Guidelines for the Preparation of

Final Year Project by Thesis

for

BA (Honours) Scheme in Fashion and Textiles (14490)

With Specialisms in
Fashion and Textile Technology
Fashion and Textile Marketing
Fashion Retailing
Intimate Apparel

(2017/18)
Please consult the Scheme Leader for queries relating to the content of the Guidelines.

1
Final Year Project

1. Introduction

The final year project is one of the most important elements in the BA (Honours) Scheme
in Fashion & Textiles programme. An honours graduate should attain a high level of
intellectual and imaginative development show marked ability and initiative in his/her
knowledge of theories and practical situations in the fashion industry. The challenge
represented by the project gives ample opportunities for these qualities to be developed.

Projects selected by students will give them the chance to use the knowledge and
techniques of analysis they have obtained in the different disciplines studied during the
programme. By the time the project is completed the student should have had a
thorough grasp of the process of defining and solving problems. The progressive stages
of the project will emphasise the generality of the problem solving method for the
student. Thought should be given at all stages of the project to the interrelationship of
the disciplines studied throughout the programme.

2. Nature of the Project

Essentially, the project is the most stringent test and final proof of the student’s mastery
of the art of problem solving. Maturity in balancing subjective assessments is thus
required in projects to the same extent as command of objective investigative techniques.
It is central to the philosophy of this programme that educated and mature judgement is
essential to graduate’s success in future career and that such judgement is developed not
only by acquisition but also the synoptic transcendence of the scientific, computational
and contextual abilities imparted by the programme.

The project should constitute an in-depth investigation of a problem within an

organisation of the textile and clothing industry. Practice-led projects and desk research
are acceptable. In either case it is the analytical quality that is of importance. While two
kinds of research are described below, in most cases a student may undertake a project
that is a mixture of both.

Desk Research:

Projects of this nature ought to reflect originality of thought, and it is unlikely that they
will be deemed appropriate if they merely represent a synthesis of existing work. There
are many areas in the fashion industry, from technology, design, marketing to retailing,
where much ground work remains to be done.

Field Research:

Field work can help students develop many of the skills and characteristics needed in
their future career, especially in planning, interpersonal communication, data collection
& administration, and attention to details. A lot of initiatives will be needed in field
research.

2
3. Research Methodology

Every year final year students are required to complete a final year project. Once the
students have selected the topic, and have finished up with the literature review, the
next step is to plan for the right methodology. In this section, several different research
methods will be introduced and demonstrated.

This section is written for the purpose to introduce the methodology to the student
researchers. It is certainly by no mean a comprehensive introduction of all research
methodologies, because there are many advanced methods. Students must discuss with
their supervisors to determine which particular methods are appropriate for the topics
of the thesis. As a starting point, many good examples can be found by searching the
past final year project thesis in ITC intranet (Resources/Resources for BA
students/Student FYP Reports) and/or ITC’s resource centre.

Two general types of research methods:

After the research topic is selected, the research question must be further investigated.
Depending on the nature of the question, there are questions which can be answered by
precise answers with supporting evidence, and there are questions which can only be
answered by opinions with supporting reasons. Regardless of the type of questions, it is
most important to support the answers with evidence or sound logical arguments.

Definition:
a. Quantitative method means that the researchers collect numerical data, analyze the
data, and use the results as the evidence to support the conclusion.
Note: Method works with equipment data and quantifiable human opinion. Data
must be numeric.

b. Qualitative method means that the researchers collect textual data, analyze the data,
and use the results as the reasons to support the conclusion.
Note: Method works with human opinion that cannot be measured quantitatively.
Data must be text.

Generally speaking, the researchers work with equipments or subjects. Clearly, if the
researchers work with equipment, they should use quantitative method, because the
equipments can provide precise data. The situation is more complicated if the
researchers work with human subjects. If the opinion can be quantified, such as using a
scale, the results are numeric and quantitative method can be used. In the cases when no
such a scale can exist, qualitative method must be used.

It is also common in the qualitative method to require the argument to be logical,

particularly, sound and not just valid. A good reference can be found in the following
website: http://plato.stanford.edu/entries/logic-informal/

Definition:
a. A logical argument consists of three components:
i. Premise – also known as the assumption
ii. Inference – the steps to derive the conclusion from the assumption
iii. Conclusion

3
b. A valid logical argument is a logical argument with the inference steps to be correct.

c. A sound logical argument is a valid logical argument with the premise to be TRUE.
Hence, the conclusion is TRUE and SOUND.

Therefore, some arguments are valid, some are sound, but more importantly some are
false. The study of false argument is called logical fallacy. A good reference can be
found in this website: http://www.nizkor.org/features/fallacies/

After reading the examples on this website, you will be amazed that how common are
the logical fallacy in today’s social arguments.

[Note. “Logical fallacy” and “rhetoric” are different. Logical arguments aim that
proving if the premise can lead to the conclusion, so that knowledge can be inferred and
expanded. Rhetoric is a technique that repackages the perception of an idea to persuade
others to accept the idea. It is a basic skill for all politicians or sales persons. A good
reference can be found in this website: http://humanities.byu.edu/rhetoric/silva.htm.]

Guidelines on selecting the research method

Asking the right question is the first step of success. Asking the question in the right
way is the second step of success. Generally speaking, if the question is about some
objective phenomenon, such as fabric properties, finishing effect, etc., researchers should
consider using quantitative methods, because it is easy and straight forward to perform
experiments so that researchers can study the phenomenon objectively and verify the
results. One quantitative method is to derive the new formula by applying the scientific
laws. Another quantitative method is to derive the relationship statistically. Yet, in
either case, researchers are required to use experimental data to prove or verify if the
new formula or relationship is in fact valid.

However, if the researchers are interested to work on brand study, marketing issues,
consumer behavior, and etc., they are collecting opinion of the human subjects. Then it
can be tricky in selecting the method. For example, if the opinion can be measured
according to a scale such as from “totally agreed” to “totally disagreed,” and etc., it is
possible to assign a numerical value to each answer in the scale, so that the responses are
now in numerical value and can be analyzed quantitatively. If such a scale does not exist,
the responses can still be counted and analyzed. For example, if the responses are the
selection on different choices among many possibilities that are not related to one
another, it is possible to count the popularity of each choice. Unfortunately, such type of
results can only be analyzed by a small set of statistical tools.

There are topics that cannot be measured quantitatively at all. For example, if a
researcher is interested to challenge a design theory, a medium, a concept, or even the
design process itself, he/she must choose qualitative methods. There are also more than
one type of qualitative methods, such as direct logical proving, triangulation, and etc.
Examples of quantitative and qualitative research method are presented in Appendix I.

Regardless of the research method, it is most important that researchers can prove their
claims with supporting evidence or proves. This is the vital part of the final year thesis –
to support a conclusion with evidence or reasons that can convince other people to
accept your proposed conclusion.

4
4. Training and Skills Captured by the Project

(a) Conceptual and analytical ability to perceive a core problem, its main and side effects
and the cost-benefits of alternative solutions.

(b) Intellectual flexibility to recognise and handle real work problems that do not neatly
fit into simplistic theoretical categories but whose solution must be grounded in the
data perception and collection process itself.

(c) Intellectual and general self-knowledge to a sufficient degree of maturity that project
aims and strategies for accomplishment are selected realistically within the student’s
capacity.

(d) Ability to relate relevant theories to actual situations.

(e) Ability either to apply scientific research methods and statistical techniques
appropriately or to build rigorous working models on explicit but realistic
assumptions.

(f) Ability to gather primary data.

(g) Capability to work independently with relatively less supervision than in other
assignments.

(h) Self-discipline in the planning and execution of work against a given deadline.

(i) Language competence, especially writing skills and ability to organise the contents of
the project report in a logical manner.

5. Administration of Student Projects

In order to ensure that students have useful experience, the projects must be suitably
chosen and properly organised. The Project Sub-Committee is formed under the
Programme Committee to coordinate the progress and submission of projects, and the
terms of reference are given in the Definitive Programme Scheme of BA (Hons) Scheme
in Fashion and Textiles.

6. Progress Monitoring

The following shows the time schedule for the planning, progress monitoring and
assessment of final year projects. Specific dates of the progress milestone will be
determined and announced to staff and students each year by the Project Sub-
Committee.

To allow sufficient time for the formulation of final year projects, students should start
their preparatory work by the commencement of the second semester in their Level 3
study. Students will be informed of the basics and requirements in the successful project
preparation and execution. This will primarily be accomplished through the subject

5
 "Final Year Project Preparation". Students are expected to identify the project areas of
interests by consultation with the tutor and/or staff in ITC. As one outcome of the
subject each student must submit a project proposal to the Project Sub-Committee for its
consideration. Students can also propose supervisor(s) in their project proposals with a
maximum of 3 choices (listed in priority). Project supervisors will then be allocated
towards the end of the semester and be announced to the students.

As part of the monitoring system, students have to submit their progress reports (or
equivalent, as approved by supervisor) twice in the process; viz. in October/November
and February of the final year of the programme.

Time schedule for the planning, progress monitoring & assessment of final year projects

Level 3 (Semester 2) Study

Week 1 - Students to be informed of the basics and requirements of final

year project in the subject " ITC3041D Professional Language
Skills and Project Preparation (by Thesis Collection)"
Week 4 - Students to identify the project areas of interests
- Students to submit project title, aims and objectives and choice
of 3 supervisors to the Project Sub-Committee during the
subject "ITC3041T Professional Language Skills and Project
Preparation"
Week 5 - Project Sub-Committee to approve and allocate supervisors
- Supervisors to take up guidance role
Week 6 - Students to submit FYP proposal for subject lecturer.

Level 4 Study

October - Students to submit 1st progress report (see Attachment K for

the layout of progress report) to the supervisor
January - Students to submit 2nd progress report (see Attachment K for
the layout of progress report) to the supervisor
March - Submission of final project report (approved by supervisor) to
be bound (for both department and supervisors)
April - Project assessment by the Programme Project Sub-Committee

Students are required to submit final report of their project report in March. Submission of
final report includes:
- TWO ring binding copies and ONE electronic copy in CD of final draft to General Office;
- a hard copy of “Turnitin Digital Receipt” receiving via email from Turnitin to General
Office; and
- a signed hard copy of Authorisation to General Office (see Attachment L for the layout of
Authorisation)

An Originality Report will be generated by Turnitin by uploading one compiled file in

WORD format with text only. Please refer to the following website or ask FYP supervisors
for advice.
http://www.polyu.edu.hk/turnitin

6
There is no real threshold of similarity (in Originality Report) since there will always be
overlap with published work. Overall, an index of <25% similarity in a piece of written
work, with each single “overlap” small will be accepted. BUT, even if the whole piece of
work gave a similarity index of 15% or below, if it is a whole paragraph or section (copied
word-for-word), this would be unacceptable. Hence, supervisor will look at the full report.

The project will be assessed by a panel comprising the project supervisor, a moderator
and/or a representative from the Project Sub-Committee. The assessment scheme is set out
in Section 6.

7. Assessing the Project

Total marks available for the project will be allocated for particular aspects of the
students' whole performance. A guideline of marking scheme is set out below. The
Project Sub-Committee may modify this in accordance with the nature of a particular
project. The supervisors in agreement with the Project Sub-Committee may suggest
oral presentation as an option, whenever required.

Guideline for Project Marking Scheme

A. Preparation and progress of project (30%)

(i) Initiative in investigating and carrying out the project

(ii) Progress made at each stage of the project work

B. Project content (70%)

(i) Review of literature on published work related to the project

(ii) Organisation, methodology and experimental design, as appropriate
(iii) Analysis of the data gathered and, conclusion in relation to stated objectives
(iv) Quality in organisation and writing of the project report

8. Declaration of Originality

To maintain high academic standards and prevent plagiarism in FYP, all FYP students
have to attach a signed honours declaration to the final drafts and bound copies (before the
abstract page).

Plagiarism is a very serious offence: it is the same as stealing and fraud. To show that the
University regards plagiarism very seriously, there are punishments for students who
plagiarise. In some cases it may be a reduced grade. In other cases, students may fail the
subject/programme, or students may be suspended or expelled from the University.

Please refer to the following website or ask FYP supervisors for advice.

http://edc.polyu.edu.hk/PSP/student.htm

7
9. Format of the Project Report

Every report presented should be prepared on A4 size white paper in accordance with the
following specifications:

- Text must be typed (1.5-lined spacing, double-side printing)

- Dissertation must use either of these font sizes: Courier 11-12 cpi, CG Times
12-13 point, Times New Roman 11-12 point, or Universe 11-12 point.

- The margins should be set as follows: left margin 3.18 cm (1.25") and right margin
2.54 cm (1").

- Pages of text including inserted illustrations and appendices must be numbered

consecutively at the bottom centre of each page.

- No less than 10,000 words of the text in the main body of dissertation are
recommended.

The components & arrangement of each report should comprise of:

- Front cover
- Title page
- Blank page
- Acknowledgements
- Certificate of Originality
- Abstract
- Contents
- List of tables and figures
- Dedication (if any)
- Main body of text
- Appendix
- References
- Back cover

Samples showing the format of the above are enclosed and illustrated in Attachments
A-J.

A. Front cover (Attachment A)

The front cover must contain (see Attachment A):

the title of the project work
the name of the author
the author's department
the name of the Polytechnic University
the year of submission

The spine of the covers must contain (see Attachment A):

8
 the name of the author
the author's department
the award for which the project is submitted
the year of submission

B. Title page (Attachment B)

The title page must contain (see Attachment B):

the title of the work
the award for which the project is submitted
the name of the supervisor(s)
the name of the author
the author's department
the name of the Polytechnic University
the month/year of submission

The style of the title page in terms of content, capitalisation, centring and spacing
should be exactly the same as those illustrated in Attachment B.

C. Blank page

This unnumbered sheet is recommended to prevent the text of the following page
from showing through the white space on the title page.

D. Acknowledgements (Attachment C)

In the acknowledgements, the writer thanks mentors and lists the individuals or
institutions that supported the research.

E. Certificate of Originality (Attachment D)

In the certificate of originality, the writer declares the originality and signs the
honours declaration (see Attachment D).

F. Abstract (Attachment E)

An abstract briefly summarises the content and findings of the thesis (see
Attachment E).

G. Contents (Attachment F)

The table of contents lists all parts of the thesis except the title page, blank page and
dedication. No page numbers on any of these three.

H. List of tables and figures (Attachment G)

Format of the list of tables and figures can be referred to the samples illustrated in
Attachment G.

I. Dedication (Attachment H)

9
Dedication may or may not be required. Dedications are usually brief and need
not include the word `dedicated'. `To' is sufficient: To My mother.

J. Main body of text (Attachment I)

The main body of the thesis is usually separated into well-defined divisions, such
as chapters, sections and sub-sections. The text may also include parenthetical
references, footnotes, or superscripted numbers keyed to a reference list or list of
endnotes.

The main text should begin with the Introduction as Chapter 1 which should deal
with the background to the work, any reasons for undertaking it, the aim and
scope of the study and the structure of the remaining text. The text should include
where appropriate literature search, methodology, experimentation and data
handling. The final chapter of the main text should contain conclusions reached
and preferably recommendations too.
Each chapter should be clearly divided into sections and sub-sections with
appropriate headings and numberings (e.g., 1 and 1.1).

K. Appendix

An appendix, although by no means an essential part of every thesis, is a useful

device to make available to the reader materials related to the text but not suitable
for inclusion in it. An appendix is a group of related items. Appendices, for
example, may contain tables too detailed for presentation in the main text, a large
group of illustrations, technical notes on method, schedules and forms used in
collecting materials, copies of documents not generally available to the reader, case
studies too long to be put into the text, and sometimes figures or other illustrative
materials.

L. References (Attachment J)

Literature references in the text should be given either in the APA reference style
or the Harvard reference style, e.g., (Chen, 1997; Kwong and Wang, 1987; Smith et
al., 1993). The list of references should be placed at the end of the dissertation. The
heading REFERENCES, in capitals and centred, should be used and not given a
section number. Entries should be listed in alphabetical order of authors as shown
in Attachment I.

M. Back cover

This forms the base of the bound copy of thesis.

10
ATTACHMENT A Layout of Front Cover

(3")
THE STRUCTURE AND PHYSICAL PROPERTIES From
Top
OF AIR-JET SPUN YARN

(6.5”)
CHAN TAI MAN, DARWIN From
BA (Hons) Scheme in Fashion and Textiles Top
(Fashion Technology Specialism)

(9")
INSTITUTE OF TEXTILES & CLOTHING From
Top
THE HONG KONG POLYTECHNIC UNIVERSITY

2010

11
ATTACHMENT B Layout of Title Page

THE EFFECTS OF SETTING TREATMENTS

ON

THE MECHANICAL PROPERTIES

NYLON 66 WARP-KNITTED FABRICS

A Thesis Submitted

in Partial Fulfilment of the Requirements

for the Degree of

Bachelor of Arts (Honours)

in

Fashion & Textiles

(Fashion Technology Specialism)

under the Supervision of

Dr K. K. Lee

by

Darwin, Tai Man CHAN

Institute of Textiles & Clothing

The Hong Kong Polytechnic University

May 2010

12
ATTACHMENT C Layout of Acknowledgements

ACKNOWLEDGEMENTS

I would like to express my sincere gratitude to Dr. K. K. Lee, for his constant guidance,

invaluable advice and sustained interest throughout my preparation of the project work.

13
ATTACHMENT D Layout of Certificate of Originality

CERTIFICATE OF ORIGINALITY

I hereby declare that this thesis is my own work and that, to the best of my knowledge and
belief, it reproduces no material previously published or written, nor material that has been
accepted for the award of any other degree or diploma, except where due acknowledgement
had been made in the text.

(Signed)

(Name of student)

14
ATTACHMENT E Layout of an Abstract

ABSTRACT

Air intermingling technique can be used to impart filament cohesion in flat and textured

multifilament yarns, and more recently this technique is employed to combine filaments

with spun yarns or elastomers to form composite yarns. In this investigation, a self-twist

yarn was commingled with a thin flat multifilament yarn by employing an intermingling

air nozzle. The tensile properties of the commingled yarn have been significantly

improved in comparison with the self-twist yarn from which the commingled yarn was

made. The self-twist yarn is notorious for its structural periodicity that leads to fabric

patterning. This has been reduced to almost invisible in the commingled yarns.

Experiments have also revealed that commingling increased yarn hairiness, which may

impose adverse effect on yarn weaveability. Yarn structural examination shows that

trapping of the ST yarn between the filaments and wrapping together of the ST and

filament by a small portion of self-twist yarn surface fibres are the two predominant types

of bindings formed during commingling. The influences of air pressure in the

commingling nozzle, yarn linear speed and overfeed ratio has also been studied.

15
ATTACHMENT F Layout of Contents

CONTENTS

Page

ACKNOWLEDGEMENTS

CERTIFICATE OF ORIGINALITY

ABSTRACT

CHAPTER 1 INTRODUCTION

1.1 Background of Study 1

1.2 Objectives 4

1.3 Scope of Study 5

1.4 Methodology 6

CHAPTER 2 WARP-KNITTED FABRICS

2.1 Dimensional Stability of Warp-knitted Fabrics 7

2.1.1 Introduction
8
2.1.2 Fabric notation 8
2.1.3 Fabric construction 9
2.1.4 Relaxation of two bar warp-knitted fabrics 10

2.2 Studies on the Structure of Warp-knitted Fabrics 12

2.2.1 Stimmel's work 12
2.2.2 Fletcher and Roberts' initial work 12
2.2.3 Allison's work 14
2.2.4 Grosberg's initial work 15
2.2.5 Fletcher and Roberts' later work 16

CHAPTER 3 CREASE RECOVERY

3.1 Introduction 18

3.2 Crease Recovery of Textile Fabrics 19

3.3 Experiment 23
3.3.1 Method 23
3.3.2 Sample preparation 24
3.3.3 Conditioning 25
3.3.4 Experimental procedure 25

16
 3.3.5 …… 26
3.3.6 …… 27
3.3.7 …… 27

3.4 Results and Discussion 29

3.4.1 …… 29
3.4.2 …… 34
3.4.3 …… 35

3.5 Conclusion 37

CHAPTER 4 BENDING PROPERTIES

4.1 Introduction 38

4.2 Experiment 39
4.2.1 Objects 39
4.2.2 Choice of microscope 39
4.2.3 Sample preparation 40

4.3 Results and Discussions 42

4.3.1 …… 42
4.3.2 …… 43
4.3.3 …… 45
4.3.4 …… 46
4.3.5 …… 47
4.3.6 …… 47
4.3.7 …… 48

CHAPTER 5 RECOMMENDATIONS AND CONCLUSION

5.1 Recommendations 50
5.1.1 Recommendations taken to tackle the economic problems 52
5.1.2 Recommendations for the practice of knitting 52

5.2 Conclusion 53

APPENDIX

REFERENCES

17
ATTACHMENT G Layout of List of Tables and Figures

LIST OF TABLES

Page

3-1 M3 and HK$M3 33

3-2 Money supply, loans and average liquidity ratio of the banking sector 37

4-1 Coverage of the new CPIs 46

4-2 Section weights of the CPIs 47

4-3 Consumer Price Indices 1972-1983 48

4-4 Price movements 1973-1983 49

4-5 Growth of real GDP 1974-1982 52

4-6 GDP and demand 1979-1982 53

4-7 Notes issued and money supply 1964-1983 57

4-8 Money supply and inflation 1964-1983 60

4-9 Inflation and Exchange Value of Hong Kong dollar 63

4-10 Notes and coins issued, money supply, inflation exchange rate index,
GDP: changes 1965-1973 65

4-11 Notes and coins issued, money supply, inflation, change rate index,
GDP: changes 1974-1983 64

4-12 Economic growth: comparison of periods 1964-1973 and 1974-1983 66

18
ATTACHMENT G Layout of List of Tables and Figures

LIST OF FIGURES

Page

2-1 M3 and HK$M3 23

2-2 Money supply and 30

3-1 New CPIs 40

19
ATTACHMENT H Layout of Dedication
(Optional)

To my

parents,

brothers,

sisters,

&

Mei-lan

20
ATTACHMENT I Layout of a part of the main body text

CHAPTER 1

INTRODUCTION

1.1. Background of Study

Polyamide are polymers which contain recurring amide groups as integral parts of the main polymer

chain (Zimmerman, 1988) and are generally prepared by the self-condensation of amino-carboxylic

acids (e.g., nylon 6), or by the polycondensation of dicarboxylic acids and diamines (e.g., nylon 66).

The term nylon is the generic name for fibres made from polyamide (Holmes, Bunn & Smith, 1955).

1.1.1 Nomenclature

The first polyamide successfully exploited as a textile fibre was nylon 66, developed by Du Pont in the

U.S.A. from the pioneering work of Carothers (Holmes et al., 1955; Cassill & Drake, 1987).

The nomenclature nylon 66 (derived from hexamethylene diamine and adipic acid) refers to the number

of carbon atoms in the aliphatic diamine and the number of carbon atoms in the diacid respectively used

in manufacture.

1.1.2 Types of nylon

By using different monomers a very large number of different nylon polymers can be produced. Several

are available commercially and the more important of these are given in Table 1.1.

21
ATTACHMENT I Layout of a part of the main body text
(cont'd)

Table 1.1 Some common types of nylon

Name Starting Melting Comments

materials point
Nylon 66 - Hexamethylene 264Oc used in clothing and household
diamine articles
H2N(CHa2)6NH2
- Adipic acid
HOOC(CH2)4COOH
Nylon 6.10 - Hexamethylene 215oC Used as filling for brushes and
diamine as a substitute for gut because of
H2N(CH2)6NH2 low moisture absorption
- Sebacic acid
HOOC(CH2)86COOH
Nylon 6 or - Caprolactam 215oC Interchangeable in use with
Perlon  - amino Nylon 66 in all forms of
caproic acid manufacture
Nylon 11 -w-aminoundecanoic acid 186oC Uses are limited by the lower
moisture absorption, though like
Nylon 6.10 it can be used for
brush filling etc.

The two most important polyamide as textile fibres are nylon 66 and nylon 6, which together

account for almost the entire production of polyamide fibres, with nylon 66 (Figure 1.1) having the

larger share. Nylon 66, when compared with nylon 6, has a lower fibre breaking extension, lower

fibre shrinkage and higher fibre initial modulus.

Figure 1.1. Nylon 66 rods

22
ATTACHMENT J Layout of References

The APA Style

1. Citation of an author’s work in text documents your work, briefly identifies the source
for readers, and enables readers to locate the source of information in the alphabetical
reference list at the end of an article.

2. Citation of one work by a single author

APA style uses the author-date method of citation; that is, the surname of the author and
the year of publication are inserted in the text at the appropriate point:

Smith (1983) compared reaction times…

In a recent study of reaction times (Smith, 1983), it was found…

If the name of the author appears as part of the narrative, as in the first example, cite
only the year of publication in parentheses. Otherwise, place both the name and the date,
separated by a comma (as in the second example), in parentheses. Within a paragraph,
you need not include the year in subsequent references to a study as long as no
confusion should occur.

3. When a work has two authors, always cite both names every time the reference occurs in
text. When a work has more than two authors and fewer than six authors, cite all authors
the first time the reference occurs; in subsequent citations include only the surname of
the first author followed by “et al.” and the year:

Williams, Jones, and Smith (1983) found (first citation)…

Williams et al. (1983) found (subsequent citations)…

4. Two or more works within the same parentheses

Order the citations of two or more works within the same parentheses in the same order
in which they appear in the reference list. For example:

Past research (Hassam & Grammick, 1981, 1982) indicated…

Several studies (Dorow & O’Neal, 1979; Mill, 1978; Talp, 1983) showed…

5. Put references on a separate page of the paper, following the body of the text. Write
“References” (without citation marks) on the top centre of the page. List the references in
alphabetical order. Examples of references are as follows:

References

American Apparel Manufacturers Association. (1984). Apparel manufacturing strategies.

Arlington, VA: Author.

A dyehouse in Southern China. (1994, April 8). China Daily, p. 12.

Cassill, N., & Drake, M. (1987). Apparel selection criteria related to female consumers’ life
style. Clothing and Textile Research Journal, 6(1), 20-28.

23
Garder, H. (1981, December). Demand for cotton is rising. Textile World, pp. 70-76.

Norton, M., & Park, J. (1987). Household demand, expenditures and budgets for clothing. In
M. Spoak & B. Densmore (Eds.), College of Human Resources Research Conference Proceeding
1986. Blacksburg: Virginia Polytechnic Institute and State University.

Sproles, G. (1979). Fashion: Consumer behaviour toward dress. Minneapolis: Bugess.

For a book:
Channel, J. (1994). Vague language. Oxford: Oxford University Press.

For an article in an edited book:

Halliday, M.A.K. (1993). Quantitative studies and probabilities in grammar. In Hoey, M.
(ed.) Data, Description, Discourse. London: HarperCollins, 1-25.

For an edited book:

Hoey, M. (ed.) (1993). Data, description, discourse. London: HarperCollins.

For a book in a series:

Lesser, R. (1979). Linguistic investigations of aphasia. Studies in language disability and
remediation 5. London: Edward Arnold.

For an article in a journal:

Partington, A. (1995). English word stress, syllable structure and lexical access. The Hong
Kong Polytechnic Working Papers in ELT and Applied Linguistics 1, (1), 119-138.

For an Internet site:

If you know the name of the author:
Johns, T. (1997). Lingua multilingual concordancer. Retrieved May 22, 2009 from the World
Wide Web: http://sun1.bham.ac.uk/johnstf/lingua.htm
If you don't know the name of the author, put the name of the institution or company:
Hong Kong Polytechnic University. (1997). 'Departments and Centres at PolyU'. Retrieved
May 22, 2009 from http://www.polyu.edu.hk/cpa/NewHome/Depart.Depart.htm

The Harvard Style

For a chapter in an edited volume:

Lee, K. C. (2001), "Selecting & integrating CALL software programs into the EFL classroom".
In Morrison, B., Gardner, D., Keobke K. & Spratt, M. (eds), ELT perspectives on IT &
multimedia, The English Language Centre, The Hong Kong Polytechnic University, Hong
Kong, pp.69-87 .

For a newspaper or magazine article:

Chapel, C. (2003), "Speak and write better with a click or a course", South China Morning Post,
January 25, p.16.

For an internet reference:

The Hong Kong Polytechnic University (2003), Reference machine: Internet pages. Available
from: http://elc.polyu.edu.hk/cill/referenceMachineNet.htm [Accessed: May 22, 2009].

24
For an article in a journal:
Thumb, J. (1996), "Language choice: English, Cantonese or mix?", Hong Kong Polytechnic
University Working Papers in ELT and Applied Linguistics, vol. 2, no. 4, pp. 37-56 .

For a book:
Murphy, R. (1992), English grammar in use. Cambridge University Press, Cambridge.

Please refer to the following website or ask FYP supervisors for advice.
http://elc.polyu.edu.hk/cill/referenc.htm

25
ATTACHMENT K Layout of Progress Report

BA (Hons) in Fashion & Textiles (14490)

ITC4056T Final Year Project Progress Report
Student Name:
Student Number:
Specialism:
Name of Supervisor:
Project Title:

Objectives to be Achieved:

Progress: (To be completed by Student. Please submit this form to GO on or before the
stipulated deadline)
a) Specific work undertaken, and progress made towards project objectives, during
the period being reported upon.

b) Significant outcomes or achievements:-

c) Work that you expect to carry out, and outcomes that you expect to achieve in the
next 2 months

Report Submission date: Student Signature:

(To be completed by Supervisor after submitting this form to GO)

Progress: Excellent/ Good / Satisfactory / Barely Satisfactory / Unsatisfactory
Supervisor’s Comments:

Student was informed on: (please return your comments and

st
rating to student before the start of 1 term examination period)
Name of Supervisor: Signature:

26
ATTACHMENT L Layout of Authorisation

AUTHORISATION

I hereby give permission to the Hong Kong Polytechnic University, and such appropriate

persons/organisations as assigned by the University, to retain copies of this submission; and for

this work to be reproduced, communicated and archived for the purpose of detecting plagiarism,

research or private study.

Programme:

Specialism:

Year: 20XX/20XX

Project Title:

(Signed)

(Name of student)

(Student Number)

27
Appendix (I) Examples of Quantitative and Qualitative Research Method

A. Quantitative Methods

Quantitative Method 1: Deriving an Engineering Model

The objective is to derive a formula that describes the observed phenomenon. Generally
speaking, the researchers describe the phenomenon and translate it into mathematical
symbols. Then the researchers can proceed in solving for the solution. Here is the
procedure:

a. Identify the details of the phenomenon

b. Translate the phenomenon into symbols, by applying the appropriate scientific laws.
As a result, one equation, or one set of simultaneous equations is derived.
c. Solve the equation(s) and obtain the analytic solution or approximate solution.
d. Conduct the corresponding experiments and collect the data.
e. Compare the predicted data (calculated from the equation(s)) to the experimental
data, so as to prove that the equation(s) is(are) valid.

Example

Research Topic: Show that a hiptline can be measured from 3-D data cloud.

Derivation of the formula

Textual Description Mathematical Formulation

1 The 3-D data clouds (B) consist of Let B = { {(x, y, z) | z  R} | (x, y)  R2}
many cross-sectional points.

2 Horizontal girth measurement Arc(z) =  dis((xi, yi, z), (xi+1, yi+1, z)) , where dis
(Arc(z)) is the arc length. is distance function.

3 Hip measurement (Hip(B)) is the Hip(B) = max(Arc(z)) with respect to z within

smallest horizontal girth the body trunk………(1)
measurement

Experimental data
Steps Activities

1 Set up 3-D body scanner

2 Invite subjects and measure their hip measurements

3 Digitize subjects

4 Write program to implement equation (1)

28
 Compare the measured data with the calculated data by using the Correlation
5 analysis. If the Coefficient of Correlation (r) is close to 1.0, the equation (1) is
supported by actual experimental data.

Comment:
The challenge of this method is on the ability to derive the mathematical equation(s), and the
ability to solve for the solution. Ideally, analytic solution is preferred, but in complex
phenomenon, it is more practical to use approximated solution.

29
Quantitative Method 2: Deriving a Statistical Model [Engineering research topic]

The objective is to answer the research questions statistically. This method is appropriate
for the situation in which either the researchers have no idea what to expect (i.e. do not
know what scientific laws to apply) or the phenomenon is too complex to derive the
equations. Based on the research phenomenon, researchers need to identify the hypothesis.
Then, they collect the data, analyze and draw conclusion if the hypothesis is accepted or
rejected.

Here is the procedure:

a. Identify the details of the phenomenon
b. Translate the research question into hypothesis
c. Calculate the sample size
d. Conduct the experiment
e. Collect data
f. Analyze data
g. Draw conclusion
h. Accept or reject the hypothesis
i. Understanding the limitation of the process, the data and the result

Example

Research Topic: Suppose one needs to study the relationship between the size of the
scyn depth and the height that can be reached by raising the arm.
There are two approaches. Firstly, one can derive the mathematical
formula to describe the relationship. If such derivation skill is
unavailable, one can take the second approach that is statistically
determine the relationship.

a. Identify the details of the phenomenon

When a subject wears a test garment, a subject is asked to raise up his/her arm to the
highest height reachable. Then, both the scyn depth and the height are recorded.

b. Translate the research question into hypothesis

Hypothesis: the scyn depth and the maximum height reachable are correlated.

Formal Definition:
Null Hypothesis (H0): The scyn depth IS NOT correlated to the
maximum height reachable. (r = 0)

Alternative Hypothesis (H1): The scyn depth IS correlated to the maximum

height reachable. (r  0)

c. Calculate the sample size

There are three main factors affecting the sample size:
(i) Confidence Level (how confident you have in the result)
Typically, a convincing result should reach at least 90% (p = 0.1) confidence
level. 95% (p = 0.05) confidence level is recommended, and 99% (p = 0.01)
confidence level is appreciated.

(ii) Margin of Error (the range of error)

30
 Typically, the margin of error should reach at most 5%. 1% is recommended
and 0.1% is appreciated.

(iii) Population (the number of all possible incidences)

Depending on the estimate of the target population (number of possible
incidences), one can increase the number until the sample size remains
constant.

For example, if you take 1,000,000 and 10,000,000 for the population, with
95% confidence level, and 5% margin of error, the sample size remains 384.

It should be noted that in many practical cases, such as under financial constrain or
time constrain, a researcher may not be able to achieve the best possible result.
Therefore, it is common to calculate the margin of error depending on the sample
size. For the purpose of final year project, a typical sample size of 200 is
recommended. An on-line sample size calculator is available at this website:
http://www.surveysystem.com/sscalc.htm
http://www.raosoft.com/samplesize.html

d. Conduct the experiment

Step Action
1 Construct experimental garments with 5 sizes and 5 different scyn depth
per size.

2 Invite 200 subjects of 40 subjects per size.

3 Each subject wears the experimental garments of his/her size.

4 Each subject raises up his/her arm to the highest level.

Take record of the height achieved.
Repeat the raising of the arm for two more times, so that there are three
data. Check if the data are similar. If so, take the average of three and use
it as a proper data for entry. If any one of the data is very different from the
other two, this data should be checked and repeated. Sometimes, it is
human error.

5 Repeat the experiment with another garment with different scyn depth,
until all 5 different scyn depths have been tried.

e. Collect data

Step Action
1 Define an Excel file with the following structure:
Column 1: Subject ID
Column 2: Size of Subject
Column 3: Scyn depth
Column 4 : Max height reached – Averaged

31
 Formula for Column 4: =average(Column5 to Column7)
Column 5: Max height reached – Trial 1
Column 6: Max height reached – Trial 2
Column 7: Max height reached – Trial 3
2 Enter data

Subject Size Scyn Max Height Height 1 Height 2 Height 3

ID Depth Reached
= average of
heights

f. Analyze data
There are three stages of analysis:
(i) Error of Entries
Step Action
1 At one row below the last row of data, type the heading
“Descriptive Statistics”

2 For each column, add the following statistical indices:

Min() – find the minimum value
Max() – find the maximum value
Average() – find the mean value
StDev() – find the standard deviation value
Count() – find the number of non-empty data
Average() – 3 * StDev() – lower bound for outliner
Average() – 3 * StDev() – upper bound for outliner

3 Check if there is any typing error.

The range of the data is between Min() and Max(). If the Min() and
Max() exceed the planned and acceptable data range, it is very likely
that there are typos during the data entry. For example, pressing
“2” too long can produce “22.” If the range is between 1 to 5. Then,
22 is out of range.

4 Check if there is any missing data.

Check on the value of Count() and if the value is less than the total
number of sample, check the column.

5 Check if there is any outliner.

Outliners are extreme data. There are many possible definitions for
the outliners. One simple definition is to use 3 (i.e. Average() 
3 * StDev()). If any outliner is found, one must check on the record
and see if it is a human error or equipment error. The researcher
must then decide what to do about this outliner.

Subject Size Scyn Depth Max Height Height 1 Height 2 Height 3

ID Reached
=Average of
Heights

32
 = Min() = Min() = Min() = Min() = Min() = Min()
= Max() = Max() = Max() = Max() = Max() = Max()
=Average() =Average() =Average() =Average() =Average() =Average()
= StDev() = StDev() = StDev() = StDev() = StDev() = StDev()
= Count() = Count() = Count() = Count() = Count() = Count()
=Average() – =Average() – =Average() – =Average() – =Average() – =Average() –
3 StDev() 3 StDev() 3 StDev() 3 StDev() 3 StDev() 3 StDev()
=Average() =Average() =Average() =Average() =Average() =Average()
+ 3 StDev() + 3 StDev() + 3 StDev() + 3 StDev() + 3 StDev() + 3 StDev()
Note: () should contain the range address of the data.

(ii) Basic analysis

Step Action
1 Use Correlation Test to confirm if the scyn depth is correlated to the
maximum height reached.
There are two ways to conduct this test. If the Excel is a professional
version (e.g. in the PolyU computer lab), it is available in the “Tools” >
“Add-in.”
If the education version is used, it is possible to use the command:
Correl()

2 There are three important indices from the correlation analysis.

(i) coefficient of correlation (r)
Meaning of r:
r > 0 means positive relationship (xy)
r < 0 means negative relationship (xy)
| r | (just the number) reflects on the level of relationship;
| r | = 0 means no relationship;
| r | = 1 means relationship is clear;
0 < | r | < 1 means some relationship is observed;
(ii) coefficient of determination (r2)
r2 can be used in two ways:
r2 is related to the percentage of explained phenomenon;
r2 is used to calculate the critical value for qualifying the
confidence level; [Note: Excel calculated the confidence level
automatically.]
(iii) confidence level
A reference article can be found at:
http://www.statstutor.ac.uk/resources/uploaded/coventrycorrelatio
n.pdf

3 Determine if advance analysis is needed.

Correlation by itself is not equivalent to causality (cause and effect).
Additional analysis must be used to determine if such causality effect
does exist.

33
 (iii) Advance analysis
In this example, if the | r | is close to 1, and the confidence level is 99% or
higher, the researcher should consider the effort to run the regression analysis
on the data to find out what kind of causality relationship may exist.

[Note: the present example is a very simple one. Hence, there are not too
many advance analysis can be considered. However, in general, there are
many interesting questions to be answered by advance analysis. Some
example is listed:

Question Name of Analysis

Identify if data exhibit a Regression analysis:
causality relationship - linear regression
- multiple regression
- nonlinear regression

Identify the factors behind the Factor analysis

causality relationship Structural equation

Measuring if there is any Cluster analysis

grouping / categorization of the
data

g. Draw conclusion
The conclusion should be drawn according to the statistical results. Based on the
result, the researcher can decide if the H0 or H1 should be accepted as conclusion.

It is very important to mention that the result can be qualified by “significant”, “very
significant” and “highly significant” depending on the confidence level.

Level of significance Qualifier

95% (p < 0.05) Significant
99% (p < 0.01) Very significant
99.9% (p < 0.001) Highly significant

Note: For some disciplines, “significant” could means 99%, instead of 95%.

h. Accept or reject the hypothesis

Case on | r | Case on Confidence Level Accept H0 or H1

| r | < rcritical Less than 95% (p > 0.05) H0
| r | > rcritical 95% or more (p < 0.05) H1
| r | > rcritical 99% or more (p < 0.01) H1

i. Understanding the limitation of the process, the data and the result
This is a good opportunity for the researcher to reflect on his/her to identify the
limitation of the research method and the performance of the data. It is more
important to understand how to improve if the whole project can be repeated for a
second time.

34
j. Note: The following book is a good source for details of testing procedures and data
analysis: http://www.textilefabric.yolasite.com/resources/Fabric%20Testing.pdf

35
Quantitative Method 3: Deriving an Opinion Model

The objective is to answer the research questions statistically. This method is appropriate
for the situation in which the phenomenon is about human opinion, in such a case, there is
no scientific laws that can be used. However, the human opinion must be translated into
numerical values in order to analyze with quantitative methods. Based on the research
phenomenon, researchers need to identify the hypothesis. Then, researchers collect the data,
analyze and draw conclusion if the hypothesis is accepted or rejected.

Here is the procedure:

a. Identify the details of the phenomenon
b. Translate the research question into hypothesis
c. Design the questionnaire
d. Conduct a survey to collect data
e. Calculate the sample size
f. Analyze data
g. Draw conclusion
h. Accept or reject the hypothesis
i. Understanding the limitation of the process, the data and the result

Example

Research Topic: Do Hong Kong Teenagers prefer Korean fashion to Japanese fashion?

a. Identify the details of the phenomenon

This topic is different from those in previous section because it is about human
opinion, which is not governed by any ontological law such as the laws of the Nature.
Therefore, the first step to approach this kind of humanistic and subjective topic is to
define the question as precious as possible. Then, one must identify the reference so
that comparison can be achieved. Ideally, researchers should identify if there is any
existing cultural theory on the adoption of fashion that is similar to the topic. If so,
the researchers can use this theory as reference to construct his/her own project.
Suppose no similar theory can be found. As a first step, the concepts must be
defined and clarified.

Term Definition
Hong Kong Teenagers Male and Female people of age range 15 – 17 1, 2.

Korean fashion Fashion being worn by Korean teenagers today

Japanese fashion Fashion being worn by Japanese teenagers today

(Note:
1. The age range of 15-17 is used by the CDC of USA.
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/adolesc
ence2.html )
2. According to the Hong Kong Fact Sheet
(http://www.gov.hk/en/about/abouthk/factsheets/docs/population.pdf),
the age group of teenagers is not well defined, because the closest age group
is 15-24, which includes both teenagers and adults.)

36
 Although the title is now defined, the scope is too big for an undergraduate final year
thesis. Further focusing on the scope is indispensable. The researcher can further
define the scope by articulating the essences of the Korean teenage fashion and
Japanese teenage fashion. For example, a group of Korean fashion magazines and
Japanese fashion magazines can be used. Another choice is to select a group of
Korean teenage fashion brands and Japanese teenage fashion brands. The choice can
also be proximity based, i.e. Dongdaemun（東大門）or Myeongdong （明洞）and
Harajuku（原宿）or Shibuya（渋谷）. Of course, other categorization is feasible too.

Next, different people may have different perception on the Korean teenage fashion
in Myeongdong. Hence, researchers must carefully select a range of samples to
represent the essences. Such selection is not an easy task, because the choices of
Korean samples must be readily distinctive to the Japanese samples, or else the
subjects can be confused by the samples.

b. Translate the research question into hypothesis

Hypothesis: the Hong Kong teenagers prefers the Korean Fashion to the
Japanese Fashion.

Formation Definition:
Null Hypothesis (H0) : The preference score of Korean Fashion (sk)
EQUALS the preference score of Japanese
Fashion (sj). ( sj = sk)

Alternative Hypothesis (H1): The preference score of Korean Fashion (sk)

DOES NOT EQUAL TO the preference score of
Japanese Fashion (sj). ( sj  sk)

The preference score is a measure on how much a subject likes the samples.
Typically, all samples are assumed to be equal. In other words, each weighting
factor of the score on each particular sample is one (1). The preference score of the
whole set of samples is the average of the scores. The choice of average is better than
the choice of sum is because the number of samples does not affect the comparison.

c. Design the questionnaire

There are seven issues on the design of the questionnaire. Firstly, the scale of the
responses must be defined. For example, a researcher can choose to have five (5)
choices varying from “very much like,” “little bit like,” “neutral,“ “little bit dislike,”
“very much dislike.” Such scale invites the subjects to select “neutral” as compared
to another scale with only four (4) choices (i.e. without “neutral”).

Secondly, the researcher can select whether the question is about one particular
sample, or about a comparison of two samples. In the latter case, the question must
be phased in a neutral manner. For example, “Do you prefer sample A to sample B?”
is not considered as a neural question, as compared to this more neural way of
phasing, “which sample do you prefer, A or B?”

Thirdly, the number of questions must be controlled. A questionnaire with too many
questions will take a long time to be completed. Hence, it discourages subjects. A

37
 questionnaire with too few questions will not provide enough information for the
analysis. So, ask as many questions as needed but no more.

Fourthly, the questionnaire should be tested with a trial run before a formal
launching. In the trial run, the research should interview the subjects using the
questions on the questionnaire and ensure the subjects can understand the question
properly without misunderstanding.

Fifthly, the questionnaire should be consistent and coherence. Some researchers

purposely introduce a pair of questions to ask the opinion in both positive and
negative way, so that if the responses from the subjects are coherence, this pair of
answers should be opposite too. Of course, there is another way to test if the
responses are consistent statistically.

Sixthly, there are two choices of questions, open and closed. Open questions are
useful for collecting the insight, because the possibilities are too many to be
translated into closed questions with finite number of choices. The analysis of open
questions can be qualitative.

Last but not least, some personal data of the subjects must also be collected to ensure
that they fulfill the requirements of being the subjects. For example, in the current
study, the age must be filled out so that those subjects whose age do not fall into the
age range of teenagers should be disregarded.

d. Calculate the sample size

There are three main factors affecting the sample size:
(iv) Confidence Level (how confident you have in the result)
Typically, a convincing result should reach at least 90% (p = 0.1) confidence
level. 95% (p = 0.05) confidence level is recommended, and 99% (p = 0.01)
confidence level is appreciated.

(v) Margin of Error (the range of error)

Typically, the margin of error should reach at most 5%. 1% is recommended
and 0.1% is appreciated.

(vi) Population (the number of all possible incidences)

The size of the estimated target population (number of teenagers in Hong
Kong).

It should be noted that in many practical cases, such as under financial constrain or
time constrain, a researcher may not be able to achieve the best possible result.
Therefore, it is common to calculate the margin of error depending on the sample
size. For the purpose of final year project, a typical sample size of 200 is
recommended. An on-line sample size calculator is available at this website:
http://www.surveysystem.com/sscalc.htm
http://www.raosoft.com/samplesize.html

38
e. Conduct a survey to collect data
The next choice for the researcher to decide is the locations for collecting the data.
Lately, it is also very common to launch the questionnaire onto the Internet through
from questionnaire services.

f. Analyze data
There are three stages of analysis:
(ii) Error of Entries
Step Action
1 At one row below the last row of data, type the heading
“Descriptive Statistics”

2 For each column, add the following statistical indices:

Min() – find the minimum value
Max() – find the maximum value
Average() – find the mean value
StDev() – find the standard deviation value
Count() – find the number of non-empty data
Average() – 3 * StDev() – lower bound for outliner
Average() – 3 * StDev() – upper bound for outliner

3 Check if there is any typing error.

The range of the data is between Min() and Max(). If the
Min() and Max() exceed the planned and acceptable data
range, it is very likely that there are typos during the data
entry. For example, pressing “2” too long can produce “22.”
If the range is between 1 to 5. Then, 22 is out of range.

4 Check if there is any missing data.

Check on the value of Count() and if the value is less than
the total number of sample, check the column.

5 Check if there is any outliner.

Outliners are extreme data. There are many possible
definitions for the outliners. One simple definition is to use
3 (i.e. Average()  3 * StDev()). If any outliner is found,
one must check on the record and see if it is a human error
or equipment error. The researcher must then decide what
to do about this outliner.

Subject Q1 Q2 Q3 Q4
ID

= Min() = Min() = Min() = Min()

= Max() = Max() = Max() = Max()
= Average() = Average() = Average() = Average()
= StDev() = StDev() = StDev() = StDev()
= Count() = Count() = Count() = Count()
= = Average() – = Average() – = Average() –
Average() – 3 3 StDev() 3 StDev() 3 StDev()

39
 StDev()
= Average() = Average() + = Average() + = Average() +
+ 3 StDev() 3 StDev() 3 StDev() 3 StDev()
Note: () should contain the range address of the data.

(ii) Basic analysis

Step Action
1 Use t-test to confirm if the data is random.
Formula of t-value =(Average()-Expected
value)/(STDEV()/SQRT(COUNT()))

2 Use Cronbach’s Alpha to test the internal consistency of the

questionnaire.

3 Use ANOVA to test if the preference score sk is in fact equal

to sj. A simple arithmetic difference between sk and sj is not
enough, because the difference must be statistically
significant. Hence, ANOVA is needed.
If the differences in the preference score is significant or
higher, the preference is established.

g. Accept or reject the hypothesis

Based on the value of the variance, F-value can be calculated. This F-value can be
compared to the critical value with respect to the degree of freedom. Hence, either
H0 or H1 hypothesis is accepted.

h. Draw conclusion
According to the question, there are only three possibilities:
Case 1 Accept And
The acceptance level of Korean Fashion and Japanese H0 sj = sk
Fashion are similar
The acceptance level of Korean Fashion is higher H1 sj < sk
The acceptance level of Japanese Fashion is higher H1 sj > sk

i. Analyzing open end questions

It is very common to use open end question to collect opinion. Unfortunately, the
content of the open end questions may not be comparable to one another. Rather,
they are different perception or dimension of the problem itself. So, the analysis
focuses on the identification of these dimensions.

Step Action
1 Transcribe the verbal response to written response.

2 Extract keywords from the responses.

3 Classify the keywords into groups (similar dimensions).

4 Count the frequency (number of occurrences) of the groups .

40
 5 If the responses within a group can be interpreted into different
levels, transform the keywords into quantitative labels and proceed
with quantitative analysis.

6 Rank the groups according to the frequency of occurrences.

7 Use t-test to test the frequency and check if the occurrences is

significant.

8 Discuss the significant groups.

j. Understanding the limitation of the process, the data and the result
The conclusion is supported by the statistical results. Hence, unless there are
problems in the data collection, the conclusion is valid and convincing. However, it
is very important to ensure the data are collected from the appropriate places, so that
they are not biased. For example, if a survey is conducted in the Central during the
lunch time to collect the average income of the subjects so as to estimate the average
income of the Hong Kong citizen, the result is bound to be biased. The appropriate
practice for that question is to collect data in different districts of Hong Kong, with
the sample sizes of the districts to be of the same proportion of the actual population.

41
 B. Qualitative Methods

Qualitative Method 1: Interview and Focus Group

The objective of interview and focus group is to compile the opinions which are not
supported by any existing theory. The major difference between this research methodology
in comparison to the quantitative method 3 (opinion survey) is the nature of the questions,
namely open-ended questions. Generally speaking, if there is any existing theory, it is easier
to adopt quantitative opinion survey. However, if the researchers approach a new concept,
which has never been studied before and there is no supporting theory, they should choose
qualitative method. Some qualitative research projects aim at clarifying the cognition of a
concept, while other projects aim at finding out the casual relationship.

Technically, quantitative methods require the property of comparison. In many cases,

people are searching for the essences and essences are not comparable in the mathematical
sense. For example, finding a right definition of art cannot be achieved by using opinion
survey, because essences of art works do not base on opinion solely. There are other
supporting points of view, such as philosophical aspects, emotional aspects, cultural aspects
of art works.

A major problem with interview and focus group study is the subjective interpretation of the
responses from the subjects. How do we know if the subjects are telling the truth? Even if it
is true to the subject, it may not be true to others, because different people may take different
stands on the issues in question. How can we find out the whole picture of the subject
matter? How can we know if the response of the subjects can actually represent the public?
In brief there are three key criteria:
a. Must be internally validated (self-consistent).
b. Must be reliable (all data must be genuine and a copy of transcription must be kept
for reference).
c. Must be objective (avoid pre-conception, avoid subjective (first person) judgment; all
possible and alternative interpretations must be considered before arriving a
conclusion).

A popular research method is called the Grounded Theory. At the qualitative level, people
works with symbols, rather than measurements. Therefore, it is important to define these
symbols (code) so that casual relationship can be drawn upon these symbols. It is based on
the theory of semiotics, in which the whole world is a collection of icons, symbols, and signs.
The signifiers and signified pair relationship is the crucial content of the study of semiotics.
They are the clues of human cognition of the world. For example, a purple costume in a
Roman painting signifies that the wearer is a Caesar
(http://ncca.bournemouth.ac.uk/gallery/files/innovations/2006/Dilloway_Laura_16/Lau
raDillowayInnovations.pdf visited 10 Jan 2014). Such signifier (purple) – signified (royal)
relationship is supported by the cultural facts of Roman Empire. Further philosophical
discourses can be found in the works of Roland Barthes, Ferdinand Saussure and many
others.

Then, the meaning of the world can be extracted through the analysis of the gesture, as
Merleau-Ponty proposed in his work Phenomenology of Perception. Gesture exists in the
medium of communications, such as texts, audio, visual and etc. For example, the
progressive cannon sound in the 1812 Overture

42
(http://www.youtube.com/watch?v=VbxgYlcNxE8 visited 10 Jan 2014) generates a gesture
of “war is coming.” Another example is the posture of an adult raising his/her arm in front
of a child who is standing in front of him/her. Such gesture suggests that the adult intends
or will hit the child with his/her arm. Gesture and semiotics are two powerful frameworks
in extracting the information of any phenomenon to form meanings, and consequently the
casual relationship among different components of the phenomenon.

Furthermore, if the research topic is on defining a term/concept, the grounded theory can be
used to identify all the related essences of the term/concept. It is also possible to use the
grounded theory to identify the casual relationship within a phenomenon. In these cases,
the symbolic interaction becomes the key clues in the process of revealing the underlying
structure.

i. A systematic method
Finally, a systematic research methodology is needed. One popular method is called
the Grounded Theory. The details can be found in this website:
http://www.groundedtheory.com. The procedure is as follow:
a. Select a topic.
b. Collect data through interview and focus group.
c. Define the code.
d. Write memo to record the findings and reflections.
e. Select code.
f. Sort memo and find the theoretical code.
g. Read literature and integrate with the code to create a theory.

A full example can be found in the following thesis:

Au, Joe, 2003. A comparative analysis of design theories of contemporary European and
Japanese fashion designers, PhD Thesis, PolyU.

A detailed introduction on the Grounded Theory with a section on evaluation can be

found in the following article:
http://ageconsearch.umn.edu/bitstream/59612/2/S05-05.pdf (visited 10 Jan 2014).

A handbook can be found in the PolyU library:

The SAGE handbook of grounded theory, H61.24 .S24 2007.

A supporting analysis software is NVivo and the official website is:

http://www.qsrinternational.com/products_nvivo.aspx (visited 10 Jan 2014). There
is a 30 days free trial download at:
http://www.qsrinternational.com/products_nvivo_free-trial-software.aspx (visited
1 Jan 2014) .

ii. Conducting structured interview

A structure interview is a systematic kind of interview with pre-defined questions so
that interview can be replicated and repeated. The mode of interview can be
telephone, Skype, and face-to-face, etc. This method requires a lot of time to conduct
the interview and it requires skillful interviewer to conduct properly. The
interviewer should be able to remove any pre-conception of the content, any
subjective interpretation (first person view), and most importantly the patience to
handle the subjects.

43
As there are many different ways in actual conduction of interview, the researchers
should work with the supervisor to decide which method is most appropriate for
achieving the goals.

44
Qualitative Method 2: Design Theory / Concept / Process

The objective is to explore the potentiality and limitation of a certain design theory, concept
or process. Apparently, this kind of topic is not meant to be quantitative. Theory, concept
and process are intertwined. Testing their potentiality can be achieved by a similar research
method, with a different emphasis.

Here is the procedure:

a. Identify the details of the theory / concept / process.
b. Decide the aspects of theory / concept / process that you would like to challenge.
c. Decide on the details of the challenge.
d. Create new design project accordingly.
e. Analyze the design project.
f. Draw reflection.
g. Argue if the challenge is successful.

Example
[Note: unlike the examples in the quantitative section, since there are unlimited possibilities
that may be involved, it will be entirely up to the researchers and the supervisors to
determine the final approach.]

Research Topic: Study of the Relational Aesthetics of Photography

Objective of the research project is to challenge the essence of photography, and to address
the potentiality of photography under the context of relational aesthetics.

a. Identify the details of the theory / concept / process

Relational aesthetics is a theory of aesthetics in the 20th Century. One definition of
relational aesthetics is introduced by a book by Nicolas Baudrillard. After reading
this book, researchers should be able to identify the essences of the Relational
Aesthetics: (1) social interstice, (2) participation, (3) transitivity and (4) conviviality.

Social interstice means that the artist chooses a subject matter which is based on the
small gap in the society. Of course, a topic on the subculture, or minority will
quickly qualify this category. An example is the “Air Bear” by Joshua A. Harris
(http://www.youtube.com/watch?v=poi8klIN7A4 visited 10 Jan 2014).

Participation means that the artwork is not created by the artist alone. It is an
aggregate effort of everyone’s involvement, including the assistants, subjects,
viewers and etc. Public art typically falls into this category. An example is “Frozen
Grand Central” (http://www.youtube.com/watch?v=jwMj3PJDxuo visited 10 Jan
2014).

Transitivity means that the artwork contains some kinds of transitive relationship,
namely “event A implies event B” type of sequence. So, artwork A is displayed, but
in the eye of the beholder, event B happens in the mind. There are some additional
subtle requirements. One controversial example is the “Oak Tree” by Michael Craig-
Martin (https://www.tate.org.uk/art/artworks/craig-martin-an-oak-tree-l02262
visited 10 Jan 2014).

45
 Conviviality means that the artwork itself is an interactive mode of living and
experience. So, Rirkrit Tiravanija and his students having a dinner inside an art
studio is a piece of performance art, in the sense that the artwork occupies two (2)
hours of time in living and experience, rather than physical space
(http://www.youtube.com/watch?v=g7eUpgh_xk0 visited 10 Jan 2014). Another
example is “May Day” by Philippe Parreno, in which people gathered to make T-
shirts and teddy bears
(http://www.egs.edu/faculty/philippe-parreno/biography/ visited 10 Jan 2014).

On the other side, the theory of photography can be traced back to the discussion of
the ontology of photograph by many theorists, including Roland Barthes in his book
Camera Lucida and many others.

It is very clear that the discussion on the photography by these theorists do not
perceive photography from the Relational Aesthetics perspective. Hence there are
lots of possibilities in the selection of exact details of the topics.

b. Decide the aspects of theory / concept / process that you would like to challenge
Suppose the challenge is on the potentiality of crossing over Relational Aesthetics
and photography. The thesis focuses on either the conceptual aspects or process
aspects. Further suppose the conceptual aspects are selected. The next question is to
conduct a detail study to identify which aspects of the Relational Aesthetics can be
applied to photography.

The challenge and the originality of the present project becomes the exploration of
the possibility of producing new artworks from crossing over an existing concept
and an existing medium.

c. Decide on the details of the challenge

A good reference example is the photography exhibition of “300 families” by 12
photographers in 2014. Their official website is http://www.hkipf.org.hk/300/zh/
(visited 10 Jan 2014).

Each photographer takes up one type of relationship / essence of “family.” They

inquires questions like “can family be solely defined by the bloodline?” The answer
is “no.” There are two examples in the exhibition. One type of family relationship is
based on the academic relationship within the marshal art schools. The Chinese has
a famous saying of “once a teacher, it is a life time relationship.” It captures the
mentor-mentee relationship. Within the school, everyone lives in a big family. This
family does not depend on bloodline. Another example in the exhibition is the work
asking a group of artists to define their family. It turns out that many artists select
their most beloved books, musical instruments, artworks and consider these objects
as part of the family. This art project addresses family as a form of relationship and
inquire the essence of family. The project employs photography as a medium to
disseminate the messages. Certainly, the exhibition is both visually and conceptually
beautiful.

Returning to the final year thesis, the researchers can also think of creating
photographs using a method that can embrace relationship, for example, the
adoption of co-design procedure, in which the photographer and the subjects
cooperate and design the final appearance of the photographs.

46
 In practice, when the researchers select the topic and details of a final year project,
there are many aspects that a research project can challenge, for example, form,
emotion, or method, and etc. Within the content of fashion, one can also consider the
aspect of “form.” Will there exist a fashion collection that combines the form of
music and the form of sculpture? One can focus on the aspect of “emotion.” Will
there exist a fashion collection that can project the emotion as instinctively as music?
Last but not least, one is possible to explore the aspect of “method.” Will there exist a
fashion collection that can tell a story the same way as music? A good reference on
the crossover of painting and music can be found by searching for the artworks of
Wassily W. Kandinsky (http://www.wassilykandinsky.net visited 10 Jan 2014).
Certainly, there are numerous possibilities and the researchers need to make their
personal decision.

d. Create new design project accordingly

Once the details of the challenge are decided, the researchers can start working on
the collection. There are infinitely many possibilities waiting for a research to
explore. The choice of the theme depends on the personal understanding and
preference of the concept of relational aesthetic.

For example, the researchers can explicitly discuss the beauty of relationship of two
or more subjects, such as man and woman, father and son, girl and pet, etc. In each
photograph, the subjects appear in a situation in which their relationship can be
expressed in such a way that the emotion can be shared by the readers. This is a
straight-forward method.

For example, the researchers can ask strangers to become subjects. In this case, the
researchers can make an appointment with the strangers to shoot the photographs
with them staring at the researchers in the same way as examining a dead body.
Under such content, the relationship between the strangers (subjects) and the
photographer is absent. Such awkward facial expression can express the “missing of
relational aesthetic.” The importance of relational aesthetic can be expressed
indirectly. This detail of this concept can be found in the book The photograph as
contemporary art by C. Cotton (PolyU circulation: TR642 .C68 2009).

Last but not least, the researchers can consider creating a collection of photographs
that cannot be achieved by the photographer or the subject alone. When
collaboration is indispensable, relation and interaction with others become inherent.
For example, for a group of subjects, each one holds a mirror, in such a way that by
successive reflection of the image on the mirrors, the face of the photographer can be
seen in the last mirror of the reflection path and be captured by the camera.
Consequently, this photograph is an expression of relationship. Of course, whether
it exhibits beauty, will depend on the final arrangement and setting of the content.

e. Analyze the design project

All analysis requires a frame of reference and some theoretical frameworks to back
up.

Generally speaking, to analyze a design project is to show whether the design fulfill
the requirements of the theoretical framework. If it does, to what degree? The
researchers must be very careful in making the claims, and qualify the terms clearly

47
 and explicitly. It is because different words or terms carry different meaning under
different content and context. Furthermore, unless the researchers have studied the
theoretical framework thoroughly, it is easy for them to fall into the trap of
interpreting the terms according to the “common sense” or “casual usage.” Such
errors can be detected easily by the experts in the field. On the other hand, if the
design denies the theory, in what aspects the design project is challenging the
theoretical framework? One of the mandates of the creation of art and design
projects is to challenge the existing theory. If the original intent of the final year
project belongs to this category, this is the section in which the researchers must
convince the readers. Typically, the researchers need to point out how the design is
beyond the explanation of the theory, or the design is a totally new and deserves a
more sophisticated theory. An example is the Pablo Picasso’s cubism paintings
(http://www.pablopicasso.org/cubism.jsp visited 10 Jan 2014). They defied all the
traditional theories of art at that time.

Returning to the example of “300 families,” the theme on school family does not
qualify as possessing relational aesthetic in the Baudrillard’s sense, because such
work does not fall into any one of the four categories. The school family is one form
of organization, but it is not a subculture yet, because their norm and value is not
totally different from the local Hong Kong mainstream population. Nevertheless, the
theme on artists’ definition of family does qualify with relational aesthetic. It is
because the artists participated in the choice of the content and the context of the
artwork. Furthermore, their definitions of family do not coincide with the
mainstream definition that is based on the bloodline. So, in this sense, their
definitions fill in the gap – the social interstice, as they form a subculture within a
society. These photographs can easily arouse the readers to feel the loneliness (from
ordinary people’s point of view) and the self-fulfillment (from the artists’ point of
view) of the artists. Sometimes, these differences are tiny and subtle, but they are
vital in the argument.

f. Draw reflection
The purpose of drawing reflection from the design work is to once again summarize
the experience of the researchers while going through the whole final year project,
particularly, the experience that is related to the design creation process. The
following list of questions can be useful in helping the compilation of the reflection:

Theme
• Why do you choose this theme?
• In what way do you consider this theme interesting and worthy to pursue?
• Is there any particular meaning that you want to advocate?
o Cultural meaning
o Political meaning
o Social meaning
o Personal meaning

Research
• What is the current understanding or cognition of the theme?
• Is it a multi-level and multi-depth concept?
• Is it difficult to understand?
• How precise is the current articulation?
• What is the basis of your personal understanding?

48
 • Is your personal history or experience helpful?

Design
• Where did you get your inspiration?
• In what way your research is helping you in your design?
• How do you transform your inspiration into the your first design (original design)?

Hermeneutic
• What have you done to modify the original design into the final design?
• What are the key aspects that you are not happy with the original design?
• What other elements have you added? Why?
• What elements have you taken out? Why?

Analysis
• Does your design collection fulfill or defy the theory?
• What aspects are your referring to?
• What is your evidence or argument? You must draw your example or counter-
example from your collection to argue.

What have you learnt?

g. Argue if the challenge is successful

In this section, the researchers can summarize again the approach in challenging the
theory, the arguments and evidence, but more importantly is to what degree do the
researchers consider successful? Very successful?

This is also a section in which the researchers can comment or propose, if more time
is given or if the whole project can be redone again.

49
Concluding Remarks

There are many different research methods available. Different research methods are
designed to handle different types of questions. Each method requires certain types of data
or information, some are numerical and some are textual. Proper selection of the analysis
tools is vital in the success of the research project. Finally, the conclusion or reflection can be
drawn from the work. Discuss with the supervisor to select the most appropriate method
for the final year project topic. There are many other methods not mentioned in this
introduction.

Bibliography

On line books on quantitative methods (available from PolyU Library)

1. Waters, C. D. J. 2011. Quantitative methods for business, Financial Times Prentice Hall.
2. Gorard, S. 2011. Quantitative methods in educational research the role of numbers made
easy, Continuum.
3. Nerlich, B., McKeown S. and Clarke, D. D. 2004. Mixing methods in psychology the
integration of qualitative and quantitative methods in theory and practice, Psychology Press.
4. Paolo B. 2011. Quantitative Methods: An Introduction for Business Management, Wiley
(DDA).
5. Martin, W. E. 2012.Quantitative and statistical research methods from hypothesis to results,
Jossey-Bass.
6. Whitley, B. E. 2013. Principles of research in behavioral science, Psychology Press.
7. Denscombe, M. 2010. The good research guide for small-scale social research projects,
McGraw-Hill/Open University Press.

On line books on qualitative methods (available from PolyU Library)

1. Daymon, C. 2002. Qualitative research methods in public relations and marketing

communications, Routledge.
2. Lapan, S.D., Quartaroli, M.T., Riemer, F.J. 2012. Qualitative research an introduction to
methods and designs, Jossey-Bass.
3. Longhofer, J., Floersch, J. and Hoy, J. 2012. Qualitative Methods for Practice Research,
Oxford University Press.
4. Saldaña, Johnny. 2011. Fundamentals of qualitative research, Oxford University Press.
5. Keegan, S. 2009. Qualitative research good decision making through understanding people,
cultures and markets, Kogan Page.
6. Whitley, B. E. 2009. Principles of research in behavioral science, Psychology Press.
7. Wertz, F.J., Charmaz, K., McMullen L.M., Josselson, R., Anderson, R., McSpadden, E.
2011. Five ways of doing qualitative analysis phenomenological psychology, grounded theory,
discourse analysis, narrative research, and intuitive inquiry, Guilford Press.

Other Books

1. Au, Joe, 2003. A comparative analysis of design theories of contemporary European and
Japanese fashion designers, PhD Thesis, PolyU.
2. Bryant, A., Charmaz, K. 2007. The SAGE handbook of grounded theory, Sage.
3. Cotton, C. 2009. The Photograph as Contemporary Art, Thames and Hudson.

50
4. Merleau-Ponty, M. 2002. Phenomenology of Perception trans. by Colin Smith, (New
York: Humanities Press, 1962) and (London: Routledge & Kegan Paul, 1962)
translation revised by Forrest Williams, 1981; reprinted, 2002).
5. Nicolas, B. 1998. Relational Aesthetics, Les Presses Du Reel.
6. Riley, K. F. 2002. Mathematical methods for physics and engineering a comprehensive guide,
Cambridge University Press.
7. Barthes, R. 1993. Camera lucida : reflections on photography, Vintage.

51
Final Year Project Marking Scheme (14490)

I. Preparation and progress of project (30%)

(a) Initiative in investigating and carrying out the project

(b) Progress made at each stage of the project work

II. Project content (70%)

(a) Review of literature on published work related to the project

(b) Organisation, methodology and experimental design, as appropriate

(c) Analysis of the data gathered and conclusion in relation to stated objectives

(d) Quality in organisation and writing of the project report

NB: The Project Sub-Committee may conduct viva voce with individual students if deemed
necessary.

52
BA (Hons) Scheme in Fashion & Textiles – Subject Assessment Rubrics
ITC4056T Final Year Project by Thesis

Subject Assessment Methods in Alignment with ILOs

Learning Outcomes Assessment Criteria Where assessed

a. Apply an analytical, 1(i) Research, analysis & evaluation Continuous
critical and creative assessment
approach to identify
and define a
researchable problem
which needs to be
solved in the fashion
business.
b. Prepare a research 8 Innovation and experimentation Continuous
project proposal which 5(i) Personal development assessment
contains realistic and 9 Communication & interpersonal
preferably strategic skills
objectives, and which
clearly outlines the
research design and
methodology to be
followed.
c. Successfully undertake 1(ii) Technical skills Continuous
and complete the assessment
1(iii) Integration of theoretical
planned project work knowledge with practice
within the required time
frames as required. 1(iv) Subject Knowledge
5(ii) Independent Learning
d. Correctly capture, 6 Problem Solving Continuous
critically analyse and 7 Critical thinking assessment
interpret and write up, 9 Communication & interpersonal
in the form of a thesis, skills
the results generated
during the project also
including the correct
conclusions and
recommendations.

Assessment % a b c d
weighting
Continuous assessment 100%    
Total 100%

53
LOAP and FYP marksheet

L1 Professional Competencies (20%)

Project content (a) define an in-depth research problem and set realistic objectives
(10%) and (e) discussion and conclusion, as appropriate and be able to resolve
problems pertinent to future professional practice or daily life (10%)
L6 Problem Solving (including lifelong learning component) (25%)
Preparation and progress of project (b) progress made at each stage of the project
work: be able to identify and define problems and work independently with
pressure and time schedule (10%), and Project Content (d) analysis of the data
gathered in relation to stated objectives (15%)
L7 Critical Thinking (and lifelong learning component) (25%)
Project content (b) Review of literature on published work related to the project,
and able to examine and perform critical analysis of the validity of information,
arguments, and different viewpoints (10%) and (c) organisation, methodology and
experimental design, as appropriate and able to reach a sound judgment on the
basis of credible evidence and logical reasoning (15%)
L8 Creative Thinking (10%)
Preparation and progress of project (a) initiative in investigating and carrying out
the project (10%)
L9 Communication Skills (20%)
Preparation and progress of project (c) communicate effectively and
professionally (10%), and Project Content (f) quality in organisation and writing
of the project report (10%)

Assessment Assessment A B C D F
Methods Criteria
Continuous 1 Professional In-depth Analysis, Analysis, Analysis, No
Assessment Competencies analysis, research research research evidence
(100%) (ILO “a”) research and and and of
1(i) Research, and evaluation evaluation evaluation appropriat
analysis & evaluation that shows that shows that shows e analysis,
evaluation (5%) using a a depth of a good some research
wide range understan understan understan and
of ding of the ding of the ding of the evaluation
references topic and topic and topic but or use of
and uses a uses an may be appropriat
evidence of wide appropriat limited in e
in-depth range of e range of scope or resources
understandi resources resources use of
ng of the resources
topic and
originality
of thought
or process
1 Professional A high level A high A level of A level of An
Competencies of level of skill/com skill/ inappropr

54
(ILO “c”) competence skill/com petence competenc iate level
1(ii) Technical or skill that petence that is e that may of
skills (5%) is integrated that is appropriat not be technical
into the applied ely appropriat competenc
conceptual appropriat applied to ely e or a lack
or ely to the the applied to of
production conceptual conceptual the appropriat
process in or or conceptual e
order to productio productio or applicatio
develop n process n process productio n to
innovative in order to in order to n process approache
approaches develop a develop in or does s or
or range of appropriat not lead to outcomes.
outcomes appropriat e the
e approache developm
approache s or ent of
s or outcomes appropriat
outcomes e
approache
s or
outcomes
1 Professional Makes Demonstr Makes Makes Makes no
Competencies explicit ates defined defined or
(ILO “c”) reference to reference reference reference undefined
1(iii) previous to to to limited reference
Integration of knowledge knowledg gathered knowledg to
theoretical and applies e previous e previous
knowledge it to previously knowledg previously learning
with practice problem gained, e, and gained but but does
(5%) solving in and demonstra does not not apply
innovative demonstra tes apply to knowledg
methods tes strong capacity to problem e to
/manners. applicatio utilize in solving. performan
n to problem- ce in
solving of solving / problem-
novel novel solving
problems. situations. simulation
s/
situations.
1 Professional evidence demonstra shows limited evidence
Competencies of tes a valid accurate evidence of
(ILO “c”) extensive range of knowledg of subject knowledg
1(iv) Subject knowledge knowledg e of the knowledg e is
Knowledge of the e of the subject e that minimal
(5%) subject and subject and is able may not or
is able to and is able to apply be applied inaccurate
generate to apply the appropriat and not
innovative the knowledg ely applied
and knowledg e appropriat
original e appropriat ely
solutions/ effectively ely
concepts
Lifelong Demonstrat Demonstr Demonstr Demonstr No
learning (ILO es the ates the ates the ates evidence
“b”) ability to ability to ability to limited of the
5(i) Personal engage in engage in engage in ability to ability to
development in-depth analysis of some engage in engage in
55
(5%)* and analysis own analysis of analysis of analysis of
of own knowledg own own own
knowledge e and knowledg knowledg knowledg
and skills skills and e and e and e and
and applies applies skills and skills and skills or to
this to the this to the applies may not apply this
developmen developm this to the apply this to the
t of ent of developm to the developm
appropriate appropriat ent of developm ent of
action plans e action appropriat ent of appropriat
plans e action appropriat e action
plans e action plans
plans
Lifelong Knowledge Evidence Evidence Explores Begins to
learning (ILO pursuits of of some knowledg look
“c”) beyond substantial knowledg e beyond beyond
5(ii) classroom knowledg e classroom, classroom
Independent environmen e gained exploratio showing requireme
Learning (5%)* t are outside n outside interest in nts,
significant class class independe showing
and well environme environme nt interest in
defined. nt; shows nt; learning pursuing
Engages in strong pursues experience knowledg
extended interest in short-term s. e
independen extended independe independe
t learning independe nt learning ntly.
opportunity nt learning opportunit
outside of opportunit y.
curricular ies
completion.
6 Problem Demonstrat Demonstr Demonstr Limited Limited or
Solving (ILO e the ability ate the ate the evidence no
“d”) to identify , ability to ability to of the evidence
(20%) generate identify, identify, ability to of the
and apply generate generate identify, ability to
innovative and apply and apply generate generate
solutions to a range of appropriat and apply and apply
complex solutions e solutions solutions solutions
problems to solve to to to
problems problems problems problems
7 Critical Demonstrat Demonstr Demonstr Demonstr No
thinking (ILO es the ates the ates the ates the evidence
“d”) ability to ability to ability to ability to of the
(20%) apply apply apply engage ability to
critical critical critical with apply
thinking in thinking thinking critical critical
order to in order to in order to thinking thinking
generate a generate a generate a but does
wide range range of limited not apply
of relevant number of the
innovative ideas relevant knowledg
and ideas e to
relevant develop
ideas appropriat
e solutions
8 Creative Evidence of Evidence Evidence Limited No
thinking (ILO an of a range of evidence evidence
56
“b”) innovative of experimen of of
-Innovation and approach experimen tation that experimen experimen
experimentatio with a wide tation and evidence tation or tation or
n (10%) range of processes an evidence generation
experimenta leading to adequate of of ideas or
tion and a number range of experimen concepts
generation of appropriat tation that
of new appropriat e ideas or does not
ideas or e ideas or concepts lead to
concepts concepts appropriat
e ideas or
concepts
9 An Choice of Appropria Media or Inappropr
Communicatio innovative media and te media informatio iate choice
n& approach to informatio and n selected of media
interpersonal communicat n is informatio may not and/or
skills (ILO “b, ion that is relevant n selected be selection
d”) relevant and well and appropriat of
(20%) well organised clearly e or informatio
organised and presented presentati n which
and presented on may may not
presented effectively not be be clearly
effectively clear presented
or
appropriat
e for the
context

57