed feedback. You will
be expected to prepare further draft(s) following all the recommendations made, and meet
the deadline for final submission.
The ILP Evaluation form lists the assessment criteria. (See Appendix)
Remember to do a final spelling and grammar check.
Please consult with your Seminar Leader on the writing support available in the Writing
Lab.
Appendix A
Title Page
Running head and page numbering
begin in upper left hand corner
RUNNING HEAD: YOUR CAPITALIZED TITLE (This type of running head is only included on
the title page).
[Full title of your ILP]
An Independent Learning Project
Presented by
[Your name]
To
[Faculty Advisor’s name]
Faculty Advisor
In partial fulfillment of the requirements for the degree of
Master of Management
Cambridge College
Cambridge, Massachusetts
[Date of Degree Conferrral, Month, Year]
Appendix B
Copyright Page (Optional)
This is an unpublished Independent Learning Project
In which copyrighted subsists
© copyright by STUDENT NAME
DATE
All Rights Reserved
Since this manuscript is not intended for publication, some of the charts, graphs, photos, pictures,
and drawings were used without permission of the authors. This copy is not for distribution to
the public.
Appendix C
Abstract
This is how your ABSTRACT should look…
[Full title of your ILP]
[Your name]
[Month, Year]
Abstract
[Write a summary of your project in around 100-150 words. Explain what issue or problem you
addressed, how you did your research, and summarize the results. All lines should be double
spaced.]
Appendix D
ILP Evaluation Criteria
1. Audience Awareness
a) Identification of constituencies
b) Appropriateness for audience
2. Content
a) Breadth and depth of coverage of topic
b) Knowledge of diverse perspectives
c) Evidence of critical thinking
d) Evidence of creative thinking
e) Organization of ideas
3. Process of the ILP
a) Timely completion of components
b) Responsiveness to feedback
c) Evidence of participation in learning process
4. Presentation
a) Mechanics (spelling, format)
b) Writing style
c) Meets requirements of ILP (abstract, reference list)
d) Consistency and accuracy of reference format
5. Literature
a) Knowledge of relevant resources
b) Analysis of literature / research
c) Synthesis of literature / research
d) Appropriate documentation and acknowledgement of resources
6. Data collection (if applicable)
a) Research design
b) Methodology for data collection
c) Analysis of results
d) Discussion of results
e) Acknowledgement of limitation of study
7. General
a) Usefulness to student’s career
b) Usefulness to the field
c) Integration of theory & practice
8. Overall evaluation
a) Shows progress
b) Credit is awarded
c) Credit is not awarded
Needs
more work
Fair
Title of ILP_____________________________________________
Good
Student Name:__________________________________________
Excellent
Independent Learning Project Evaluation Criteria
I understand that "plagiarism is the appropriation of another's work and passing off as one's own the product of
the mind and language of another," and I certify that I have not plagiarized.
____________________________________ ______________________________________________
Student’s Signature
date
Seminar Leader’s signature
date
Appendix E
Example of a Table
Table 1
Cellular Telephone Facts
______________________________________________________________________________
_
Cellular Telephone Facts
Dec-07
Dec-05
255.4M
207.9M
Dec-00
109.5M
Dec-95
33.8M
Wireless subscribers
Wireless penetration
% of U.S. Households
84%
69% N/A
N/A
Minutes of Use
2.1T
1.5T
533.8B
431.9M
Text Messages
363B
81B
N/A
N/A
Cellular Telecommunications Industry Association (2008)
Appendix F
Example of a Figure
Appendix C
ILP Bookshelf Instructions
Two electronic bookshelves in the Cambridge College Online Library (CCOL) provide
additional information on writing management, research and writing.
This bookshelf includes Bookshelf 1 - Writing Tips
 go into the CCOL
 go into Electronic Books
 click the Bookshelf tab
 type username: writingtips.
 type password: books
This bookshelf includes
 Writing with Power by Peter Elbow
 ·
 Beginning University: Thinking, Researching and Writing for Success
Bookshelf 2 Management Resources
 go into the CCOL
 go into Electronic Books
 click the Bookshelf tab
 type username - ilpresources
 type password – mmg800
This bookshelf includes the books listed below and many others:
-
Best practices: Ideas and insights from the world’s foremost business thinkers
-
Business: The ultimate resource – definitions, websites, action lists, descriptions of management
topics
-
Big Book of Business Quotations
-
Encyclopedia of African American business history
-
Quotable Executive: Words of wisdom from Warren Buffett, Jack Welch, Shelly Lazarus, Gill
Gates, Lou Gerstner, Richard Branson, Carly Fiorina, Lee Iacocca and more
-
Ultimate Business Dictionary
-
Understanding American business jargon: A dictionary
Important:
When using Refworks, you may be asked for the following, so please note:
Group Code/ID: RWCAMBRIDGEC
If you already have a Refworks account:
 Click on the link below
 Enter your user name and password
 Click Login
If you are new to Refworks, you must first create an account. Refworks needs to know who you
are so it can save your individual data:





Click on the link below
Click: New to RefWorks? Sign up for an Individual Account
Complete the form as instructed
Click Back to RefWorks Login
Log in with your new individual username/password
https://www.refworks.com/Refworks/?g=rwcambridgec
If you have any questions or need assistance, contact Maida.Tilchen@cambridgecollege.edu
Appendix D
References
(Create by RefWorks as an example only)
Badaracco, C. H. (2006). Book review: Flavor of the month: Why smart people fall for fads. Public Relations
Review, 32(3), 322-323. doi:10.1016/j.pubrev.2006.05.008
Barnhart, J. (2008). Beyond being positive. Supervision, 69(5), 16-19. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31879393&site=ehost-live
Brotheridge, C. M., & Lee, R. T. (2008). The emotions of managing: An introduction to the special issue. Journal of
Managerial Psychology, 23(2), 108-117. doi:10.1108/02683940810850763
Buhler, P. M. (2008). Leading others effectively by first leading oneself. Supervision, 69(5), 20-22. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31879394&site=ehost-live
Collingwood, H. (2001). Know thyself. Harvard Business Review, 79(11), 8-8. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634746&site=ehost-live
Dealing with difficult people and difficult situations.(2008). Harvard Business Review, , 6-7. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31636986&site=ehost-live
Gupta, R. (2001). Rajat gupta. Harvard Business Review, 79(11), 36-36. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634802&site=ehost-live
Heifetz, R. A., & Laurie, D. L. (2001). The work of leadership. Harvard Business Review, 79(11), 131-141.
Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634863&site=ehost-live
Hill, L. A. (2007). Becoming the BOSS. (cover story). Harvard Business Review, 85(1), 48-56. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=23363457&site=ehost-live
Jennings, C. (2008). Dare to be different to reach the top. Computer Weekly, , 14-16. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=32160731&site=ehost-live
Kaplan, R. S., & Norton, D. P. (2008). MASTERING the management system. Harvard Business Review, 86(1), 6277. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27999664&site=ehostlive
Measuring maturity.(2008). PM Network, 22(3), 9-9. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31527760&site=ehost-live
Mulcahy, A. M. (2001). Anne mulcahy. Harvard Business Review, 79(11), 30-30. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634786&site=ehost-live
Reid, J. (2008). The resilient leader: Why eq matters. Ivey Business Journal, 72(3), 1-7. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=32132765&site=ehost-live
Semler, R. (2001). Ricardo semler. Harvard Business Review, 79(11), 36-36. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634800&site=ehost-live
Stevenson, H. H., Scher, L., Vasella, D., Franklin, B. H., & Jones, C. C. (2008). How to change the world Harvard
Business School Publication Corp. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27999586&site=ehost-live
Top 10 business books.(2006). Booklist, 103(4), 26-26. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=23276880&site=ehost-live
Tyson, L. d. (2001). Laura D'andrea tyson. Harvard Business Review, 79(11), 34-36. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634797&site=ehost-live
Cambridge College Capstone/IRP/ILP Evaluation Form
Category
Audience Awareness
Identification of Constituencies
Appropriateness for Audience
Content
Breath and Depth of Coverage of Topic
Knowledge of Diverse Perspectives
Evidence of Critical Thinking
Evidence of Critical Thinking
Organization of Ideas
Process of the CAPSTONE IRP/ILP
a.Timely Completion of Components
b.Responsiveness to Feedback
c. Evidence/Participation in Learning
Process
d. Timely Completion of Components
Presentation
a. Mechanics
b. Writing Style
c. Requirements of the Capstone/IRP/ILP
d. Consistency and Accuracy of Reference
Format
Literature
Knowledge of Relevant Resources
Analysis of Literature/Research
Synthesis of Literature/Research
Appropriate Documentation and
Acknowledgement of Resources
Data Collection
Research Design
Methodology for Data Collection
Analysis of Results
Excellent Good
Fair
Unacceptable
N/A
Discussion of Results
Acknowledgement of Limitations of Study
Curriculum Project (If applicable)
Appropriateness of Materials & Lesson
Plans
Organization of Materials
Evidence of Original Thinking
Effectiveness of Lesson Plans/Units
(includes outcomes & Assessment
General
Usefulness to Student’s Career
Usefulness to the Field
Integration of Theory & Practice
Overall Evaluation
Shows Progress Credit is Awarded Credit
is Not Awarded
Name of Student_______________ Phone Number_____________ Date of Submission______
Title of Capestone/IRP/ILP________________________ Program_______________________
Comments:
10. I understand that plagiarism is the appropriation of another’s work and passing off as one’s
own the product of the mind and language of another. I certify that I have not plagiarized, and
that I have done original work in the Capstone/ILP
________________ ___________ _________________
Student’s Signature Date
Seminar Leader’s Signature
______________
Date
Appendix D
References (Create by RefWorks as an example only)
Badaracco, C. H. (2006). Book review: Flavor of the month: Why smart people fall for fads.
Public Relations Review, 32(3), 322-323. doi:10.1016/j.pubrev.2006.05.008
Barnhart, J. (2008). Beyond being positive. Supervision, 69(5), 16-19. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31879393&site=ehostlive
Brotheridge, C. M., & Lee, R. T. (2008). The emotions of managing: An introduction to the
special issue. Journal of Managerial Psychology, 23(2), 108-117.
doi:10.1108/02683940810850763
Buhler, P. M. (2008). Leading others effectively by first leading oneself. Supervision, 69(5), 2022. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31879394&site=ehostlive
Collingwood, H. (2001). Know thyself. Harvard Business Review, 79(11), 8-8. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634746&site=ehostlive
Dealing with difficult people and difficult situations.(2008). Harvard Business Review, , 6-7.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31636986&site=ehostlive
Gupta, R. (2001). Rajat gupta. Harvard Business Review, 79(11), 36-36. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634802&site=ehostlive
Heifetz, R. A., & Laurie, D. L. (2001). The work of leadership. Harvard Business Review,
79(11), 131-141. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634863&site=ehostlive
Hill, L. A. (2007). Becoming the BOSS. (cover story). Harvard Business Review, 85(1), 48-56.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=23363457&site=ehostlive
Jennings, C. (2008). Dare to be different to reach the top. Computer Weekly, , 14-16. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=32160731&site=ehostlive
Kaplan, R. S., & Norton, D. P. (2008). Mastering the management system. Harvard Business
Review, 86(1), 62-77. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27999664&site=ehostlive
Measuring maturity.(2008). PM Network, 22(3), 9-9. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=31527760&site=ehostlive
Mulcahy, A. M. (2001). Anne mulcahy. Harvard Business Review, 79(11), 30-30. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634786&site=ehostlive
Reid, J. (2008). The resilient leader: Why eq matters. Ivey Business Journal, 72(3), 1-7.
Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=32132765&site=ehostlive
Semler, R. (2001). Ricardo semler. Harvard Business Review, 79(11), 36-36. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634800&site=ehostlive
Stevenson, H. H., Scher, L., Vasella, D., Franklin, B. H., & Jones, C. C. (2008). How to change
the world Harvard Business School Publication Corp. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=27999586&site=ehostlive
Top 10 business books.(2006). Booklist, 103(4), 26-26. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=23276880&site=ehostlive
Tyson, L. d. (2001). Laura D'andrea tyson. Harvard Business Review, 79(11), 34-36. Retrieved
from
http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=5634797&site=ehostlive
Example of a Table
Table 1
Cellular Telephone Facts
______________________________________________________________________________
_
Cellular Telephone Facts
Dec-07
Dec-05
255.4M
207.9M
Dec-00
Dec-95
Wireless subscribers
109.5M 33.8M
Wireless penetration
% of U.S. Households
84%
69% N/A
N/A
Minutes of Use
2.1T
1.5T
533.8B
431.9M
Text Messages
363B
81B
N/A
N/A
Cellular Telecommunications Industry Association (2008)
Example of a Figure
Appendix A
Title Page Example
Evidence Based Management [include page number]
[Running head - Title of your ILP. This running head only included on title page. Subsequent
pages include running head with page number in upper right hand corner]
[Full title of your ILP]
An Independent Learning Project
Presented by
[Your Name]
To
[Faculty Advisor’s Name]
Faculty Advisor
In partial fulfillment of the requirements for the degree of
Master of Management
Cambridge College
Cambridge, Massachusetts
[Month, Year ]
Appendix C
ILP Bookshelf Instructions
Two electronic bookshelves in the Cambridge College Online Library (CCOL) provide
additional information on writing management, research and writing.
This bookshelf includes Bookshelf 1 - Writing Tips
 go into the CCOL
 go into Electronic Books
 click the Bookshelf tab
 type username: writingtips.
 type password: books
This bookshelf includes
 Writing with Power by Peter Elbow
 ·
 Beginning University: Thinking, Researching and Writing for Success
Bookshelf 2 Management Resources
 go into the CCOL
 go into Electronic Books
 click the Bookshelf tab
 type username - ilpresources
 type password – mmg800
This bookshelf includes the books listed below and many others:
-
Best practices: Ideas and insights from the world’s foremost business thinkers
-
Business: The ultimate resource – definitions, websites, action lists, descriptions of management
topics
-
Big Book of Business Quotations
-
Encyclopedia of African American business history
-
Quotable Executive: Words of wisdom from Warren Buffett, Jack Welch, Shelly Lazarus, Gill
Gates, Lou Gerstner, Richard Branson, Carly Fiorina, Lee Iacocca and more
-
Ultimate Business Dictionary
-
Understanding American business jargon: A dictionary
Important:
When using Refworks, you may be asked for the following, so please note:
Group Code/ID: RWCAMBRIDGEC
If you already have a Refworks account:
 Click on the link below
 Enter your user name and password
 Click Login
If you are new to Refworks, you must first create an account. Refworks needs to know who you
are so it can save your individual data:





Click on the link below
Click: New to RefWorks? Sign up for an Individual Account
Complete the form as instructed
Click Back to RefWorks Login
Log in with your new individual username/password
https://www.refworks.com/Refworks/?g=rwcambridgec
If you have any questions or need assistance, contact Maida.Tilchen@cambridgecollege.edu