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Hello everyone, I have an Assignment for you today. This assignment must be DONE by Tuesday, March 9, 2021, no later than 10 pm. By the way, I need this assignment to be PLAGIARISM FREE & a Spell Check when completed. Make sure you READ the instructions CAREFULLY. Now without further ado, the instructions to the assignments are below: Instructions For this assignment, you will be using what you have learned about different research designs and applying them to a company of your choice. Follow the steps below to complete this assignment.  1. Using the CSU Online Library or other scholarly sources (or educational websites), select and research a publicly traded company.   2. Next, click here to access a template for this assignment (the template will be the first attachment down below). Using this template, complete the SWOT analysis for your chosen company. Provide at least five bullet listings for each section of the SWOT analysis.   3. Include a short company overview before the SWOT analysis. This should only be one to two paragraphs.   4. Provide a brief summary of each section with recommendations as to how the company can capitalize on its strengths, improve its weaknesses, take advantage of opportunities, and minimize threats. Discuss how the SWOT analysis can contribute to marketing and management decision-making within the company.   5. Discuss which research designs the company might use to carry out your recommendations. In this discussion, be sure to compare and contrast exploratory, descriptive, and causal research designs.  Your completed assignment must be at least three pages, not counting the title and reference pages. You must use at least three scholarly sources in your assignment. Any information from these sources must be cited and referenced in APA format. Information about accessing the grading rubric for this assignment is provided below.  By the way, I have a attachment below which is the Template you must use for this assignment so make sure you download it and complete it, according to the steps above. And lastly, is the Unit study for this assignment and some additional CSU articles you can use (or reference) from the study guide. Please make sure you follow the instructions above when completing the template. Any additional information must be cited & referenced. Remember NO PLAGIARISM & I need will need a PLAGIARISM REPORT upon completion.Running head: INSERT TITLE Title of Paper Student name Columbia Southern University Overview This is where you will write a brief overview of the company. This section does not need to be more than one or two paragraphs. SWOT Analysis STRENGTHS · Insert strengths in a bulleted list. Provide at least 5 bullet listings. WEAKNESSES · Insert weaknesses in a bulleted list. Provide at least 5 bullet listings. OPPORTUNITIES · Insert opportunities in a bulleted list. Provide at least 5 bullet listings. THREATS · Insert threats in a bulleted list. Provide at least 5 bullet listings. Summary and Recommendations You will begin your discussion of the SWOT analysis here. The length of your paper should be at least three pages not including the title and reference page. Be sure to address the items listed in the instructions as part of your response. Include references on a separate reference page. ReferencesMAR 3231, Marketing Research 1 Course Learning Outcomes for Unit III Upon completion of this unit, students should be able to: 2. Discuss basic research designs as applied to research in marketing. 2.1 Discuss how the SWOT analysis contributes to marketing and management decision-making. 3. Differentiate between exploratory, descriptive, and causal research designs. 3.1 Explore the differences between exploratory, descriptive, and causal research designs. 3.2 Discuss which research designs would benefit a specific company. Course/Unit Learning Outcomes Learning Activity 2.1 Unit Lesson Presentation; ”Benefits of SWOT Analysis;” “SWOT Analysis: What it is and When to Use it;” Scholarly Activity 3.1 Unit Lesson Presentation; “The Research Design is the Methodology and Procedure a Researcher Follows to Answer Their Sociological Question;” “Demystifying the Research Process: Understanding a Descriptive Comparative Research Design;” “A Study on Occupational Stress and Quality of Work Life (QWL) in Private Colleges of Oman (Muscat);” “1.3 Exploratory, Descriptive and Explanatory Nature of Research;” “Exploratory Research;” Scholarly Activity 3.2 Scholarly Activity Required Unit Resources In order to access the following resources, click the links below: Cantrell, M. A. (2011). Demystifying the research process: Understanding a descriptive comparative research design. Pediatric Nursing, 37(4), 188–189. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=a9h&AN=64448031&site=ehost-live&scope=site Hans, A., Mubeen, S. A., Mishra, N., & Al-Badi, A. H. H. (2015). A study on occupational stress and quality of work life (QWL) in private colleges of Oman (Muscat). Global Business & Management Research, 7(3), 55-68. Retrieved from https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc t=true&db=bth&AN=113006185&site=ehost-live&scope=site MeanThat. (2016, March 17). 1.3 Exploratory, descriptive and explanatory nature of research [Video file]. Retrieved from https://www.youtube.com/watch?v=FlBFdEgrTBM Click here to access a transcript for this video. Pestleanalysis Contributor. (2016). Benefits of SWOT analysis. Retrieved from http://pestleanalysis.com/benefits-of-swot-analysis/ The research design is the methodology and procedure a researcher follows to answer their sociological question. (n.d.). Retrieved from https://online.columbiasouthern.edu/CSU_Content/courses/Business/MAR/MAR3231/17G/UnitIII_Det erminingTheResearchDesign.pdf UNIT III STUDY GUIDE The Research Design https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=64448031&site=ehost-live&scope=site https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=64448031&site=eh188 PEDIATRIC NURSING/July-August 2011/Vol. 37/No. 4 D emystifying the research process often involves understanding research terminology, the rationale for the selection of a research design, and the known benefits and consequences in the selection of a design. This commentary discusses the major aspects of a well-known and used quantitative research design in nursing research used by Tourigny, Clendinneng, Chartrand, and Gaboury (2011) to evaluate the utility of a virtual education tool for pediatric patients undergoing same-day surgery. The rationale for why this design was chosen by these nurse researchers and its advantages and disadvantages are discussed. A research design is the overall plan for answering research questions and hypotheses. The design spells out strategies the researcher adopts to gather accurate, objec- tive, and interpretable information (Polit & Beck, 2007). Tourigny et al. (2011) used a non-experimental, quantita- tive research design known as a descriptive, comparative design. It is also known as casual comparative research and pre-experimental research. The basic purpose of these designs is to determine the relationship among variables. The most important distinctions between these designs and experimental designs are no control (manipulation) of the independent variable (IV) and no random assignment of study subjects to the intervention or control group. These designs are frequently used in nursing research studies because nurse researchers are often faced with these specif- ic limitations. In summary, the known properties of descriptive, com- parative research studies are 1) no manipulation of an inde- pendent variable, 2) no random assignment to groups, and 3) often inclusion of a control or comparison group. The paradigm for these studies is diagrammed in Figure 1. In this diagram (see Figure 1), the researcher hypothe- sizes that “X” is related to and a determinant (cause) of “Y,” but the presumed causes are not manipulated, and subjects are not randomly assigned to groups (LoBiondo-Wood & Haber, 2010). Rather, a group of subjects who has experi- enced “X” in a natural situation is located, and a control group of subjects who has not experienced “X” is chosen. The behavior performance or condition of the two groups is compared to determine whether the exposure to “X” had an effect predicted by the hypothesis (LoBiondo-Wood & Haber, 2010). Tourigny et al. (2011) hypothesized a deter- minant of study participants’ level of knowledge about hos- pital equipment and procedures, and their emotional state would differ based upon whether or not they viewed the Surgery Virtual Tour presentation. In this study, the exposed group resulted from participants choosing to view the Surgery Virtual Tour. These researchers then compared this group with a group at the same institution who did not view the Surgery Virtual Tour presentation. Tourigny et al. (2011) noted that the Surgery Virtual Tour was posted on the hospitalGlobal Business and Management Research: An International Journal Vol. 7, No. 3 (2015) 55 A Study on Occupational Stress and Quality of Work Life (QWL) in Private Colleges of Oman (Muscat) Arvind Hans PhD, Assistant Professor, Department of Management Waljat College of Applied Sciences, Muscat, Sultanate of Oman Email: [email protected] Soofi Asra Mubeen PhD, Lecturer, Department of Management Higher College of Technology, Muscat, Oman Email: [email protected] Niraj Mishra PhD, Assistant Professor, Department of Management Waljat College of Applied Sciences, Muscat, Sultanate of Oman Email: [email protected] Ameera Hamood Humaid Al-Badi EMBA Student, Department of Management Waljat College of Applied Sciences, Muscat, Sultanate of Oman Email: [email protected] Abstract Purpose: Study aims to depict the phenomena related to Quality of Work Life (QWL) and Occupational Stress among business management lecturers in private colleges of Oman. It also intends to find the predictive validity of the proposed model by using SEM path analysis. Design/methodology/approach: A combination of descriptive and conclusive research design was adopted to describe and report the related phenomena. Private colleges of Oman were chosen for study. Sample frame consisted of all the management teachers teaching in seven private higher educational institutions in Oman offering management degree. The sample size consisted of 44 lecturers. Findings: Study indicated that occupational stress score among management lecturers were relatively lesser than the average, whereas perceived QWL was found more than the average in these institutes. It was inferred that perceived QWL was better in these institution compare to occupational stress. SEM path analysis was also administered to validate the proposed framework by using SmartPLS software. A negative relationship was established between two latent construct. The statistics indicated that occupation stress is negatively affecting the QWL of teachers in management institutions in Oman. But, proposed hypothesis was not established because T value was reported as 0.927 with p value of 0.354. Originality: Based on the review of literature relatively a very few studies targeted on management lecturers in private colleges of Oman with related variables. mailto:[email protected] mailto:[email protected] mailto:[email protected] mailto:[email protected] Global Business and Management Research: An International Journal Vol. 7, No. 3 (2015) 56 Limitations: Sample size was on a lower side due to the teacher’s tight work schedule and involvement in institutional miscellaneous activities and limited time allocated for data collection. Keywords: Occupational stress, Quality of Work Life (QWL), SEM path analysis, Oman Abbreviations: IT = Information Technology, PLS= Partial Least Square, QOL= Quality of Life, QWL= Q