Analyse this!

Some techniques for building analysis skills with Business Studies students

Analysis is an important skill in Business Studies and can make the difference between a great answer and a mediocre one. Here are some examples of some techniques I have used with my students to develop analysis skills:

1. BLT Connectives

I find that students really grasp analysis once they recognise that good analysis involves discussing the impact of their points in a ‘chain’, using at least three connectives. To encourage students to remember to use three, I get them to think ‘BLT’ (Because, Leading to and Therefore). This works well when broken down into a ‘BLT’ grid, which makes a good class activity:

The students complete the blanks in the grid to fully analyse their points. Practising this and ensuring the three connectives/chains of analysis are used helps students to demonstrate the detail required for ‘good’ analysis which is the basis of a great answer.

2. The Blank Space

After practising the above task, ‘the blank space’ is an effective way to encourage students to develop detailed analysis. This works best with past exam questions where there is a particular ‘hook’ that students need to link their points and analysis back to. Take this question as an example:

Analyse two factors that might influence the competitiveness of Just Desserts Ltd. (BUSS2 May 2009)

To approach this question using ‘the blank space’ I would ask the students to select a factor that might be an influence in the competitiveness of Just Desserts. They would write this at the top of the page, using words from the question to open their statement: ‘one factor that might influence the competitiveness of Just Desserts Ltd is…..’. The students then identify the question ‘hook’, in this case ‘competitiveness’ and write this further down their page, leaving a large black space. I next tell them that the way they explain how their point will have an impact on the competitiveness of Just Desserts is their analysis, and set them on the task to fill in the blanks, using connectives (as above). My students in the past have found this a useful way to ensure their analysis has a focus and is detailed and structured.

3. Add the Analysis

With this approach, I give students a response to a question which has good application but no analysis. Their task is to identify where the analysis should be and label this with a double line. They then need to improve the answer by adding some analysis to the points. This works well if the students are asked to place the answer on the mark scheme in its original state, then peer-assess the new responses to see how the analysis has improved the answer and the grade given.

Consider this as an example, from the BUSS2 ‘Carrying the Can’ specimen paper:

Fingal is trying to increase its profit by cutting costs and increasing prices. Evaluate the relative merits of these two approaches

Candidate Y’s Paragraphs:

Fingal can increase their profits by raising their prices. The fact that their products are seen as price inelastic means they will probably still sell a similar amount of products with higher prices//

They could also increase their profits by cutting costs which they have done already, saving £3million by having more efficient production. They could try to improve this further and make more savings//

The students can then work on adding to the answer, using their BLT connectives to examine the impact of the points and peer assessing the responses.

Hope these ideas are useful, let me know if you try them and how you get on!