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Final Report Communications & Media Coursework Paper (Coursework Sample)


Follow the rubric and please be careful with this report, it is very important to me. Contact me if you have any questions.
















Strategic Guide to Career Success









Proposal submitted on DATE


















12 Capen Hall

Buffalo, New York 14260-1660






The abstract should provide an overview of the study’s purpose, methods, and findings. Be general in what you describe. This is meant to be a quick read for whoever takes a peak at this.




The purpose of this project is to inform and prepare new students at the University at Buffalo on how to best prepare for the field of finance. Together, our team conducted interviews with 12 finance professionals, exploring their perspectives on what facilitates advancement in this field. This produced nineteen specific skills, experiences, and training these professionals feel would enable a new professional to thrive in finance. We then identified a series of steps that, if taken, we believe will facilitate development in these nineteen areas.

































ABSTRACT…………………………………………………………………………….……   1


INTRODUCTION…………………………………………………………………………..     4


TEXT………………………………………………………………………………………..             5


CONCLUSION……………………………………………………………………………..     7


WORKS CITED…………………………………………………………………………….             8



































In this section, which will be at least a page (but can be more), you want to provide an overview of three key pieces of information, including (a) the Introduction of the Subject, (b) Detailed Methods, and (c) Preview of the findings you’ll be presenting. This section should be no less than one page, but preferably no more than three pages.


The first thing you will do is introduce the subject. This is a review of literature and should integrate no less than three citations (using APA format) that support your position. Samples of how people frame this document include (a) why it’s important to strategically plan for your career field, (b) the challenges of the job market, (c) academic drift in undergraduate programs, (d) challenges of successful undergraduate completion, and the like. In short, you’re trying to engage the reader into thinking the effort you’ve put into this and the information you’ve gathered are important and worth their time. So, you tell me why it’s important to do this. Convince me I should read what comes next. That’s your job.


The next thing you will do is detail the methods. This is the most expansive set of explanations of what was done in the process of developing this proposal, from start to finish. Explain each of the steps taken to produce the team’s strategic guide, starting with your acquisition of individual interviews. Detail how you went about finding people to interview, the range of jobs and fields they represent, and what you sought to acquire from them. Detail how you developed the current Master coding system. Detail how you selected participants and the like.


Lastly, you will preview what you will be presenting in the findings. Provide the reader with the titles of the categories you developed, and the fact that you will be advocating for how best to actualize these during a program of undergraduate study.



















Below I present how you might start this section off, including a single example of the types of detailed steps you can suggest people take to acquire a skill. Most of these strategies should be doable right here at/through the university. It is perfectly fine to include supplemental means of acquiring a skill, however. For instance, let’s say that competency in Excel is one of your categories. You might identify courses through the school someone could use to learn this software, but you might also note that LinkedIn offers free courses for badge credit in their system.


Ultimately, I expect you will have somewhere between 10-15 categories in your Master Compilation. I would expect you to present each of them in your strategic guide using the formatting below. You will simply list them one after another until you reach the conclusion section.        


In this section, we present the nineteen skills, training, and experiences the interviewed professionals advocate you acquire. First, we present the name of each category and define it. Beneath each category, we then provide bullets of a series of steps one might take to facilitate the development of these skills, experiences, and training.


Internships: Sources stressed the value of practical, industry experience and the networking internships provide. As such, students should learn early in their program how to access, research, and undertake internships in their area of interest. Students must learn how to articulate to employers what they experienced during and learned from these internships.

·         Speak with your advisor about how and when you can take internships for credit in your program, as well as how to access them.

·         Speak with Ed Broka at Career Services, who will connect you to the Bullseye (UB job search system).

·         Speak with Dr. Vivian Williams (357 Baldy Hall), Director of Internships in Communication, to learn how to prepare for doing internships. 

Etc., Etc…..











In the conclusion, you provide a variety of remarks that summarize the purpose of the project and what you found. You may also make a host of statements about the importance of utilizing such information as students make their way towards graduation.






















Make sure your citations are from scholarly sources (e.g., studies, professional organizations, etc.).


Adams, S., & Alberto, Z. (2014). Academic development for careers in management consulting. Career Development International, 9(6), 559-577. doi:doi:10.1108/13620430410559151


Arora, R., & Stoner, C. (2012). The Importance of Skills of M.B.A. Students Seeking Marketing Positions: An Employers' Perspective. Journal of Marketing Education, 14(2), 2-9. doi:10.1177/027347539201400202


Walker, I., Tsarenko, Y., Wagstaff, P., Powell, I., Steel, M., & Brace-Govan, J. (2009). The Development of Competent Marketing Professionals. Journal of Marketing Education, 31(3), 253-263. doi:10.1177/0273475309345197


Ackerman, D. S., Gross, B. L., & Perner, L. (2013). Instructor, Student, and Employer Perceptions on Preparing Marketing Students for Changing Business Landscapes. Journal of Marketing Education, 25(1), 46-56. doi:10.1177/0273475302250572


Young, M. R., & Murphy, J. W. (2013). Integrating Communications Skills into the Marketing Curriculum: A Case Study. Journal of Marketing Education, 25(1), 57-70. doi:10.1177/0273475302250574













Appendix A


This is where you provide your entire Master List with ALL of the categories listed. The Name and definition of each term is listed. Rather than the list of strategies on how to engage/develop these strategies, you include all the quotes from your entire set of (3) interviews from which this category is derived.


Writing Skills: Participants stressed the need to develop strong writing skills appropriate for the industry at hand. This included how to write formal documents, emails, memos, and the formal writing standards (e.g., formatting) conventional to the industry.


·         “First and foremost, the ability to write to pictures in true TV style. Many times we came across new recruits who delved into a topic without considering what visual material was available, and they used long, complex sentences in their writings. That may be fine with the print media but certainly not with TV.”


·         “We keep hiring all these really bright, talented people who cannot write to save their lives.”


Blah-blah-blah: Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah.


·         “Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah.”


·         “Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah.”


·         Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah.


·         “Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah. Bla-blah-blah blah-blah-blah.”



Etc., Etc….




Final Report
Student name
Institutional Affiliation
Entrepreneurship has become common in this era. However, most young men are afraid of taking up the challenge associated with investments. The respondents involved in the semi-structured interviews pointed out to various fears that hinder them from taking investment risks. The data analyzed addressed the research questions and research objective. The data collected was used to draw conclusions and recommend ways through which young men can overcome the fears of taking up investment risks.
Table of Contents
 TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc30906003" Abstract  PAGEREF _Toc30906003 \h 2
 HYPERLINK \l "_Toc30906004" 1.0 Introduction  PAGEREF _Toc30906004 \h 4
 HYPERLINK \l "_Toc30906005" 1.1 Background  PAGEREF _Toc30906005 \h 4
 HYPERLINK \l "_Toc30906006" 2.0 Literature Review  PAGEREF _Toc30906006 \h 5
 HYPERLINK \l "_Toc30906007" 2.1 Existing Literature  PAGEREF _Toc30906007 \h 5
 HYPERLINK \l "_Toc30906008" 3.0 Methodology  PAGEREF _Toc30906008 \h 6
 HYPERLINK \l "_Toc30906009" 3.1 Data Collection Techniques  PAGEREF _Toc30906009 \h 6
 HYPERLINK \l "_Toc30906010" 3.2 Data Collection Tools  PAGEREF _Toc30906010 \h 6
 HYPERLINK \l "_Toc30906011" 3.3 Data Analysis  PAGEREF _Toc30906011 \h 6
 HYPERLINK \l "_Toc30906012" 3.4 Bias  PAGEREF _Toc30906012 \h 6
 HYPERLINK \l "_Toc30906013" 4.0 Findings  PAGEREF _Toc30906013 \h 7
 HYPERLINK \l "_Toc30906014" 4.1 Data from Interviews  PAGEREF _Toc30906014 \h 7
 HYPERLINK \l "_Toc30906015" 5.0 Discussion  PAGEREF _Toc30906015 \h 9
 HYPERLINK \l "_Toc30906016" 6.0 Conclusion and Recommendations  PAGEREF _Toc30906016 \h 11
 HYPERLINK \l "_Toc30906017" 6.1 Conclusion  PAGEREF _Toc30906017 \h 11
 HYPERLINK \l "_Toc30906018" 6.2 Recommendations  PAGEREF _Toc30906018 \h 11
 HYPERLINK \l "_Toc30906019" Works Cited  PAGEREF _Toc30906019 \h 12
 HYPERLINK \l "_Toc30906020" Appendix  PAGEREF _Toc30906020 \h 13
 HYPERLINK \l "_Toc30906021" Interviews  PAGEREF _Toc30906021 \h 13
 HYPERLINK \l "_Toc30906022" I. Youzhe Bao  PAGEREF _Toc30906022 \h 13
 HYPERLINK \l "_Toc30906023" II. Luhui Xu  PAGEREF _Toc30906023 \h 15
 HYPERLINK \l "_Toc30906024" III. Nan Yang  PAGEREF _Toc30906024 \h 16
 HYPERLINK \l "_Toc30906025" Code Chart  PAGEREF _Toc30906025 \h 18
Final Report
1.0 Introduction
1.1 Background
The study presents an overview of small business owners and entrepreneurs and statistics of the number of start-ups that fail within 5 years (Turner & Endres, 2017). As such, there is a need to find out the 

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