Manual of HND Research Project - Final_0

8/11/2019 Manual of HND Research Project - Final_0

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Copy right Nelson College London

Author Hilllary E.K, Nazim Uddin

Editor Nazim Uddin

Version V1-January 2014

UNIT MANUAL (STUDY GUIDE)

UNIT 8:

RESEARCH PROJECT

HND BUSINESS



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TABLE OF CONTENT

Table of content ...................................................................................................................................................... 2

1.1: Formulate and record possible research project outline specification .................................................. .......... 4

A. I: Research Project Outline Specification .................................................................................................. 4

1.2: Identify the factors that contribute to the process of research project selection ........................................... 6

A: Identify the research project topic .......................................................................................................... 6

B: Identification of the research problem ................................................................................................... 6

1.3: Undertake a critical review of any references ................................................................................................. 9

What should be the contents of a literature review chapter? ....................................................... .......... 9

How to Use Referencing ..................................................................................................................................... 9

1.4: Produce a research project specification ....................................................................................................... 17

1.5: Provide an appropriate plan and procedures for the agreed research specification .................................... 20

2.1: Match resources efficiently to the research question or hypotheses ........................................................... 22

2.2: Undertake the proposed research investigation in accordance with the agreed specification and

procedures ............................................................................................................................................................ 24

2.3: Record and collate research data when appropriate .................................................. ................................... 27

3.1: Use appropriate research evaluation techniques .......................................................................................... 34

3.2: Interpret and analyze the results in terms of the original research specification ......................................... 35

Example: ............................................................................................................................................................ 35

3.3: Make recommendations and justify areas for further consideration ............................................................ 37

4.1: Use an agreed format and appropriate media to present the outcomes of the research to an audience .... 38

Writing a Research Project ................................................................................................................................ 38

Appropriate Media ............................................................................................................................................ 40

EXTRACT OF AN EXAMPLE DISSERTATION ............................................................................................................ 42

Title: .................................................................................................................................................................. 42

Research Question ............................................................................................................................................ 42



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Research Objectives: ......................................................................................................................................... 42

Literature Review Areas: ................................................................................................................................... 42

Research Methodologies ................................................................................................................................... 42

References ............................................................................................................................................................. 44



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1.1: FORMULATE AND RECORD POSSIBLE RESEARCH PROJECT OUTLINE SPECIFICATION

The importance of a research project has been recorded in several literatures, and is crucial to both the

business and academic activities. Research project in literatures as no agreement of how it should be defined

(Collis and Hussey, 2003). No matter how it is defined, Collis and Hussey (2003) confirms that it has to agree

with the followings

Research is a process of enquiry and investigation

It is systematic and methodical

Research increases knowledge

A research project investigation has to be thorough and rigorous in all stages of the research process (Collis and

Hussey, 2003), as such, the study as to be organized in order to provide a coherent and logical route to a

consistent outcomes. In addition, Collis and Hussey, suggests that the research project has to be carried out

systematically, exploring suitable methods to collect and analyze new empirical data, as well as address a

specific research problem in order to establish a definable research objective for the research project. It is on

this premise that the possible research project outline specification are provided.

A. I: RESEARCH PROJECT OUTLINE SPECIFICATION

Research project Outline specification is a critical stage in organizing the research project. However, when the

research project outline is carried out well, it explicitly draw the linkages between the ideas in the research

project and provides a plan for writing the research. Further, the outline assists a researcher to think about the

research topic to reach out the level of synthesis and assessment in learning, and whether the research project

reaches a convincing argument.

In outlining the research project, researchers has to conduct out the following activities

Extensive reading

Take notes on important ideas (with citation)

Brainstorming and listing ideas

Grouping related ideas together

Ordering groups from general (abstract and concrete)

Introduction

A: Motivation (why this research project is important )



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B: Objectives (goals of this research project)

C: Overview of the research project

Literature Review

A: Heading for topic area A

B: Heading for topic area B

C: Heading for topic area C

D: Heading for topic area D

Analysis Approach (what was done)

A: Heading for the description of the scope of the analysis

B: Heading for methods used for first major task

C: Heading for methods used for second major task

D: Heading for methods used for third major task

Results (what was found )

A: Heading for results of first major task

B: Heading for results of second major task

C: Heading for results of third major task

Discussion (how results contribute to knowledge in the field e.g. compare results with literature )

A: Heading for discussion topic E

B: Heading for discussion topic F

C: Heading for discussion topic G

Conclusions

A: Summary of objectives and approach of the research

B: Major findings of the research

C: Important implications of the research findings (e.g. for policy )

D: Needed future work in the field



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1.2: IDENTIFY THE FACTORS THAT CONTRIBUTE TO THE PROCESS OF RESEARCH

PROJECT SELECTION

There are several fundamental factors that contribute to whatever research project process selection (Collis

and Hussey, 2003), thus common to all scientific based investigation. These fundamental factors tend to

present research project as a neat, orderly process with one stage leading logical to the next (Collis and Hussey,

2003). Hence, the issue of “fit” becomes crucial. Each stage in the research process as designed by the

researcher, should be appropriate to, or should fit with, the purpose and focus of the research (Quinlan, 2011).

In designing a research project, the factors that are necessary to contribute to the success of the research

process according to Quinlan (2011) include

What am I going to do? (The research statement/question, the aim of the research)

How am I going to do it? (The methodology and methods to be used)

Where am I going to do it? (The site of the research)

Why am I doing it? (The rationale for the research)

Considering the factors mentioned above, followed with the idea generation, the researcher has to generate

ideas for the research project, because, these are possibilities for research project everywhere. Quinlan (2011)

argue that the important element in developing an idea for a research project is to focus on an area of interest.

An idea for a research project, is a statement of the general area within which the research which to situate his

research (Quinlan, 2011; Blumberg et al., 2011). For example, Quinlan suggests that area of interest may be

internet sales, or intercultural workplaces, or training and development or work place experience, or any other

motivational areas the researcher has covered in his academic studies. Further, it may also be situated around

the researcher’s disciple. A learner taking a degree in business, the research project must be undertaken on

some aspect of business, similarly, if the learner’s degree is in marketing or industrial relations, then the

research project must be undertaken on some aspect of marketing or industrial relations. It is on this premise,

that this study present the stages in developing the research process.

A: Identify the research project topic

Identifying the research topic itself, represent a course work, job, interest or general experience. According to

Collis and Hussey (2003), this may be motivated by employment problem, difficulties of funding small and

medium sized enterprises (SMEs), and several others motivational drivers that may influence the research

topic.

B: Identification of the research problem



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Source: Quinlan (2011) adapted by author (2013)

Begin with the idea.

Refine that idea

State research

question/statement in

Specific aim and

objective

Literature review

Select methodology

Devise dataGather dataAnalyze dataDraw conclusions

Complete write up of



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1.3: UNDERTAKE A CRITICAL REVIEW OF ANY REFERENCES

Before you collect primary or secondary data, you should read about existing theories and/or research

around the research questions so that you can summarise them thematically (and not author by

author) and identify whether these theories/research really makes any sense and make critical

comments about the validity and usefulness of these theories and research.

Commenting on the value of what you have read (without discussing the actual topic), write in a way

that demonstrate that you assimilated and understood what you have read and what you have written.

What should be the contents of a literature review chapter?

2

2.1 Background to the general area of study

2.2 Existing research around the subject area

2.3 Gaps in the existing literature and further investigation

2.4 Identifies the main aims, and ends with a clear outline of the

study's hypotheses.

2.5 Justification for the research

HOW TO USE REFERENCING

You should write the reviews of the literature (e.g.- text books, internet, published documents) using

Harvard Referencing.

This session focuses on gaining knowledge on a critical review of citation and referencing in the literature (the

research project)

•

What is citing and referencing?

• Why citing and referencing is important



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• How to cite sources using the Harvard style

• How to write reference lists in the Harvard style

In writing a research project to support arguments and provide ideas, consider the following points, as it helps

to make logical referencing of the literature

Read widely and analyze the work of others

Use as many sources as you can (books, journals, newspapers, reports, web etc.)

Read at an appropriate academic level

Use good quality sources

Learners in considering the research project, has to demonstrate that relevant and good quality sources of

materials have been used by providing in-text citations in the body of the research project and a reference list

at the end of the research project.

What’s an in-text citation?

This process involves recognizing the author in the research project. This is achieved in structuring the research

work. See example of in-text citation is done

• According to Clegg (1985, p.543) the inter-war period was….

• Barter (2003, p.258) has shown that…..

• As Evans, Jamal and Foxall (2006, p.76) point out….

• It has been suggested by Reed (2008, pp.30-31)....

• Barter (2003, p.258) and Stuart (2001, p.85) note…

•

A number of authors including Smith (2008, pp.21-24) and Adams (2001, pp.165-166) have argued that…

Page numbers

In-text citation in research project, always cite page numbers except if you merely wish to mention the

existence of a book, journal etc. without using material from it. For example: A number of recent studies (Gray,

2002; Toms, 2004; Lee, 2008) have considered the Scottish economy in the 1990’s.



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What’s a reference list?

This is a list of all the sources that has been cited in the research project. However, these list of sources used

are presented at the end of the research work in alphabetical order by author/editor and do not list books,

journals, newspapers, then websites etc.

Note: a bibliography lists all of the sources you have read to help write your research project, not just those

cited in the text.

Why Cite + Ref ?

This is a good academic practice, because it enhances presentation of the research project. It also allows a

researcher to acknowledge or recognize the work of others and allows lecturers to differentiate between

learners/researchers research project and the work of others, as well as to locate the sources that are used in

the research project.

Citation and referencing allows the researcher to demonstrate that:

• The researcher have gathered evidence to support your ideas/ arguments

• The researcher have used credible, good quality sources

• Have read widely

• AND have read at an appropriate academic level

Plagiarism

Plagiarism is been defined as presenting someone else’s work as your own. For example, if you do not cite + ref

ideas or quotes from other authors you may be accused of plagiarism! This is an academic theft! So, to avoid

plagiarism, researchers must always note accurately and fully the details of all the sources used.

Cite and ref styles

• Harvard style (author/ date). Nelson College is recommending the Harvard style.

• American Psychological Assoc. (author/ date)

• Modern Language Assoc. (author/ date)

• Modern Humanities Research Assoc. (author/ date)

• Chicago, Vancouver & Footnote (all numeric



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Numeric style

Citation

• According to Myers[1] the reason for….

The reference is presented as a footnote at the bottom of the page or at the end of your work:

[1]Myers, D. (2008) Construction economics: a new approach, 2nd ed., London: Taylor and Francis, p.159

When must I provide a citation?

• Quote directly : use another person’s ideas in their words

• Paraphrase: present another person’s ideas in your words

• Summarise: express another person’s ideas in fewer words

• Use ideas, theories, facts, experiments, case studies, from a source

• Adopt another person’s research method, survey or experiment design

Use statistics, tables, and diagrams etc. – not just words! (See reference list handout) Quote directly

If you present information exactly as it appears in a source, indicate this by using quotation marks:

‘Market segmentation is defined as where the larger market is heterogeneous and may be broken down into

smaller units that are similar in character’ (Easy and Sorensen, 2009, p.133).

Paraphrase

• Constituents sometimes paid their members and met some of the expenses of sending an MP to

Westminster, but the practice died out by the end of the 17th

century and thereafter MP’s needed

personal wealth or a personal patron in order to sustain a political career (Rush, 2005, p. 114.)

• Until the 20th

century, when MP’s received a salary, personal wealth or the support of a patron was

essential for a long-term career in politics. Financial support for MP’s had on occasion come from their

constituents in the medieval period but this system had ended by the 17th

century.

Cite?

• Yes. Sentence 2 has been re-written but the meaning is the same as the original

Summarise



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• Original: The proportion of manual workers in the ranks of the parliamentary Labor Party declined from

1945 to 1979, from approximately 1 in 4 to 1 in 10….. Of the 412 Labor MP’s elected in 2001, 12% were

drawn from manual backgrounds (Criddle cited in Norton, 2005, p.23).

• Since 1945 the proportion of manual workers in the parliamentary Labor Party has fallen from 25%

(approx.) to 12% in 2001.

Cite?

• Yes. Sentence 1 has been shortened and rewritten but the key point is maintained

No citation required

This is your own ideas, theories, arguments, conclusions, Surveys and experiments designed and carried out by

you. It is your own research method.

Citing books: 1 author

Citation

• In the 1980’s sales of blue jeans slowed and then declined (Ransom, 2002, p.100), or According to Ransom

(2002, p.100) the sales of blue jeans….

Reference list

• Ransom, D. (2002) The no-nonsense guide to fair trade, Oxford: New Internationalist or Ransom, D. (2002)

The no-nonsense guide to fair trade, Oxford: New Internationalist

Citing books: 2 or 3 authors

Citation

• As Sloman and Wirde (2009, p. 65) point out…

• Unemployment rates are traditionally higher among women (Sloman and Wirde, 2009, p.419).

Reference list

• Sloman, J. and Wirde, A. (2009) Economics, 7th ed., Harlow: Pearson Education

3 Authors

Citation



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• Krams et. al. (2009, p.513) suggest that….

• According to a recent article in the Proceedings of the Royal Society B by Krams et. al. (2009, pp.513-518)

there are….

Reference list

(Provide all authors surnames and initials):

• Krams, I., Berzins, A., Krama, T., Wheatcroft, D., Igaune, K. and Rantala, M.J. (2009) ‘The increased risk of

predation increases cooperation’, Proceedings of the Royal Society B, vol.277, no.1681, 22 February,

pp.513-518

Citing journal articles: online

Reference list

Hogan, J. (2006) ‘Snapshot, face facts: a blow for Mars conspiracy theorists’, Nature [online], vol. 443, (28):

p.379. Available from: http://www.nature.com/nature/journal/v443/n7110/full/443379a.html (Accessed 24

January 2010)

Citation As Hogan (2006, p.379) notes…..

…………(Hogan, 2006, p.379)

Citing books: e-book

• E-books can be accessed via the library catalogue & are supplied by Netlibrary, Dawsonera etc.

Citation

• Chudley and Greeno (2006, p.26) show that….

• ………… (Chudley and Greeno, 2006, p.26).

Reference list

• Chudley, R. and Greeno, R. (2006) Building Construction Handbook , 6th ed., Oxford: Elsevier.

Citing newspapers: online

Citation

• According to Travis (2010)….or an article in The Guardian by Travis (2010)….

http://www.nature.com/nature/journal/v443/n7110/full/443379a.html





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Reference list

• Travis, A. (2010) ‘Crime drops 8% despite recession’, The Guardian [online], 21 January. Available from:

http://www.guardian.co.uk/uk/2010/jan/21/police-figures-unexpected-drop-crime (Accessed 3 January

2010)

http://www.guardian.co.uk/uk/2010/jan/21/police-figures-unexpected-drop-crime





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1.4: PRODUCE A RESEARCH PROJECT SPECIFICATION

You should select a research project title and complete the following specification:

Example: project specification

Ii: Outline specification

Title of the Project:

......

Introduction

A: Motivation (why this research project is important )

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-

B: Research questions or hypothesis (one or two questions)

-

-

C: Objectives (goals of this research project) [two to three objectives for each research question)

Literature Review

List down a few topics or areas that you will read from books, internets or other sources which can

help you to understand more about and help you to answer your research question.

Topics Sources (Examples- Books, Journals,

Website)

Methodology of Data Collection:

Discuss about research questions (rationale for research question or hypothesis)



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Type of research: select one □ qualitative, □quantitative, □systematic, □original;

Sources of data:

Primary sources: □questionnaires; □ interviews; □ Other_ _ _ _ _ _

secondary sources: □books; □ journals; □ internet; □ Other_ _ _ _ _ _

Milestones and task dates (what and when)

Tasks Date

Literature Review

Collection of primary data

Collection of secondary data

Collation and analysis of the data

Conclusion and recommendation

Write up

List of methods (theories, techniques, tools) used to analyse data:

-

-

-

Limitations; implications eg resources- Time:

- Access to resources:

- Other:

Analysis Approach (what was done)

A: Heading for the description of the scope of the analysis

B: Heading for methods used for first major task

C: Heading for methods used for second major task



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D: Heading for methods used for third major task

Results (what was found )

A: Heading for results of first major task

B: Heading for results of second major task

C: Heading for results of third major task

Discussion (how results contribute to knowledge in the field e.g. compare results with literature )

A: Heading for discussion topic E

B: Heading for discussion topic F

C: Heading for discussion topic G

Conclusions

A: Summary of objectives and approach of the research

B: Major findings of the research

C: Important implications of the research findings (e.g. for policy )

D: Needed future work in the field



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1.5: PROVIDE AN APPROPRIATE PLAN AND PROCEDURES FOR THE AGREED RESEARCH

SPECIFICATION

Table 1: Appropriate Plan/Procedure for Research Project Specification

TasksDate

Conduct extensive reading and take notes on important ideas (with

citations)

Brainstorming and listing title ideas, grouping related ideas together

and select a title

Literature review

Complete project specification

Collection of primary data

Collection of secondary data

Collation and analysis of the data

Analysis approach (what was done)

Results (what was found)

Discussion (how results contribute to knowledge)

Conclusion

Write up the project



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Detail Plan/Procedure Specification

Research Project Conduct extensive reading Introduction

Take notes on important ideas

(with citations)

Literature

Brainstorming and listing ideas Analysis approach (what was done)

Grouping related ideas together Results (what was found)

Ordering groups from general or

specific (abstract to concrete)

Discussion (how results contribute

to knowledge)

Conclusion

Source: Author (2013)



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2.1: MATCH RESOURCES EFFICIENTLY TO THE RESEARCH QUESTION OR HYPOTHESES

The research question or hypotheses are the specific questions that the researcher will collect new data about

in order to satisfactorily solve the research problem. The research question or hypotheses are match with the

research problem, that wide problem that the researcher will examine more precisely in the hypotheses.

In collecting new data on the research question, the following resources have to match with the specific

questions or hypotheses

The review of literature (This entails sources of materials e.g. Journal/ articles, Books, magazines,

newspapers, and the internet)

The methodology (the instrument to collect the data)

To be able to match resources to the research questions or hypothesis, in your literature review you should

provide a background to the general area of study. These provide the reader with the necessary background

information (e.g.- definition, clarification of meaning) on the topic in relation to the general area of study.

Existing research around the subject area:

Following points to be noted:

Demonstrating that you conducted a thorough literature search and have read widely demonstrating

that you have read up to date material

Summarising what you have read thematically (and not author by author):

- Group similar works-in favour

- Group contradictory works- against

- Make critical comments and make your own opinion

Highlighting trends in the discussion of your topic, for example over time; by geography; by sector

Commenting on the value of what you have read (without discussing the actual topic)

Organising your findings from the literature review to fit in with the main themes of your research

project

Demonstrating that you assimilated and understood what you have read and what you have written

Identify gaps in the existing literature and further investigation: Why there is the need for further investigation.

Weaknesses / gaps / shortcomings in the existing literature e.g. areas ignored, conflicting ideas /



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conclusions. A new research question that has not previously been considered or previous ideas

extended.

Identifies the main aims, and ends with a clear outline of the study's hypotheses (if any).



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2.2: UNDERTAKE THE PROPOSED RESEARCH INVESTIGATION IN ACCORDANCE WITH

THE AGREED SPECIFICATION AND PROCEDURES

This agreed specification of the research project will enable researchers to build their research project. It is a

framework to guide students on how to undertake their research project

A: Introduction (why the research)

This introduction drives the motivational interest to the research project, and into the research problem,

questions and objective of the study. As discussed previously, the researcher has to generate ideas for the

research project, because, these are possibilities for research project everywhere. Quinlan (2011) argue that

the important element in developing an idea for a research project is to focus on an area of interest. An idea

for a research project, is a statement of the general area within which the research which to situate his

research (Quinlan, 2011). Students may generate ideas for research project from the following areas

Everything you have studied so far in your work toward your qualification

Everything you have seen, watched and experienced in your work

Everything that interest or intrigues you about the business world

Every person that you have encountered in the business world

i: Questions in relation to the proposed research idea/research project

According to Quinlan (2011), is the controversial area crucial in the research ideas “are there any particular

problems, sensitivities, issues, about the research idea that stand out from the start.

Are any possibilities that the conflicting issue will delay the research project “the issues or sensitivities would

be substantial enough to stop such a research project” (Quinlan, 2011).

Ii: Questions in relation to the literature in the area or field of the proposed research

The learner has to determine whether any controversial or conflicting issue in the literature or is there a

little literature on the topic (Quinlan, 2011)

“Who are the authors that have been writing on the topic, and when did they write on the topic?

Recently”? (Quinlan, 2011)

“Where is the topic being written about? In Journals? In newspapers? Online”? (Quinlan, 2011)

“What is being written about the topic”? (Quinlan, 2011).

If the topic has been written in journals/articles, this demonstrates that the issue has been addressed and

developed theoretically. As such, it will assist the learner in conducting his or her research (Quinlan, 2011).



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The learner has to try to locate the journal using the online source

The learner has to make a file and file all journals written about the topic

After filing the relevant journals, the learner has to read them thoroughly and take notes

The learner in taking note has to consider what the authors in the file journal are saying about the

controversial issues?, what is known about the topic? What issues or conflict that have been thoroughly

explored? What issues, aspects, questions do the authors of the journals recommend for further

research?, and what controversial issues are yet to be explored? (Quinlan, 2011).

iii: Questions in relation to research methodology and methods for the proposed research

Quinlan (2011) provided certain questions in the methodology that need to be explored as a research project.

What methodologies did the authors use in their journals that you have read?

Did their study consider human population? As such what population did they work with?

What is the kind of data collection did the authors work with?

The learner has to consider access to the site, population, organization that the research project is based

The learner has to consider the type of data to look in order to produce a new knowledge in the field of

study

The learner has to consider where are the data (for example, in records and reports, testimony of people

that the learner has to collect through interview or focus group)

The learner has to consider the best way to collect the data

The introduction closes with the conclusion

B: Literature review

This session sets to build on the theoretical explication upon which the research is based by reviewing the

relevant literature to identify the research issues that are conflicting and controversial that has not been solved

by previous researchers (Quinlan, 2011). Zikmund et al . (2013) suggest that this an extant literature, as such,

the researchers own ideas or opinion are not needed, except in structuring the literature supported by

authorities.

C: Analysis approach

This session develop the major instrument to collect the data that will be used to answer the research

questions/hypotheses (Collis and Hussey, 2003). The session should have separate units

• Unit of analysis (deciding the population, sampling frame, sample and sample size)

• Instrument to collect data (determine best instrument including pilot test)



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• Administration of instrument (when, where and who non response. Response rate, date and protocol of

interview)

• Computer program used to analyze data

• Ethical issue

D: Results (what was found)

This session aim to presents the results and analyses them for their relevance to the research question or

hypotheses. Quinlan (2011) argue that frequent summary tables and figures of results are important at this

stage in order for readers to see the pattern of data presented.

E: Discussion (How results contribute to knowledge)

This session enable the researcher discuss the research project in details considering the results and literature,

thus presenting the outcomes to ascertain how the independent variables is able to predict the outcome of the

dependent variables.

F: Conclusion

This session closes the research project. The researchers conclude the research with how the research benefits

those affected by the research



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2.3: RECORD AND COLLATE RESEARCH DATA WHEN APPROPRIATE

Collecting data for a research project either for quantitative or qualitative considers recording certain variables

to ease the collecting process. It is appropriate to record and use the best data collection tools that will suit the

research project.

A: Quantitative and Qualitative data collection tool/technique

I: Determine the population for data collection

Population determination is very important in data selection. The researcher has to determine the population

that will assist in collecting the new data. Collis and Hussey (2003) maintain that population is the body of

people, or to any other collection of item under consideration for research purposes.

Ii: Determine the selection of sampling and frame

The importance of sampling in data collection has been recognized in several literatures. However, sample is

made up of the members of the population (Collis and Hussey, 2003; Quinlan, 2011) and sampling frame is a

list or other record of the population from which all the sampling units for the research study are drawn (Vogt,

1993 in Collis and Hussey, 2003). For example, Collis and Hussey suggest that in a large organization, where lists

of employees are drawn may represent a sampling frame from which a sample may be drawn.

Sampling depends on the size of the research project as well as the size of the population that is considered for

the research project. For example, Collis and Hussey (2003) averred that a research topic that focuses on

investigating the performance of small companies in the paper recycling industry in the London postal area, the

unit of analysis is a company. For the purpose of a research study, small company may be defined as a private

limited company with a turnover of less than £1 million per annum. Further, FAME is used to identify

companies that fall under the criteria of the investigation.

There are several kinds of sampling, according to Collis and Hussey (2003), this include random sampling,

systematic sampling, stratified sampling, cluster sampling, purposive sampling and other kinds of sampling. In a

similar work, Quinlan (2011) divides the sampling into probability sampling (simple random sampling, stratified

sampling, systematic sampling, and cluster sampling) and the non-probability sampling as (purposive sampling,

quota sampling, convenience sampling, and snowball sampling). It is imperative for researcher to choose the

appropriate kind of sampling that will ease the collection of the new data. See brief explanation of the types of

sampling

I: Random sampling



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This probability sampling involves the selection of a sample at random from a sample frame. For example, write

each name of all the students in a class in a piece of paper, and put them in a basket as a sample frame. Then

select one name in a random. Each name has equal chance of been selected.

Ii: Systematic sampling

This type of probability sampling involves selecting items at regular intervals from the sampling frame. For

example, every kth element in the population is sampled beginning with a random start of an element of the

range of 1 to k (Blumberg et al., 2011).

Iii: Stratified sampling

This type of sampling technique is based on some known characteristics of the population that may have

impact on the research project. Similarly, most population may be sub-grouped into different strata’s

(Blumberg, 2011; Zikmund et al., 2013).

Iv: Purposive sampling

This non-probability sampling enables the researcher to make judgment about who to include in the research.

Quinlan (2011) argue that the criterion for inclusion in the research is the capacity of the respondent to inform

the research.

V: Quota sampling

In this non-probability sampling, the researcher develops a sample of respondents for the research using

different quota criteria (Zikmund et al., 2013)

Vi: Convenience sampling

Convenience sampling allows the researcher to engage those respondents in the research that it is easiest to

include. For example, people in the newsagent, people in the supermarket.

Vii: Snowball sampling

In this non-probability sampling technique, the researcher finds one respondent in the research, carry out the

research with that respondent, and then asks that respondents to recommend the nest respondent. However,

respondent must fit the inclusion criteria set for the research project (Quinlan, 2011).

Note: (Lecturer has to teach students in detail the probability and non-probability sampling mentioned above to

enable students select the appropriate sampling for their research project ).

Determine the research instrument



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Research instrument is developed to collect new data for the research project. Collis and Hussey (2003) said

that there are several instruments in data collection, and the researcher has to select the instruments that are

appropriate for the research. This method includes focus group, interviews, (telephone, group and online

interview), participant observation, covert observation, one to one interview, and questionnaires (postal, drop

and collect, group administered, and online questionnaire). To ascertain the reliability and validity of the

research project, a pilot test is necessary. See brief discussion on the instruments for data collection.

I: Participant observation

The researcher in this case is the participant that observes the action of event and records their observations

on the action (Quinlan, 2011).

Ii: Covert observation

This type of observation is conducted secretly (Quinlan, 2011). Quinlan suggests that the researcher observes

the action of events and records their observation of the action covertly.

Iii: One to one interview

This interview allows a face to face interview between the interviewer and interviewee. This is a common data

collection method (Quinlan, 2011).

Iv: Telephone interviews

According to Quinlan (2011), telephone interviews are the interviews that are carried out on a one to one basis

over the telephone. It is convenient and time and resources efficient (Quinlan, 2011).

V: Group interview

This interview allows the interviewer to conduct interview face to face between the interview and a group of

interviewees (Quinlan, 2011).

Vi: Online interview

This interview allows the interviewer to use various online approaches to interview respondents. This includes

chart room, conferencing software, email messages or message boards or discussion boards (Quinlan, 2011).

Vii: Postal questionnaire

This is the most common widely used data collection method. This are structured list of questions designed by

the researcher to respondents. These questionnaires are posted to respondents to fill and sent back as usual to

the researcher (Quinlan, 2011).



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Viii: Drop and collect questionnaire

This type of data collection enable the researcher to drop a questionnaire with respondents and then return to

collect the questionnaires when the respondents has completed filling the questionnaire (Quinlan, 2011).

Ix: Group administered questionnaire

Quinlan (2011) contend that group administered questionnaires are questionnaires that the researcher

administer to a group. That is when the group is gathered together, questionnaires are administered to them.

X: Online questionnaire

These are questionnaires that the researcher administered to respondents through online. These

questionnaires may be sent to respondent via email (Quinlan, 2011).

Xi: Focus group

This type of data collection is when the researcher brings group of people together in order to focus on a

particular issue (Quinlan, 2011).

Xii: Internet research

This is a research conducted on the internet. Quinlan (2011) argue that there is a lot of information on the

World Wide Web (www).

Note: (Lecturer has to teach students in details the kind of instruments for data collection to enable students

select the appropriate instrument for their research project).

Determine the data analysis tool

This part explores the technique needed to analyze the data collected. In exploratory data analysis, four main

groups of techniques may be considered (Collis and Hussey, 2003).

• Presenting the frequencies

• Measuring location 9central tendency)

• Measuring dispersion (spread)

• Measuring change

I: Presenting frequencies



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Raw data collected from small to large as to rearrange to provide full understanding. The first thing is to

examine the frequency distribution for each variable (Collis and Hussey, 2003). (Take note in the class lecture

how frequency is determined from a data collected).

Ii: Frequency distribution table

The determination of the frequencies from the data is followed with the presenting of the frequency

distribution table. Collis and Hussey (2003) argue that frequency distribution tables present the frequency data

usually in size order. The frequencies may be summarized by determining the statistical mean (average) or

percentage frequencies. (Take note in the class lecture how statistical mean, median, mode, variance, standard

deviation, chi-square and even correlation and regression are determined from data collected).

Iii: Charts and graphs

According to Collis and Hussey (2003) contend that charts and graphs are useful in presenting and summarizing

frequency data in order to disseminate information. Graphical data such as histogram, bar chart, pie chart, and

even ogive curve assist in displaying data and communicate ideas (Collis and Hussey, 2003) ( Take note in the

class lecture how frequencies presented and summaries are displayed in a graphical pattern from data

collected). See example of charts and graphs

Illustration: In a class of 20 students, a test of business decision making was given, and after marking the

papers, the following scores are presented.

3, 10, 30, 22, 25

11, 9, 18, 19, 21

20, 25, 24, 14, 18

10, 3, 20, 16, 25.

In a class size of 6, draw bar chart, pie chart, and ogive curve

Table 2: frequency table

classes Frequency

3-8 2

9-14 5

15-20 7

21-26 6

20


Bar Chart



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Pie Chart


Ogive Curve

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7

2.5-8.5 8.5-14.5 14.5-20.5 20.5-26.5

frequency

frequency

frequency

2.5-8.5

8.5-14.5

14.5-20.5

20.5-26.5



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2.5-8.5 8.5-14.5 14.5-20.5 20.5-26.5

frequency

frequency



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3.1: USE APPROPRIATE RESEARCH EVALUATION TECHNIQUES

Researchers have to choose appropriate research technique for the research project. Several research

techniques are recognized in analyzing a research work. These techniques as presented by Collis and Hussey

(2003) may include

• Central tendencies (mean, median mode)

• Measures of dispersion (variance and standard deviation)

• Chi-square

• Measurement of relationships (correlation, and regression)

• (Take note in the class lecture how some of these mentioned techniques determined to enable student

choose which one will suit their research project).



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3.2: INTERPRET AND ANALYZE THE RESULTS IN TERMS OF THE ORIGINAL RESEARCH

SPECIFICATION

You should discuss your results in this section with reference to the findings of the literature review.

This will necessitate a degree of repetition, which can be minimised by good cross referencing. The

reader expects you to match your own results against what was established in the literature review.

From this you should make comments and draw conclusions.

You should write thematically. In the majority of cases this means following a structure determined by

the arrangement of themes in the literature review (and replicated in Chapter 1 in the section on the

aims and objectives of the research). It is not very sophisticated to take each questionnaire question

and summarise the results the answers give you. Your questionnaire was designed so that the

surveyed population was able to answer the questions: it was not designed to provide you with a

thematic framework.

You should add value to the results with your own comments

You should highlight and provide analysis of any new themes that have emerged from your own

research recommendations

EXAMPLE:

This assessment task presents patterns of results of the research project and analyses them for their relevance

to the research question or hypotheses. As discussed before, Quinlan (2011) argue that frequent summary

tables and figures of results are important at this stage in order for readers to see the pattern of data

presented. For example, question 4 explored attitudes of student’s attendance to college activities and

respondent’s answers are summarized in table 4.6. (Take notes in the class lecture how the analysis and

interpretation of research results are determined). See brief discussion of analysis and interpretation of results

of data collected.

Table 4.6: Attitudes of student’s attendance to college activities

Classes Frequency Percentage

Agreed 39 0.78



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Disagreed 11 0.22

Total 50 100


In table 4.6, majority of the respondents (78 percent) agreed that several students failed to attend to college

activities, and only a minority number (22 percent) say otherwise.



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3.3: MAKE RECOMMENDATIONS AND JUSTIFY AREAS FOR FURTHER CONSIDERATION

This part of the task seeks the attention of the researcher to make recommendations for the research project.

Recommendations may be made to those that will benefit from the research project as implication for theory,

and practice (Quinlan, 2011). Further, Collis and Hussey (2003) and Quinlan (2011) note that considering areas

for further consideration may be for topic or methodologies or both. For example not conducting the research

in all areas mentioned may provide opportunities for further consideration. (Take notes in the class lecture how

areas for further consideration will be mentioned).

This should be a conclusion to the whole project (and not just the research findings). Check that your work

answers the following questions:

Did the research project meet its aims (check back to introduction for stated aims)?

What are the main findings of the research?

Are there any recommendations?

Do you have any conclusions on the research process itself?

Where should further research be focused?



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4.1: USE AN AGREED FORMAT AND APPROPRIATE MEDIA TO PRESENT THE OUTCOMES

OF THE RESEARCH TO AN AUDIENCE

WRITING A RESEARCH PROJECT

The completed work

This hand-out assumes that you will end up with at least five chapters:

Chapter 1: Introduction

Chapter 2: Literature review Chapter 3: Methodology

Chapter 4: Results and discussion

Chapter 5: Conclusion

At the end of the whole work there should be a full bibliography. Any appendices should come after the full bibliography.

The longest chapters will be the Literature review and Methodology. The Introduction and Conclusion chapters will be

short.

Some students find that they need to include additional chapters. For example, a student writing about a specific industry

may need to provide a separate chapter on that industry for context setting before discussing the specifics of the research

work.

Chapter 1: Introduction

Make sure that the readers of your work will be able to find the answers to these questions in Chapter 1:

What was the purpose of the research?

How was the topic chosen?

What were the main aims and objectives of the research?

What is the scope of the research project? (If your dissertation/project is focussed on one particular

client, industry or technology you might include introductory remarks about this here.)

What were the limitations of the work?

How is the text arranged in the dissertation/project?

Is there anything particular to note that will make it easier for the person reading your

dissertation/project to follow the work (e.g. about the format of referencing, layout of charts etc.)?

If you wrote a good proposal you should be able to use this as a basis for Chapter 1.

Remember that this is the introduction to your project, and not an introduction to the topic of your project.

Chapter 2: Literature review

You will be rewarded for:

providing an introductory paragraph which explains what is discussed in the chapter and why it is

necessary t o include this as part of the dissertation/project

demonstrating that you conducted a thorough literature search and have read widely



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demonstrating that you have read up to date material

summarising what you have read thematically (and not author by author)

highlighting trends in the discussion of your topic, for example over time; by geography; by sector

commenting on the value of what you have read (without discussing the actual topic)

organising your findings from the literature review to fit in with the main themes of your research

project

identifying gaps in the literature

demonstrating that you assimilated and understood what you have read and what you have written

Chapter 3: Methodology

The Methodology chapter is used to justify the choice of methods employed during the research project. You need to

demonstrate that you understand that there are various options for conducting research. For this reason you will need to

refer back to the notes you took in any research methods classes that you have attended, as well as text books and/or

articles on research methods. Although much of this chapter focuses on data collection, it is also worth acknowledging the

techniques used for the other activities related to the research project: literature searching; sampling or case study

selection; and data analysis.

Chapter 4: Results and discussion

You will be rewarded for:

providing an introductory paragraph which explains what is discussed in the chapter

discussing your results with reference to the findings of the literature review. This will necessitate a

degree of repetition, which can be minimised by good cross referencing. The reader expects you tomatch your own results against what was established in the literature review. From this you should

make comments and draw conclusions.

writing thematically. In the majority of cases this means following a structure determined by the

arrangement of themes in the literature review (and replicated in Chapter 1 in the section on the aims

and objectives of the research, and the basic questions given in Chapter 3 in the discussion of data

required.) It is not very sophisticated to take each questionnaire question and summarise the results

the answers give you. Your questionnaire was designed so that the surveyed population was able to

answer the questions: it was not designed to provide you with a thematic framework.

adding value to the results with your own comments

highlighting and providing analysis of any new themes that have emerged from your own research

recommendations

Chapter 5: Conclusion

This should be a conclusion to the whole project (and not just the research findings). Check that your work answers the

following questions:

Did the research project meet its aims (check back to introduction for stated aims)?

What are the main findings of the research?

Are there any recommendations?

Do you have any conclusions on the research process itself?

Where should further research be focused?



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Bibliography

Your bibliography should be set out following a recognised standard, e.g. Harvard Referencing System

Appendices

Appendices follow after the bibliography. These should be used for genuine purposes, for example to provide a copy of the

research instrument. Appendices should not be used as a dumping ground for material that you have not managed to

incorporate into the main text.

APPROPRIATE MEDIA

Table 3: Appropriate media to present outcomes of research to audience

Details Outcomes Media Audience

Research Project: For example

investigating on the performance

of small companies in the paper

recycling industry in the London

postal area 9Collis and Hussey,

2003)

May be high performance

of small companies

resulted from the paper

recycling industry in

London postal areas

The small companies’

directors may present the

findings of the research

project officially to the

stakeholders during the

annual general meeting.

Official board meeting

may be another media to

present findings to the

chief executive and other

senior directors

The chief executive

officer (CEO) and

senior executives of

the small companies.

The stakeholders are

another audience

that may benefit

from the results of

the findings

Potential investors

may also benefit

from the findings of

the research project.

the employees may

also benefit from the

findings of the

research.

Source Author (2013)



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EXTRACT OF AN EXAMPLE DISSERTATION

TITLE:

Change management approaches adopted in public sector- a case study of xxxxx

RESEARCH QUESTION

The research explores the change management approaches currently applied in the public

sector.

RESEARCH OBJECTIVES:

The objectives of this research are:

o To review the features of public organisations as described in literature;

o To understand what issues are confronted during change management in public

organisations;

o To review change management approaches described in literature;

o To analyse change management approaches applied in the selected publicorganisations, and their relation to features of public organisations, publishedcase studies and theoretical framework;

o To determine how change management approaches should be modified for the

public sector, specifically for Lithuania and Moldova.

LITERATURE REVIEW AREAS:

Characteristics of public sector

Issues noted when changes are implemented at public sector

Approaches towards change management

Change process

RESEARCH METHODOLOGIES

Nature of the data Quantitative √ Qualitative Mixed Qual/Quants



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Research

Strategies

Experiment Survey √ Case Study

Data Collection

Methods

√ Secondary Data √ Interviews √ Questionnaires Observ-

ations

==========================================================================



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REFERENCES

Blumberg, B., Cooper, D.R., and Schindler, P.S, (2011) Business Research Methods. United Kingdom, McGraw-

Hill Education

Collis, J., and Hussey, R., (2003) Business Research, A practical guide fro undergraduate and post graduate

students. 2nd

ed. United Kingdom. Palgrave Macmillan

Zikmund, W.G., Babin, B.J., Carr, J.C., Griffin, M. (2013). Business Research Methods,, 9th

ed. Canada South-

Western Cengage Learning.

Quinlan, C., (2011) Business Research Methods. United Kingdom. South-Western Cengage Learning

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