Queen Essays

DBA 740

Final Project Guidelines and Rubric

Introduction and Guidelines:

For your Final Project, you will work with a group of your classmates on a business case study that will require solving a business related problem using one or more software techniques covered in this course. This project will involve problem analysis, model formulation, and utilization of appropriate software tools to solve the problem. The Final Project consists of a Proposal, Paper, and Presentation.

This project will provide you with valuable experience in utilizing the analytical techniques you have learned in the course to solve business related problems by using computer software, working in groups, and using web tools to interact with each other. I hope you will enjoy this experience.

In Module 1, you will be randomly divided into groups consisting of 4-5 students. Your instructor will notify you of which group you belong to.

Each group will elect a leader to coordinate the activities of the project. The group leader is also responsible for reporting to the instructor if a group member does not respond in a timely manner or participate in the project. It is the responsibility of each and every member to contribute to the project and respond on time to your fellow group members.

To begin, each group will identify a problem to be solved using data analysis in SPSS. The problem to be solved should be real or a close approximation to the real application in business.

Each group will brainstorm on the possible topic based on the past experiences of the group members.

In Module 3, the group is required to submit a Final Project Proposal. The instructor will review the Proposal and will approve the problem and appropriateness of the model and software techniques to be used to solve it.

Once the Final Project Proposal is approved, the group is to continue working on the Final Project. In Module 7, the Final Project is due. The Final Project consists of a paper and a presentation.

The presentation portion of the Final Project will be a narrated presentation including all members of the group, which will be submitted to the Assignment box and posted to the Module 8 Discussion Board. The group leader is responsible for posting the Final Presentation to the Module 8 Discussion Board. The Module 8 discussion will consist of reviewing and discussing other group’s presentations.

For the presentation, you may need recording/editing software. There are many free audio recording/editing software packages available on the Internet. Just search for, select, and download the one you want to use and follow the instructions for recording/editing audio. Instructions for how to embed audio to your presentation can be found by using the PowerPoint help feature. Click Microsoft’ s PowerPoint Narration Guid e for additional resources. In addition, you may choose to use a recorded Collaborate session, if the group desires.

The Final Project Proposal is due no later than Sunday 11:59 PM EST/EDT of Module 3.

The Final Project is due no later than Sunday 11:59 PM EST/EDT of Module 7. There are two submissions required for the Final Project:

Submission 1

Submit the Final Project to the Assignment box no later than Sunday 11:59 PM EST/EDT of Module 7.

Submission 2

The Team Leader must post the Final Project Presentation to the Module 8 Discussion Board no later than Sunday 11:59 PM EST/EDT of Module 7. This is required to complete the Module 8 Discussion.

Components of the Final Project:

a) Problem Statement: Narrative of the problem to be solved including title and problem identification and definition

b) Data Collection: Real or fictitious

· Model formulation and selection of the appropriate software analysis tools and techniques

c) Solve the model using tools selected in part (b) above

d) Make recommendations for implementing the solution

e) Presentation: Each group will be required to prepare a PowerPoint presentation with a narrated length of about 5-10 minutes. The purpose of the presentation is to explain the problem, solution, analysis of results, and recommendations to your colleagues.

Deliverables and Timeline:

Assignment	Item	Document	Minimum Requirement	Due Date (Sunday 11:59 PM EST/EDT)
N/A	Group assignment and Group Leader Identification	The instructor will notify you of your group. Identify who the Group Leader will be and notify the instructor.	Module 1
Final Project Proposal	Problem statement	Word Document	350 words	Module 3
	Data collection	SPSS Data File	50 records or observations	Module 3
	Model formulation and selection of software tools	Add to the Word document containing the problem statement		Module 3
	First draft including components a-b of the project	Word Document and SPSS Data File	See above	Module 3
Final Project	Solve the model, test the solution, and analyze the results	SPSS Data and/or Output file showing the solution		Module 7
	Recommendations for implementing the solution	Word Document	100 words	Module 7
	Final draft including components a-e of the project	Electronic copy of: Word Document, SPSS Files, and PowerPoint Presentation	See above	Module 7
	Narrated Presentation for the Module 8 Discussion Board	Narrated PowerPoint Presentation File, Word file	5-10 minutes	Module 7 *NOTE: Only the Group Leader will need to post to the Module 8 Discussion Board

Grading Rubric:

	Grading Criteria	No Submission	Novice	Basic	Proficient	Exceptional
Competency 1 – 4	1. Problem Statement	0	< 7	7-8	9	10
	2. Data Collection: Real or fictitious	0	< 7	7-8	9	10
	3. Model formulation	0	< 7	7-8	9	10
	4. Model Solved	0	< 7	7-8	9	10
	5. Tested Solution	0	< 7	7-8	9	10
	6. Analyzed the results and conducted a what-if analysis	0	< 7	7-8	9	10
	7. Recommendations for implementing the solution	0	< 7	7-8	9	10
Competency 5-6	8. Proper use of Grammar, Word Choice, Terminology, Composition and Punctuation	0	< 7	7-8	9	10
Competency 7	9. Proper use of APA Formatting Style, and Required References	0	< 7	7-8	9	10
Competency 8	10. Power_Point Presentation	0	< 7	7-8	9	10
	TOTAL AVAILABLE = 100 EARNED = ___

Grading Competencies:

	Competency	Poor	Needs Improvement	Satisfactory	Outstanding
1.	Knowledge, Research Depth, and Critical Thinking	Does not refer to the readings to support premises.	Alludes to the readings in a general way to support premises.	Refers to examples or theories from the readings to support premises.	Supports premises with specific examples and theories and applies high level critical thinking skills.
2.	Synthesis, Analysis, and Comprehension	Does not integrate personal observations or knowledge.	Integrates personal observations and knowledge in a cursory manner.	Integrates personal observations and knowledge in an accurate way.	Integrates personal observations and knowledge in an accurate and highly insightful way.
3.	Organization, Formulation, Logic, and Identification of Key Points	Work produced is disorganized, response is not distinct, and information is not logically sequenced.	Work produced is somewhat disorganized, points of response are distinct, but information is not logically sequenced.	Work produced is organized, points of response are distinct, and information is logically sequenced.	Work produced is organized, points of response are distinct, and information is logically sequenced; key points are made obvious.
4.	Demonstration of Theory Knowledge and Usage	Theoretical terminology is ignored or misused.	Terminology partially matches the textbook and class material.	Terminology matches the textbook and class material completely.	Terminology matches the textbook. Messages are crisp and persuasive.
5..	Grammar, Word Choice, and Terminology	Word choice and sentence structure are not suitable for doctoral level work.	Word choice and sentence structure need improvement.	Word choice and sentence structure are suitable for doctoral level work.	Word choice and sentence structure exceed expectations for doctoral level work.
6.	Composition and Punctuation	Regular typographical, spelling, and punctuation errors that create an obstacle for the reader.	Periodic typographical, spelling, or punctuation errors create reading interruptions.	Minimal typographical, spelling, and punctuation errors.	Errors are rare.
7.	Proper use of APA Formatting Style	Very little use of references and citations and/or poor usage of APA style.	Some use of references and citations and/or moderate usage of APA style.	Good use of references and citations and/or reasonable usage of APA style.	Superior use of references and citations and/or solid usage of APA style.
8.	Presentation Quality	Not presented (PowerPoint only). Presentation lacks a cohesive professional design style. Slides are more of a “read-along” with too much text.	Presentation consists of rereading case. Presentation lacks a professional style and/or does not adhere to APA citation guidelines.	Presentation seems adequately rehearsed and captures the article's essence. PowerPoint slides are adequate but lack innovation and professional style.	Presentation seems wellrehearsed and captures the article's essence. PowerPoint slides are professional in style, including a balance of graphics and text, and adhere to APA citation guidelines.

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IMPACT OF FINANCIAL LITERACY ON SME’S

Impact of Financial Literacy on the Performance of Small and Micro Enterprises (SMEs)

Antionette Johnson, Leslie Herndon, Terese Denton

Saint Leo University

Analytics for Decision Making DBA 740-DBOL1

Dr. Tomi Wahlstrom

7/23/2023

Students Signature: Antionette Johnson, Leslie Herndon, Terese Denton

Introduction

Small and medium-sized businesses (SMEs) promote broad-based growth in competitiveness and entrepreneurship and provide economic benefits, including innovation and increased productivity. SMEs significantly impact employment, output, and the resuscitation of the global and national economies in both developed and developing nations (Esiebugie et al., 2018). However, many SMEs need help managing their finances effectively, leading to limited growth and sustainability. The challenge of financial management would be due to a need for financial literacy skills. Entrepreneurs who run SMEs require financial literacy to enable sustainable growth and development of the SMEs. Therefore, this proposal examines how financial literacy affects SMEs' performance. 

Problem Statement

Financial literacy is crucial to the growth and success of small and medium-scale enterprises (SMEs). It has been a focus and concern of economists, governments, and firms (Eniola et al., 2015). Financial literacy is the ability of an entity to manage and grow its resources during a defined period of time (i.e., fiscal year, 3-year financial plan). It is about making the correct decisions in relation to cash, investments, inventory, and other short- and long-term assets. It is about strategically planning for growth and even more difficult times through reserves and other liquid assets. 

A problem for SMEs is that they need financial knowledge to grow and sustain their enterprises (Eniola et al., 2015). The issue can stem from the financial staff's need for knowledge, skills, and ability to make effective decisions that will strengthen the enterprise. This study will compare (1) years of financial l training, (2) education level, and (3) mentorship to revenues and profits of SMEs. The goal is to determine if revenues and profits are higher in enterprises where these three factors are a focus of leadership in hiring and retaining a financial team for the entity. 

SMEs are an essential part of the gross domestic product and a leading place of employment for many people (Nunoo & Andoh, 2011). They are an essential part of the business enterprise in many industries, and their success is vital to the future of a stable economy. Their financial literacy is essential to their ability to secure loans, make lucrative investments, and continue to thrive. Financial literacy begins early in life for those in finance positions; it should be taught in high schools or earlier to enhance decision-making (Hussain et al., 2018). "Financial management knowledge is recognized as the core resource that aids effective decision-making by owners of SMEs (Hussain et al., 2018)."

Data Collection

The objective of this proposal is to find out the impacts of financial literacy on SMEs' performance. The study will collect 50 observations from 50 SME owners and managers in various industries. First, the SMEs will be chosen from various industries and geographical areas using a stratified random sampling technique. By doing so, it will be possible to ensure that the sample reflects a wide variety of businesses and that the results can be applied to the entire SME population. In order to choose a representative sample from a large population, Iliyasu & Etikan (2021) reveals that stratified random sampling is one of the best sampling methods to use. Typically, the method entails segmenting the population into subgroups or strata following particular traits or qualities pertinent to the study question. A random sampling technique, simple random sampling, is then used to sample each stratum separately.

Similarly, SMEs are numerous and diverse, and for one to achieve a representative sample whose results could be generalized, adopting stratified random sampling would be the best. Secondly, a structured questionnaire will be developed for the managers and individuals owning SMEs to collect data on financial literacy levels and business performance metrics after sampling. Data that will be collected concerning financial literacy includes

· the years of training in financial management,

· years of formal education of the SME owner or the manager, and

· years of business mentorship.

Training in financial management will focus on assessing whether the SME owner or the manager has been trained and have knowledge of financial statements, budgeting, and financial planning. More specifically, the study will focus on the period in which the training was taken. In addition, the years of schooling that the owner or the SME manager have and the period with which the individual has been under business mentorship. 

On the other extreme is the data on the performance of the business, which will be obtained by getting the average sales revenue and the profits obtained by the SMEs annually. The questionnaire will include open-ended questions to gather actual quantitative figures. The survey will be conducted through the drop-and-pick method for the respondents, which could be easily accessed, and through mailed questionnaires for them that would not easily be accessed. The sampled respondents will be contacted, and the questionnaires will be sent or mailed to them for reply. The group members shall follow up with the respondents to ensure a higher response rate.

Model Formulation and Selection of Software Tools

Multiple regression analysis will be employed in the study to examine how financial literacy affects SMEs' performance. Multiple regression analysis is a statistical technique used to understand how multiple predictors or factors simultaneously influence the outcome of interest (Keith, 2019). Financial literacy will be the independent variable in the model, including the years of training in financial management, years of formal education, and business mentorship. On the other hand, financial performance metrics will be the dependent variable, including the business revenues and profits. The study will pinpoint important SME success variables by examining the links between financial literacy and performance measures. The model could be given as follows:

 

Y = βo + β1X1 + β2 X2 + β3 X3 + ε     

Where: Y = SMEs performance shown by revenue or profits

               βo = Constant

X1 = years of training in financial management

              

X2 = years of formal education

              

X3 = years of business mentorship

               

ε = Error Term

β1 β2 β3 = Regression Coefficients for financial literacy levels the Independent Variable

The study will employ SPSS (Statistical Package for the Social Sciences) software to analyze multiple regression and manage the data. The regression is appropriate to assess the association between financial literacy and SME performance, and SPSS software provides powerful statistical tools for analyzing and interpreting complicated statistics (Sarstedt et al., 2019). The software's user-friendly interface makes it easy to manipulate data, visualize it, and test hypotheses, resulting in accurate and thorough data analysis. In a nutshell, this proposal aims to assess how financial literacy affects SMEs' performance. The study intends to contribute to creating targeted policies and programs that enable SMEs to make informed financial decisions, ultimately resulting in their growth and sustainability. 

References

Esiebugie, U., Richard, A. T., & Emmanuel, A. L. (2018). Financial literacy and performance of small and medium scale enterprises in Benue State, Nigeria.  International Journal of Economics, Business and Management Research,  2(4), 65-79.

Eniola, A., Entebang, H., & Law, K. (2015). Financial literacy and SME firm performance. International Journal of Research Studies in Management, 5. https://doi.org/10.5861/ijrsm.2015.1304

Hussain, J., Salia, S., & Karim, A. (2018). Is knowledge that powerful? Financial literacy and access to finance: An analysis of enterprises in the UK. Journal of Small Business and Enterprise Development, 25(6), 985–1003. https://doi.org/10.1108/JSBED-01-2018-0021

Nunoo, J., & Andoh, F. K. (Eds.). (2011). Sustaining Small and Medium Enterprises through Financial Service Utilization: Does Financial Literacy Matter? https://doi.org/10.22004/ag.econ.123418

Iliyasu, R., & Etikan, I. (2021). Comparison of quota sampling and stratified random sampling.  Biom. Biostat. Int. J. Rev,  10(1), 24-27.

Keith, T. Z. (2019).  Multiple regression and beyond An introduction to multiple regression and structural equation modeling. Routledge.

Sarstedt, M., Mooi, E., Sarstedt, M., & Mooi, E. (2019). Regression analysis.  A concise guide to market research: The process, data, and methods using IBM SPSS Statistics, 209-256.