A Guide to Business Management

Extended Essays
Nature of the extended essay
The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme
subjects for the session in question. This is normally one of the students six chosen subjects for those taking the
IB diploma, or a subject that a course student has a background in. It is intended to promote academic research
and writing skills, providing students with an opportunity to engage in personal research in a topic of their own
choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This
leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in
a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake
three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with
their supervisor following the completion of the extended essay. An assessment of this reflection process is made
under criterion E (Engagement) using the Reflections on planning and progress form.
The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Role of the Student

Choose a subject from the available extended essay list. See Diploma Programme coordinator or
extended essay coordinator for details.
Ensure that the starting point for your essay is a subject that is available, or in the case of the world
studies extended essay, an issue of global, contemporary significance within one of the six world studies
themes.
Observe the regulations with regard to the extended essay, including the IBs ethical guidelines.
Read and understand the subject-specific requirements for the subject in which you intend to complete
your extended essay, including the interpretation of the assessment criteria.
Meet all internal deadlines set by your school in relation to the extended essay.
Understand concepts related to academic honesty, including plagiarism and collusion, for example, and
ensure that you have acknowledged all sources of information and ideas in a consistent manner. This
also includes understanding the implications of the General regulations: Diploma Programme should
there be a breach of these.
Attend three mandatory reflection sessions with your supervisor, the last of which is the viva voce.
Record your reflections on the Reflections on planning and progress form for submission as part of the
assessment of criterion E (engagement).

Role of the Teacher:

Undertake three mandatory reflection sessions with the student.
Ensure that students complete the Reflections on planning and progress form, and sign and date the
form after each entry by the student.
Provide a supervisory comment, which is used to contextualize the students reflections.

Overview of EE in Business Management:

An extended essay (EE) in business management gives students an opportunity to carry out in-depth research in
an area of personal interest relating to business management.
The EE gives students an opportunity to develop research skills by:

reviewing business theories, concepts and principles

critically analysing their use and application in the business world and their resultant impact on business
activity.

The EE requires the application of business management theories, tools and techniques to produce a coherent
and structured analytical essay that effectively addresses the research question.
Choice of topic
Students can choose a topic they have encountered during their Diploma Programme business management
course. However, they may also choose to investigate issues that fall outside its scope. For example:

business practices in a specific regional or national context, or

the practical applications of the work of a particular business management theorist.

Whatever area they choose, students must root their research firmly in accepted business management theories
and use the core principles of business management as the basis for their research.
Students are strongly advised to choose a topic that enables them to carry out research and apply business
management theories and techniques in a real-world setting. This setting may be an organization, industry or
market in a particular region or country, or globally.
Sources of ideas may include:

an interest in issues raised in the classroom

aspects of a students own experience
current events.

Research questions that do not allow a systematic and meaningful investigation using business management
theories, concepts and principles are unlikely to be suitable.

Backward versus forward-looking questions

Students can choose to investigate past event(s). However, they must ensure that their question will enable them
to analyse and evaluate rather than simply describe what happened.
A forward-looking question can enable students to search for conflicting sources to arrive at a well-supported
argument and conclusion. But the topic should not be so forward-looking that information and results are not yet
available
These examples are for guidance only. Students must ensure that their choice of topic is focused (left-hand
column) rather than broad (right-hand column).

Focused topics Broad topics

Application of lean production principles to Relevance of lean production for NGOs

the NGO ABC

Relevance of ethical objectives for very small The link between ethical objectives and
and very large companies in Canada organizational size

Use of Herzbergs motivation theory in Motivational techniques at XYZ Ltd

productivity improvement at XYZ Ltd

The contribution of Just-in-Time production Effectiveness of Just-in-Time production

in improving efficiency in the textile industry techniques
in Cambodia
Formulating a Research Question
It is important to note that your research question will likely change multiple
times during the process.
1) The title of your essay needs to be a question that you will answer during the course of
your essay. The best research questions are those that allow you to consider both sides
of the argument, incorporate business theory and analytical skills and reach a
conclusion.

More examples:

To what extent will the growth of Spotify affect artists profitability?

Given its success factors, should Nespresso implement strategic changes in order to
tackle the increasing competition?
To what extent has Monsantos public relations efforts and techniques improved
Monsantos ethical reputation?
How effective has the merger between MTRC and KTRC been in terms of human
resource management?

Data Collection
Sources
Students research should be broad and detailed, using a range of sources. Excessive reliance on a single
source, such as a companys annual report, is unlikely to give students sufficient scope or breadth in their
analysis.
Students can include materials sourced from a particular business or organization whose area of business is
related to the topic chosen, eg market research companies, industry analysts or think tanks.

Secondary sources
Students should use secondary data as the basis of their EE, supported where appropriate by primary research.
The sole use of secondary sources is permitted and will allow students access to all levels of the EE assessment
criteria.
(Note that this is similar to the research approach of the SL internal assessment task of the business
management course and different to the research approach of the HL internal assessment task, where primary
research takes precedence.)
A good range of secondary sources should be consulted, including:

business management textbooks

general business management books
industry analyses
company reports and data.

Primary research
Students must plan any primary research well so that it yields genuinely additional and significant insights.
Students and supervisors are required to:

act with tact and sensitivity towards the research subjects

respect the confidentiality of the organization(s) and people involved.

All the research carried out must address the research question. Similarly, the development of the essay must be
related to the research question directly and consistently and must not include information that is unnecessary.
Use of analytical tools and numerical data
A good essay will demonstrate the appropriate use of analytical tools, often supported by numerical data to assist
the discussion and evaluation.
Appropriate analytical tools from the business management syllabus include:
Ansoff Matrix
BCG Matrix
Break-even analysis
Decision tree
Financial statements and ratio analysis
Fishbone diagram
Force field analysis
Position maps
Stakeholders analysis
STEEPLE analysis
SWOT analysis
Students may also use analytical tools that are not included in the syllabus.

Conceptual perspectives
Strategic and conceptual perspectives on the research question can add to the interest and rigour of the essay,
for example:
the effect of new technologies on organizational innovation
the cultural and ethical implications of business decisions.

Analysing the data

Use of theory
Students should integrate relevant business management theories, tools and techniques with the evidence
obtained by the research throughout the essay.
Students should not present theory as a separate section. An essay that delivers theory as a separate section of
the essay and does not apply it to the specific research question is unlikely to succeed.
Students should avoid making assertions using business management theories and techniques if they cannot
meaningfully link these to their case study with supporting evidence.
Critical thinking
Students must ask probing questions and look at all relevant factors when considering the information obtained
from their research. Information cannot always be accepted at face value.
A critical approach, in which students display the skills of analysis and evaluation, is essential.
Students should indicate unresolved questions, or new questions that have arisen from their study, in their
conclusions.
Students should remember that a business management essay must be written in an objective style without
personal bias. Conclusions should be derived from the evidence and not based on any preconceptions of the
student.
Examples of topics, research questions and suggested
approaches
Once students have identified their topic and written their research question, they can decide how to research
their answer. They may find it helpful to write a statement outlining their broad approach. These examples are for
guidance only.

Topic An evaluation of the introduction of total quality

management in ABC Ltd

Research question To what extent has the introduction of total

quality management (TQM) improved quality at
ABC Ltd?

A literature review of how quality

Approach management techniques have changed
with the introduction of TQM, both
generally and specifically in the industry
of ABC Ltd.
Selection of relevant indicators
measuring quality and collection of the
corresponding data for ABC Ltd.
Analysis and evaluation of the ways in
which ABC Ltd has adapted its approach
to managing quality, and the impact of
this on the selected indicators.

Topic An evaluation of the case for strengthening

social responsibility practices at multinational
XYZ

Research question Should multinational XYZ strengthen its

corporate social responsibility practices in the
aftermath of scandal X?

A review of how various local and

Approach international media reported on the
reasons for and events around scandal X
at multinational XYZ.
Analysis of the social responsibility
practices at multinational XYZ preceding
scandal X, with a particular emphasis on
practices and indicators relevant to
scandal X.
Application of SWOT analysis to these
 practices.
Identification of potential ways of
strengthening social responsibility
practices from industry leaders.
Application of SWOT analysis to these
practices.
Evaluation, from different stakeholder
groups perspectives, on whether
multinational XYZ should strengthen its
social responsibility practices in
suggested ways or leave them as is.

Topic Measuring the success of joint ventures: a

comparative case study

Research question How successful has the joint venture between

ABC Ltd and XYZ Ltd been as a growth strategy
for both companies?

A literature review of the theoretical

Approach benefits and drawbacks of joint
ventures.
A review on the reporting around the
joint venture at the time it happened:
what were the reasons given by the
companies for the joint venture and how
did industry analysts assess the case?
An examination of the financial results of
ABC Ltd and XYC Ltd prior to and after
the joint venture, and comparison of
these results with industry benchmarks.
Analysis and evaluation of the qualitative
and longer term benefits and drawbacks
of the joint venture since the joint
venture, in comparison with benchmarks
in the industry.
 Assessment Criteria
(taken from IBO EE Guide 2018 + May 2015 examiners report)

Criterion A: Focus and method

General outline: This criterion focuses on the topic, the research question and the methodology. It assesses the
explanation of the focus of the research (this includes the topic and the research question), how the research will
be undertaken, and how the focus is maintained throughout the essay.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors

below.

12 The topic is communicated unclearly and incompletely.

Identification and explanation of the topic is limited; the

purpose and focus of the research is unclear, or does not
lend itself to a systematic investigation in the subject for
which it is registered.

The research question is stated but not clearly expressed or

too broad.

The research question is too broad in scope to be treated

effectively within the word limit and requirements of the
task, or does not lend itself to a systematic investigation in
the subject for which it is registered.
The intent of the research question is understood but has
not been clearly expressed and/or the discussion of the
essay is not focused on the research question.

Methodology of the research is limited.

The source(s) and/or method(s) to be used are limited in

range given the topic and research question.
There is limited evidence that their selection was informed.

34
The topic is communicated.

Identification and explanation of the research topic is

 communicated; the purpose and focus of the research is
adequately clear, but only partially appropriate.

The research question is clearly stated but only partially

focused.

The research question is clear but the discussion in the essay

is only partially focused and connected to the research
question.

Methodology of the research is mostly complete.

Source(s) and/or method(s) to be used are generally relevant

and appropriate given the topic and research question.
There is some evidence that their selection(s) was informed.

If the topic or research question is deemed inappropriate for

the subject in which the essay is registered no more than
four marks can be awarded for this criterion.

56
The topic is communicated accurately and effectively.

Identification and explanation of the research topic is

effectively communicated; the purpose and focus of the
research is clear and appropriate.

The research question is clearly stated and focused.

The research question is clear and addresses an issue of

research that is appropriately connected to the discussion in
the essay.

Methodology of the research is complete.

An appropriate range of relevant source(s) and/or method(s)

have been applied in relation to the topic and research
question.
There is evidence of effective and informed selection of
sources and/or methods.

Business management specific details:

The EE title is best stated in the form of a question that promotes the application of the higher order
skills of analysis, evaluation and synthesis, rather than encouraging a descriptive essay. The title may,
however, be presented as a statement, proposition or hypothesis for discussion.
The research question must be specific and sharply focused on a business problem or issue worthy of
investigation. It should require the use of business management theories, tools and techniques.
Topics that consider generic or broad issues will restrict the possibility of effective treatment within the
word limit and will constrain performance on this criterion.
Students must use secondary resources in the first instance. Students should employ high-level
academic research and writing skills, and show that the student is capable of intellectual discovery
and creativity .
The essay should be based on a comprehensive review of the literature on the topic selected. It must
not end up as a practical investigation resembling a higher level internal assessment.
Any essay based heavily on questionnaires and/or interviews will inevitably lose marks on a range of
criteria.
If primary research is conducted it must provide information that is not accessible from secondary
sources or that significantly enhances the value of the secondary data presented.
All research conducted, whether primary or secondary, should support specific quantitative and
qualitative analysis and evaluation directly related to the research question.
Students must demonstrate that their essay has been well planned and that they have designed an
appropriate and coherent approach and structure to address the research question.

Note from examiners:

Research Question: A good number of candidates had chosen a research question which was
relevant, topical, sharply focused and therefore systematic as a topic that could be effectively treated
within the word limit. Generally, the stronger research questions were forward looking ones that
researched in a balanced manner relevant various topical issues. A significant number of research
questions however were too broad and lacked focus, making them difficult to treat effectively in 4000
words. Some titles were backward looking and descriptive. In such EEs, candidates simply described
what organisation X has done to become successful

Many candidates chose questions that took the following format To what extent..has x impacted
x?. This was often done before ensuring that the extent of a factor under investigation can actually be
isolated and measured for a substantiated answer/conclusion.

Research questions that involve the measure of effectiveness/success must be qualified with how
effectiveness will be measured and evaluated. Otherwise, the question is far too broad.
The most significant issue that needs immediate attention on behalf of supervisors and candidates
alike is the choice of one's topic/research question. Too many examples are more suitable as a piece
of Internal Assessment rather than a 4000 word piece of academic research, which is what the EE is.

Investigation:

As in previous sessions, the excellent and good essays had consulted a good range of appropriate
sources and collected sufficient data. In most cases, the candidates did not challenge
validity/reliability of the information. An IA like approach taken by a significant number of candidates,
based on an inappropriate focus from the outset resulted in somewhat lower grades. Primary
researches were credited only if they actually added value to the secondary research. On most
occasions the primary research did not add value, and sometimes it even reduced the quality of the
research. Some students used web-based sources in isolation, some of which must be used
cautiously. While such sources can be appropriate, they should be used in conjunction with academic
sources available widely to candidates.
Criterion B: Knowledge and Understanding
General outline: This criterionassesses the extent to which the research relates to the subject
area/discipline used to explore the research question, or in the case of the world studies extended
essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in
which this knowledge and understanding is demonstrated through the use of appropriate terminology
and concepts.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the

descriptors below.

12 Knowledge and understanding is limited.

The selection of source material has limited relevance

and is only partially appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is anecdotal,
unstructured and mostly descriptive with sources not
effectively being used.

Use of terminology and concepts is unclear and limited.

Subject-specific terminology and/or concepts are either

missing or inaccurate, demonstrating limited knowledge
and understanding.

34
Knowledge and understanding is good.

The selection of source material is mostly relevant and

appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear; there
is an understanding of the sources used but their
application is only partially effective.

Use of terminology and concepts is adequate.

The use of subject-specific terminology and concepts is

mostly accurate, demonstrating an appropriate level of
knowledge and understanding.

If the topic or research question is deemed inappropriate for

the subject in which the essay is registered no more than four
 marks can be awarded for this criterion.

56
Knowledge and understanding is excellent.

The selection of source materials is clearly relevant and

appropriate to the research question.
Knowledge of the topic/discipline(s)/issue is clear and
coherent and sources are used effectively and with
understanding.

Use of terminology and concepts is good.

The use of subject-specific terminology and concepts is

accurate and consistent, demonstrating effective
knowledge and understanding.

Business Management specific details: The sources collected by the student should be relevant to the
research question and applied appropriately, so that an argument can be formed and a conclusion(s) reached.
The student should use the sources to place their topic into a wider business context.

For example, if the focus of the essay is on the role of social media, the student should be able to explain the
impact the social media has on a number of business functions, such as marketing and recruitment.

The student must demonstrate that they have a good grasp of business terminology and that they can use this
fluently, accurately and consistently when developing lines of argument. They may need to clarify terms or
provide further explanation or definition of selected terms or concepts.

Note from examiners: As stated in the guide, this criterion requires students to show detailed
knowledge and understanding of the topic being research and it academic context. In some EEs, the
research was not precisely located in the academic context and often the theoretical framework was
missed. Opportunities to show depth of understanding were often lacking. Some candidates, albeit not
as many as we would have liked to have seen, were able to incorporate some relevant subject models,
supported by a sound theoretical coverage in a highly appropriate manner. Those students were able
to achieve the higher marks and grades. However, explicit use and explanation of the relevant
academic context was often still lacking. Some candidates only provided brief explanations or mere
definitions of the nature of a model like PEST or SWOT, which is just textbook summation.

Terminology: Quite a few essays used terminology specific to Business and Management which
helped sustain the impression of strong academic research. Weaker essays had limited use of
specialist terminology which at times lacked precision and accuracy.
Criterion C: Critical Thinking
General outline: This criterion
assesses the extent to which critical-thinking skills have been used to
analyse and evaluate the research undertaken.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the

descriptors below.

13 The research is limited.

The research presented is limited and its application is

not clearly relevant to the RQ.

Analysis is limited.

There is limited analysis.

Where there are conclusions to individual points of
analysis these are limited and not consistent with the
evidence.

Discussion/evaluation is limited.

An argument is outlined but this is limited, incomplete,

descriptive or narrative in nature.
The construction of an argument is unclear and/or
incoherent in structure hindering understanding.
Where there is a final conclusion, it is limited and not
consistent with the arguments/evidence presented.
There is an attempt to evaluate the research, but this is
superficial.

If the topic or research question is deemed inappropriate for

the subject in which the essay is registered no more than
three marks can be awarded for this criterion.
46
The research is adequate.

Some research presented is appropriate and its

application is partially relevant to the Research question.

Analysis is adequate.

There is analysis but this is only partially relevant to the

research question; the inclusion of irrelevant research
detracts from the quality of the argument.
Any conclusions to individual points of analysis are only
partially supported by the evidence.

Discussion/evaluation is adequate.

An argument explains the research but the reasoning

contains inconsistencies.
The argument may lack clarity and coherence but this
does not significantly hinder understanding.
Where there is a final or summative conclusion, this is
only partially consistent with the arguments/evidence
presented.
The research has been evaluated but not critically.

79 The research is good.

The majority of the research is appropriate and its

application is clearly relevant to the research question.

Analysis is good.

The research is analysed in a way that is clearly relevant

to the research question; the inclusion of less relevant
research rarely detracts from the quality of the overall
analysis.
Conclusions to individual points of analysis are
supported by the evidence but there are some minor
inconsistencies.

Discussion/evaluation is good.

An effective reasoned argument is developed from the

research, with a conclusion supported by the evidence
presented.
This reasoned argument is clearly structured and coherent
and supported by a final or summative conclusion; minor
inconsistencies may hinder the strength of the overall
argument.
 The research has been evaluated, and this is partially
critical.

1012
The research is excellent.

The research is appropriate to the research question and

its application is consistently relevant.

Analysis is excellent.

The research is analysed effectively and clearly focused

on the research question; the inclusion of less relevant
research does not significantly detract from the quality of
the overall analysis.
Conclusions to individual points of analysis are
effectively supported by the evidence.

Discussion/evaluation is excellent.

An effective and focused reasoned argument is developed

from the research with a conclusion reflective of the
evidence presented.
This reasoned argument is well structured and coherent;
any minor inconsistencies do not hinder the strength of
the overall argument or the final or summative
conclusion.
The research has been critically evaluated.

Business Management specific details: Throughout the essay, the student is expected to present and
analyse business data and sources and to evaluate the insights and significance of these for addressing
the research question. To score highly against this criterion, the student needs to demonstrate a
sophisticated application of analytical and evaluative skills.
An integrated use of research and business theories, tools and techniques is required to develop an
argument and to assess the strengths and limitations of various perspectives on the topic under
investigation. Essays that are wholly or largely descriptive in nature will score poorly against this
criterion.
The student should develop a reasoned, coherent and logical argument in response to the research
question. Where appropriate, conclusions to points should be made throughout, and there must be at
least one culminating conclusion that summarizes the students response to the research question. Any
judgments made should be consistent with the argument presented and supported by evidence.
The student should comment on the quality, balance and quantity of the sources and reflect on any
bias or limitations that may weaken the strength or affect the objectivity of supporting materials.
The student should point out any limitations or unresolved issues in the research and suggest further
action to address these.
Note from examiners: Those candidates who presented conflicting arguments and used critical
thinking combined with an appropriate use of theories/concepts as well as relevant data were the
ones who were able to reach the top bands. Some candidates did so with a high level of competency.

Criterion D: Presentation
General outline: This criterion assesses the extent to which the presentation follows the standard format
expected for academic writing and the extent to which this aids effective communication.

Level Descriptor of strands and indicators

0 The work does not reach a standard

outlined by the descriptors below.

12
Presentation is acceptable.

The structure of the essay is generally

appropriate in terms of the expected
conventions for the topic, argument
and subject in which the essay is
registered.
Some layout considerations may be
missing or applied incorrectly.
Weaknesses in the structure and/or
layout do not significantly impact the
reading, understanding or evaluation
of the extended essay.

34
Presentation is good.

The structure of the essay clearly is

appropriate in terms of the expected
conventions for the topic, the
argument and subject in which the
essay is registered.
Layout considerations are present and
applied correctly.
The structure and layout support the
reading, understanding and evaluation
of the extended essay.

Business Management specific details:

This criterion relates to the extent to which the essay conforms to accepted academic standards in
relation to how research papers should be presented. It also relates to how well these elements
support the reading, understanding and evaluation of the essay.
Students may provide a section and subsection structure to their essays, with appropriate informative
headings. Subheadings should not distract from the overall structure of the essay or argument
presented.
Any graphs, charts, images or tables from literature sources included in essays must be carefully
selected and labelled. They should only be used if they are directly relevant to the research question,
contribute towards the understanding of the argument and are of a good graphic quality. Large tables
of raw data collected by the student are best included in an appendix, where they should be carefully
labelled.
Too many graphs, charts and tables detract from the overall quality of the communication. Only
processed data that is central to the argument of the essay should be included in the body of the
essay, as close as possible to its first reference. Any tables should enhance a written explanation and
should not themselves include significant bodies of text; if this is the case then these words will be
included in the word count.
Students must take care in their use of appendices as examiners are not required to read them. All
information with direct relevance to the analysis, discussion and evaluation of the essay must be
contained in the main body of the essay.
Any material that is not original must be carefully acknowledged, with specific attention paid to the
acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is
applicable to audiovisual material, text, graphs and data published in print and electronic sources. If
the referencing does not meet the minimum standard as indicated in the guide (name of author, date
of publication, title of source and page numbers, as applicable), and is not consistently applied, work
will be considered as a case of possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents,
page numbers, etc must contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations and diagrams are
not included in the word count. Students should be aware that examiners will not read beyond the
4,000 word limit, nor assess any material presented thereafter.

Note from examiners:

Introduction: A good number of candidates were successful in demonstrating the context of the
research question in the introduction. Moreover, these candidates clearly explained the significance of
the topic and why it was worthy of investigation. Those candidates achieved the top mark for this
criterion. Some candidates however still refer to their personal interest as opposed to academic
worthiness. There were a few candidates who made no attempt to explain the worthiness/importance
of the topic whatsoever. The EE guide details exactly what needs to be included in the introduction in
order to achieve the marks available for this criterion. Some candidates produced an introduction that
was drafted with the IA requirements in mind, and detailed sources and anticipated difficulties.

Conclusion: Many candidates produced relevant, substantiated conclusions that were consistent with
the evidence presented. Some candidates produced conclusions that were not entirely consistent with
the evidence presented, or were unsubstantiated due to lack of critical thinking. However, few
students produced conclusions at the beginning of their research and the rest of their essay was
largely an attempt to support it with varying degrees of success. Some examiners reported of few
cases where the conclusion was not presented, and some candidates provided new information in
their conclusions.

Formal Presentation: Main analysis/evaluation/use of models should be presented in the body of the
EE. Candidates should not assume that the appendices are to be read. Therefore, all relevant
information/data/uses of tools/techniques should be presented in the body if the candidate wants it to
be assessed. Some candidates refer to theoretical coverage printed in the appendices as if it is the
role and obligation of the examiner to read the theories. It is not. Some candidates, notably from
certain centres, produced their research in a report format. The EE should be treated as an academic
piece of research based on a journal entry. Candidates should attempt to show evidence of the use of
sources in the body of the EE, and not just produce a long list of internet sources and text books with
minimal evidence of their use and application in an integrated manner.
Criterion E: Engagement
General outline: This criterion assesses the extent to which the essay uses the material collected to present
ideas in a logical and coherent manner, and develops a reasoned argument in relation to the research question.
Where the research question does not lend itself to a systematic investigation in the subject in which the essay is
registered, the maximum level that can be awarded for this criterion is 2.

Level Descriptor of strands and indicators

0 The work does not reach a standard

outlined by the descriptors or a RPPF has
not been submitted.

12 Engagement is limited.

Reflections on decision-making and

planning are mostly descriptive.
These reflections communicate a
limited degree of personal
engagement with the research focus
and/or research process.

34
Engagement is good.

Reflections on decision-making and

planning are analytical and include
reference to conceptual understanding
and skill development.
These reflections communicate a
moderate degree of personal
engagement with the research focus
and process of research,
demonstrating some intellectual
initiative.

56
Engagement is excellent.

Reflections on decision-making and

planning are evaluative and include
reference to the students capacity to
consider actions and ideas in response
to challenges experienced in the
research process.
These reflections communicate a high
degree of intellectual and personal
engagement with the research focus
 and process of research,
demonstrating authenticity,
intellectual initiative and/or creative
approach in the student voice.

Business Management specific details:

Students are expected to provide reflections on the decision-making and planning process
undertaken in completing the essay. Students must demonstrate how they arrived at a topic as
well as the methods and approach used. This criterion assesses the extent to which a student
has evidenced the rationale for decisions made throughout the planning process and the skills
and understandings developed.
For example, students may reflect on:

the approach and strategies chosen, and their relative success

the Approaches to learning skills they have acquired and how they have developed as
a learner
how their conceptual understandings have developed or changed as a result of their
research
challenges faced in their research and how they overcame these
questions that emerged as a result of their research
what they would do differently if they were to undertake the research again.

Effective reflection highlights the journey the student has engaged in through the EE process.
In order to demonstrate that engagement, students must show evidence of critical and
reflective thinking that goes beyond simply describing the procedures that have been
followed. Reflections must provide the examiner with an insight into student thinking,
creativity and originality within the research process. The student voice must be clearly
present and demonstrate the learning that has taken place.
 Formatting Check-list

Text is in Ariel font, size 12

Lines are double spaced

All pages are numbered

Title page has the title/question clearly presented on the page

Title page has the word count clearly presented on the page

Essay does not exceed 4,000 words (word count includes the introduction, the main
body of the essay and the conclusion - nothing else)

Contents page has a clear heading, and refers to specific page numbers

Introduction has a clear heading, includes the research question (in bold) and
explains the context and significance of the topic

The main body of the essay has clear sub-headings

In-text citations are presented in an accepted and consistent format

Illustrative material is appropriately cited

Conclusion has a clear heading, specifically addresses the research question and is
consistent with the evidence presented in main body of the essay

Bibliography includes all full references in alphabetical order (for every full reference
in the bibliography there must be a corresponding in-text citation)

If necessary, appendices have been included at the very end of the essay, and this
section has been given a clear heading

File size must not exceed 10 MB

 Reflections on Planning and Progress

You will need to complete three formal reflections on discussions with your
supervisor;
Reflection 1 the first formal reflection session should focus on your initial ideas
and how you plan to undertake your research
This initial reflection session should be a dialogue between the student and the
supervisor based on the students initial explorations. It is recommended that the
student sends their supervisor an outline of their research proposal ahead of the
meeting in order to give the supervisor the opportunity to review their work. This will
ensure that the reflection session is focused and productive.
Topics of discussion that should arise during this session include:

a review of the requirements and assessment criteria for the subject

a review of ethical and legal implications, if applicable
a dialogue about possible approaches and any potential problems that might
arise
a discussion of strategies for developing the students ideas for the essay and
expanding the research so that the essay starts to take form
probing and challenging questions that will help the student focus their
thinking; this should lead to the development of the students working
research question
an outline of the next steps that the student should undertake in order to
refine their question; this should take the form of a research and writing
timeline.

Reflection 2 - the interim reflection session should be undertaken once a significant

amount of your research has been completed

This session is a continuation of the dialogue between supervisor and student

in which the student must demonstrate the progress they have made in their
research. They must also be able to discuss any challenges they have
encountered, offer their own potential solutions and seek advice as necessary.
During this session the supervisor might discuss:
a completed piece of sustained writing from the student in order to ensure that
they understand the academic writing requirements, including referencing
formats
whether an appropriate range of sources has been accessed and how the
student is critically evaluating the origin of those sources
what the student now has to do in order to produce the full draft of their essay,
and ways and means of breaking down the task into manageable steps.
By the end of the interim reflection session both student and supervisor
should feel satisfied that there is:
a clear and refined research question
a viable argument on which to base the essay
 a sufficient range of appropriate sources
a clear vision for the final steps in the writing process.
Between the interim session and the completion of the extended essay,
students should continue to see their supervisor as appropriate to their needs,
although the third and final reflection session should not take place until after
the extended essay has been completed and uploaded for submission.

Reflection 3 - the final session will be in the form of a viva voce once you have
completed and handed in your EE.

The viva voce is a short interview between the student and the supervisor,
and is the mandatory conclusion to the extended essay process. Students
who do not attend the viva voce will be disadvantaged under criterion E
(engagement) as the Reflections on planning and progress form will be
incomplete.
The viva voce is conducted once the student has uploaded the final version of
their extended essay to the IB for assessment. At this point in the process no
further changes can be made to the essay. The viva voce is a celebration of
the completion of the essay and a reflection on what the student has learned
from the process.
The viva voce is:
an opportunity to ask the student a variety of open-ended questions to elicit
holistic evidence of the students learning experience.
an opportunity for the supervisor to confirm the authenticity of the students
ideas and sources
an opportunity to reflect on successes and difficulties encountered in the
research process
an aid to the supervisors comments on the Reflections on planning and
progress form.
The viva voce should last 2030 minutes. This is included in the
recommended amount of time a supervisor should spend with the student.
In conducting the viva voce and writing their comments on the Reflections on
planning and progress form, supervisors should bear in mind the following.
The form is an assessed part of the extended essay. The form must include:
comments made by the supervisor that are reflective of the discussions
undertaken with the student during their supervision/reflection sessions; the
students comments; and the supervisors overall impression of the students
engagement with the research process.
An incomplete form resulting from supervisors not holding reflection sessions,
or students not attending them, could lead to criterion E (engagement) being
compromised.
In assessing criterion E (engagement), examiners will take into account any
information given on the form about unusual intellectual inventiveness. This is
especially the case if the student is able to demonstrate what has been
learned as a result of this process or the skills developed.
Examiners want to know that students understand any material (which must
be properly referenced) that they have included in their essays. If the way the
material is used in context in the essay does not clearly establish this, the
 supervisor can check the students understanding in the viva voce and
comment on this on the Reflections on planning and progress form.
If there appear to be major shortcomings in citations or referencing, the
supervisor should investigate thoroughly. No essay should be authenticated if
the supervisor believes the student may be guilty of plagiarism or some other
form of academic misconduct.
The comment made by the supervisor should not attempt to do the examiners
job. It should refer to things, largely process-related, that may not be obvious
in the essay itself.
Unless there are particular problems, the viva voce should begin and end
positively. Completion of a major piece of work such as the extended essay is
a great achievement for students.

The reflections will all be recorded in ManageBac. You need to go to your EE

worksheet, and click on the tab Planning and Progress Form