Rearch Methods Handbook 866512008

8/11/2019 Rearch Methods Handbook 866512008

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Leeds Metropolitan UniversityFaculty of Business & Law

Module Title: Postgraduate Research Methods

Pre-Requisites: None

CRN: Various

Academic Year: 2011/2012 Level: Masters Block or Workshop Delivery

Module Leader: Dr Tim BickerstaffeModule Team: Dr Tim Bickerstaffe; Junjie Wu,Lawrence Bailey; Mary Leung

The module:

The modules link to your dissertationA postgraduate Masters level dissertation requires students to develop and demonstrate powers ofrigorous analysis, critical inquiry, clear expression, and independent judgement in relation to an areaof business and management activity.

Many postgraduate dissertations are based upon an in-depth investigation into a managerial problemeither within the students own organization or a client organization where the student is not a directemployee.

However, as the requirement is to undertake an academic dissertation at Masters level successfuldissertations address more than just problem solving typical of much mainstream managementconsultancy.

The most successful Masters dissertations show that the student has stood back from the problem,conceptualized it, and explored its wider implications for other managers outside the particular case.

To help students achieve this, and reflecting the requirements of Masters study there is also an

emphasis upon students demonstrating methodological competence so that they:

can systematically justify their choice of approach to collecting data;

can competently undertake any data collection;

are able to analyze that collected data and make sense of its implications for thedissertations aims, objectives and research questions;

can demonstrate an understanding of the strengths and weaknesses of the approach usedwith reference to findings;

can demonstrate an appreciation of the applicability of any findings, often with particularreference to managerial implications either within the organizations studied or more generally

and often both.

It is these specific competences that the research methods module is designed to help you developover the two semesters that the module runs.


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Module Learning Outcomes

To understand, critically analyze, evaluate and explain:

Different business and management research designs and the assumptions on which they arebased;

The nature of research problems, the stages of a research process and the criteria forselection of research methods;

Ethical considerations and issues associated with the selection of a research problem and theresearch process.

To be able to:

Identify clear research questions (or hypotheses) and assess what is an appropriate andmanageable research design for a particular question;

Identify and assess appropriate methodological approaches, methods of investigation and ofdata analysis for particular research questions;

Develop a structured programme of research as a formal proposal in pursuit of a MastersDissertation based upon informed choices about the research designs, techniques and

procedures to be followed;

Conduct research in a systematic, rigorous and critically reflective manner;

Synthesise data from a wide variety of sources with due regard to issues of generalisability,validity and reliability within an acceptable dissertation format.

Key Skills:

Location and utilization of contextualized information sources;

Critical review and reflexive commentary of contemporary information;

Requirement specification and project rationale/justification;

Sensitivity to impact upon affected/vulnerable groups;

Negotiation of access to resources;

Project management and project planning;

Selection and justification of a relevant research design and supporting methodology;

Manipulation, interpretation and analysis of data in support of specified rationale(s);

Relative assessment and measurement of value;

Appropriately contextualized, justified and structured presentation of results.


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Teaching & Learning Techniques:

To help you develop the knowledge and skills required to pass this module, the module team will use ablend of teaching and learning techniques to help you.

Lectures:

The standard delivery pattern of the module requires students to attend and actively participate in six(6) one hour lectures(3 per semester) and 12 one hour tutorials (6 per semester).

Tutorials:

Each tutorial is closely associated to the lecture series and follows student progression through aseries of tutor-facilitated tasks. Alternatives to this standard delivery pattern will facilitatecontextualization to alternative course/programme requirements. Tutorial groups will be assigned andcontextualized on a course basis.

Xstream Site:

Xstream provides a central focus and one additional route to wider teaching and learning resources for

the module. Among other things, resources on Xstream include: the e-Module Handbook, copies ofLecture Slides; Guidance on Assessment; dedicated Journal Articles; several Guides to certainResearch Techniques; and a wider range of additional facilities.

Self-Directed Study:

The teaching and learning strategies are based on the assumption that all participating students willemploy independent and interdependent learning skills, which will have been developed prior toattending the module and at an earlier stage of their learning programme.

Your Responsibilities:

At Masters level all students must take a high degree of responsibility for their own self-directedlearning. Whilst numerous support facilities exist, it is the sole responsibility of each student to ensuresufficient student is undertaken.

How to Succeed in this Module:

1. Attend all 6 lectures Make notes during lectures; Proactively review your notes and discuss with tutors/fellow students afterwards; Proactively review recommended reading prior to and after attending Lectures (see Lecture

Slides on Xstream); Supplement recommended reading with further self-directed study.

2. Attend and Actively Participate in all 12 Seminars Undertake any/all preparatory work prior to attending each Seminar in accordance with

instructions given by your tutor; Make notes and take part in all Seminar activities; Ask questions during seminars to clarify queries and guide additional self-directed study; Proactively review your notes and discuss each Seminar with fellow students afterwards.

3. Supplement Timetables Classes with a Clear Plan of Self-Directed Study Use materials/links on Xstream to support a clearly structured plan of self-directed study for

this module; Link progression of your studies for Research Methods to progression with your Dissertation;

Contact the Research Methods Module Leader to clarify outstanding queries (during lecturesor via email);


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AssessmentMethod:

Weighting:Assessment

Date/Hand In;FeedbackMethod:

Feedback Date:

DissertationTopic

0% TBC N/A N/A

AssessmentMethod:

3000-wordDissertation

Proposal100% TBC Via Email TBC

Extend self-directed study for Research Methods into self-directed study for your Dissertation.

4. Ask for Extra Tailored Support and Guidance via Feedback Opportunities Available Significant investments have been made to provide you with a wide range of resources to

support your learning in this module; Members of the Module Team are keen to structure their teaching plans in accordance with

your specific needs; In order to do this we require your feedback which should be offered in an appropriate and

responsible manner at the earliest opportunity and to the member of the Module Team directly

concerned (your tutor or the Module Leader).

5. Proactively Prepare for Module Assessment Assessment Performance Levels are closely linked to Levels of Achievement in paragraphs 1

-3 (above);

You alone are responsible for managing your performance and the level of assessedachievement in this module;

Start early, stick to clearly formulated plans, be proactive in your learning, and use the widerange of learning opportunities and resources available.


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The Teaching and Learning Programme

DATE (w/c) LECTURE TUTORIAL Tutorial Reading/Preparation

30 September/3 October

Research and Your

Dissertation

Research and Your

Dissertation

p.9

10 October/17 October

Dissertation TopicSelection

Dissertation TopicSelection

p.10

24 October/31 October

Research Strategy& Design

Introduction toDissertation Proposals

p.11

7 November/14 November

Proposal Strategies &Design p.12

21 November/28 November

Research Ethics pp.13-14

5 December/12 December

Critical Reading &Literature Reviews

p.15

30 January/6 February

Secondary DataCollection & Analysis

Literature Reviews forProposals

p.16

13 February/20 February

Principles ofQuantitative Research

Surveys &Questionnaire Design

pp.17-18

27 February/5 March

Principles ofQualitative Research

Analysing & InterpretingQuantitative Data

p.19

12 March/19 March

Interviews &Discussion Guide Design

p.20

26 March/16 April

Analysing & InterpretingQualitative Data

p.21

23 April/30 April

Review of theDissertation Process

p.22


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The Lectures

LECTURE 1Research and Your Dissertation

This lecture will introduce you to the module, reveal the importance of research to contemporary businessand managementas well as to your dissertationand provide an overview of the modules structure and

delivery.

The Research Methods and Dissertation modules provide you with the opportunity to explore an area ofinterest within strategic management in greater depth. Transferable skills in research, information andproject management will be developed, equipping you for the continuously changing business environmentof the 21st century. The aim of the module is to enable you to undertake a self-managed process ofsystematic academic enquiry within the domain of business and management.

LECTURE 2Critical Thinking and Turning Ideas into Research Objectives

In everyday English language, being critical means finding fault and being negative about something. Itcan often be quite destructive rather than constructive, and is often done with a particular antagonisticmotive or attitude. Critical Thinking, in the academic sense, is the ability to evaluate the validity andstrength of arguments and propositions. Developing a critical stance in this context means not being purelydestructive; rather it entails a rigorous and structured approach, and should generate insights that arevaluable in taking practical action.

Formulating and clarifying the research topic is the starting point of your dissertation. Once you are clearabout this, you will be able to choose the most appropriate research strategy and data collection andanalysis techniques. Masters level dissertations are distinguished from other forms of business andmanagement research by their attempt to analyse situations in terms of the bigger picture; they seek

answers, explanations, make comparisons and arrive at generalisations which can be used to extendtheory as well as what, they address why? The most successful dissertations are those which arespecific and focused. The more clearly a dissertation topic is defined the more efficient and effective theexecution of the project will be.

LECTURE 3Research Strategies and Design

Research objectives are the specific components of the research topic or problem and they set out whatyour research will examine and what issues the dissertation will cover. The next step involves deciding onthe correct research design for the project. A research design provides a framework for the collection and

analysis of data. A choice of research design effects decisions about the priority being given to a range ofdimensions of the research process.

It can be useful to consider the dissertation proposal as your projects research strategy and design. Thecontent of the dissertation proposal should inform the reader about what you want to research, why youwant to research it, what you are trying to achieve, and how you plan to achieve it.


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The Tutorials

1. Research and Your Dissertation

Business and management research not only needs to provide findings that advance knowledge and

understanding, it also needs to address business issues and practical managerial problems. This tutorialwill introduce you to the continuum on which all business and management research projects can beplaced.

On the one hand, there is the research that is undertaken purely to understand the processes of businessand management and their outcomes. This is often termed basic, fundamental or pure research. On theother hand, there is the research that is argued to be of direct and immediate relevance to managers,addressing issues that they see as important, and presented in ways that they understand and can act on.This is termed applied research.

The tutorial will also begin the process of helping you generate ideas for your dissertation by preparing youfor a class exercise to be undertaken in Tutorial 2.

Key Readings:

The two texts below have multiple copies held by the library and are very good introductions to bothbusiness research methods and the process of undertaking a dissertation. All tutorial topics carryrecommended reading from both texts.

Saunders, M., Lewis, P. & Thornhill, A. (2009) Research Methods for Bu siness Students: 5thEdit ionHarlow: Pearson pp.2-18

Bryman, A & Bell, E (2007) Bus iness Research Methods: 2ndEdit ionOxford: University Press pp.4-36


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3. Introduction to Dissertation ProposalsThe discipline of composing a research proposal is a very valuable as well as a necessary exercise. Thebenefits include:

ensuring your research has aims and objectives that are achievable in the time allocated;

compelling you to read and review some of the relevant background literature and material to

orientate your thoughts;

checking that you have a realistic notion of the research methods you could and should use;

making sure you think about resources you may require at an early stage;

verifying that you have considered ethical issues relating to your research;

assisting you to create an outline structure for your dissertation, and;

helping you to create a viable timetable for your work.

Intended Learning Outcome:Following this tutorial (and the accompanying lecture), you should be able to:

turn research ideas into a research project that has clear research question(s) and objectives;

Key Readings:Bryman & Bell pp.74-92

Saunders, Lewis & Thornhill pp.32-56

Supplementary Reading:Baker, M.J. (2000) Writing a Research Proposal in The Marketing ReviewVol. 1 pp.61-75


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5. Research EthicsIn the context of research, ethics refers to the appropriateness of your behaviour in relation to the rights ofthose who become the subject of your work, or are affected by it. The Academy of Management Code ofEthics (2005) provides a set of general principles to act as a guide for members in determining ethicalcourse of action in various contexts. These principles refer to professional and scientific responsibility;integrity, and; respect for peoples rights and dignity.

Research ethics relates specifically to questions about how you formulate and clarify a research topic, howyou design the research and gain access to research subjects and/or participants, how you collect data,how you process and store data, and how you analyse data and write up your research findings in a moraland responsible way.

The Tutorial Exercise is intended for you to examine research ethics more specifically in two specificcontexts. These two contexts are presented as short case studies.

[Case studiesin social research entail the detailed and intensive analysis of a single phenomenon eitherfor its own sake, or as an exemplar or paradigm case of a general phenomenon. In general, case studyresearch is concerned with the complexity and particular nature of the case in question, which may be: a

single organisation or institution; a single location; a person or group; a single intervention, initiative orpolicy programme; or a single situation or event.]

There are two brief readings for you to consider. The first is a case study of a dissertation studentsexperience of researching in his uncles firm; the second is a collection of editorials and pieces that werepublished in the wake of the criticisms levelled at the pharmaceutical MNC, GlaxoSmithKlien, in relation tothe suppression of negative findings from trials conducted for their anti-depressant drug, Seroxat.

Intended Learning Outcomes:Following this tutorial, you should be able to:

consider research ethics as the exemplification of society s moral codes, rather than a bolt onelement of organizational/firm behaviour or additional element of research to be vicariously applied;

understand the main tenets of the case study approach to research.

Key Readings:Tutorial Readings: Ethics in Research Case 1; Ethics in Research Case 2

Bryman & Bell pp.127-150


Supplementary Readings:

Lindorff, M (2007) The Ethical Impact of Business and Organizational Research: The ForgottenMethodological Issue? in The Electronic Journal of Business Research Methods 5:1 pp.21-28http://www.ejbrm.com

Bell, E. & Bryman, A. (2007) The Ethics of Management Research: An Exploratory Content Analysis inBritish Journal of Management

Academy of Management (2005) Code of Ethics

http://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdf
http://www.ejbrm.com/http://www.ejbrm.com/http://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdfhttp://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdfhttp://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdfhttp://www.ejbrm.com/


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Market Research Society (2010) Code of Conduct http://www.mrs.org.uk/standards/downloads/Code ofConduct 2010.pdf

Social Research Association (2003) Ethical Guidelineshttp://[email protected]

Wiles, R., Heath, S., Crow, G. & Charles, V. (2005) Informed Consent in Social ResearchMCRM MethodsReview Papers NCRM001 ESRC: National Centre for Research Methods.
http://www.mrs.org.uk/standards/downloads/Code%20of%20Conduct%202010.pdfhttp://www.mrs.org.uk/standards/downloads/Code%20of%20Conduct%202010.pdfhttp://www.mrs.org.uk/standards/downloads/Code%20of%20Conduct%202010.pdfhttp://[email protected]/http://[email protected]/http://[email protected]/http://[email protected]/http://www.mrs.org.uk/standards/downloads/Code%20of%20Conduct%202010.pdfhttp://www.mrs.org.uk/standards/downloads/Code%20of%20Conduct%202010.pdf


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6. Critical Reading & Literature ReviewsReviewing the literature critically will provide the foundation on which your research is built. Its mainpurpose is to help you to develop a good understanding an insight into relevant previous research and thetrends that have emerged. Your review also has a number of other purposes:

to help you refine further your research question(s) and objectives;

to highlight research possibilities that have been overlooked implicitly in research to date;

to discover explicit recommendations for further research. These can provide you with a very goodjustification for your own research question(s) and objectives;

to help you to avoid simply repeating work that has been done already;

to sample current opinions in newspapers, professional and trade journals, thereby gaining insightsinto the aspects of your research question(s) and objectives that are considered newsworthy;

to discover and provide an insight into research approaches, strategies and techniques that may beappropriate to your own research question(s) and objectives.

Critical reading entails evaluating the attempts of others to communicate with and convince their targetaudience by means of developing a sufficiently strong argument. The skill of critical reading lies inassessing the extent to which authors have provided adequate justification for the claims they make. Thisassessment depends partly on what the authors have communicated and partly on other relevantknowledge, experience and inference that you, as the critical reader, are able to bring into consideration.

The tutorial will introduce you to a set of Critical Synopsis Questions (Wallace & Wray, 2011) that you canplace against the literature you read. They are intended to provide a structure for ordering your criticalthoughts in response to any text, article or source that you read.

Intended Learning OutcomesFollowing this tutorial, you should be able to:

understand the notion, rationale and process of a literature review;

use critical synopsis questions to order your critical thoughts on relevant literature for the purpose ofdeciding a dissertation topic, and for your dissertation proposal literature review.

Key Readings

Bryman & Bell pp.74-91; 94-123 (available as PDF)



Lepoutre, J & Heene, A (2006) Investigating the Impact of Firm Size on Small Business SocialResponsibility in Journal of Business Ethics67 pp.257-273

Peredo, A-M & McLean, M (2006) Social Entrepreneurship: A Critical Review of the Concept in Journal ofWorld Business41 pp.56-65


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7. Literature Reviews for ProposalsThis tutorial is intended as a follow-on from Tutorial 6. The literature review for your dissertation proposalcan be thought of as the first iteration of your dissertations critical literature review. As a preliminary study,some proposal literature reviews will concentrate on some relevant literature, including news items; forothers, it may entail revisiting, clarifying or even reformulating their initial topic idea.

Importantly, for the proposal, the literature review is not only intended to be an initial review, analysis andpossible integration of relevant literature, but also where you must define and explain the concepts and/or

theory (or theories) that you intend to use/test/critique in your dissertation.

Intended Learning OutcomesFollowing this tutorial, you should be able to:

be aware of the range of primary, secondary and tertiary literature sources available;

be able to identify key words and to undertake a literature search using a range of methods;

be able to evaluate the relevance and value to your proposal (and dissertation) of the literature youfind

Key Readings:Bryman & Bell pp.94-123 (available as PDF)



Armitage, A & Keeble-Allen (2008) Undertaking a Structured Literature Review or Structuring a LiteratureReview in The Electronic Journal of Business Research Methods 6:2 pp.103-114http://www.ejbrm.com

Page, D (2008) Systematic Literature Searching and the Bibliographic Database Haystack in TheElectronic Journal of Business Research Methods 6:2 pp.171-180http://www.ejbrm.com

Bruce, C (2001) Interpreting the Scope of Their Literature Reviews: Significant Differences in ResearchStudents Concerns in New Library World102:1163/1164 pp.158-165
http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/http://www.ejbrm.com/


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8. Surveys and Questionnaire DesignUndertaking a survey is a popular and common strategy in business and management research and ismost frequently used to answer who, what, how much and how many questions. Survey, thus, tend tobe used for exploratory and descriptive research. The survey method provides a cheap and relatively easyway to obtain a considerable amount of simply quantifiable data, which can be used to test and verifyhypotheses and identify further areas of research.

Survey designs have two defining features: (i) the form of the data and, (ii) the method of analysis.

Form of data: Surveys are based on the collection of data regarding the characteristics (variables) of cases(units of analysis). Surveys produce a structured set of data that forms a variable-by-case grid. In the grid,rows typically represent cases(e.g. people) and columns represent the characteristics of these cases, suchas gender (variables). Each cell in the grid contains information about a cases attribute on the relevantvariable (e.g. male).

Method of analysis: Descriptive analysis is simply achieved by counting and cross-tabulating thedistribution of attributes of variables from the variable by case grid. In particular, survey analysis involvesexamining variation in the dependent variable (presumed effect) and selecting an independent variable(presumed cause) that might be responsible for this variation.

Within business and management research, the greatest use of questionnaires is made within the surveystrategy. However, both experiment and case study research strategies can make use of questionnaires.As a general term, questionnaire refers to all techniques of data collection in which each person is asked torespond to the same set of questions in a predetermined order.

Your choice of questionnaire will be influenced by a variety of factors related to your own researchquestion(s) and objectives, and in particular the:

characteristics of the respondents from whom you wish collect data;

importance of reaching a particular person as respondent;

importance of respondents answers not being contaminated or distorted;

size of sample you require for your analysis, taking into account the likely response rate;

types of question you need to ask to collect your data;

number of questions you need to ask to collect your data.


understand the advantages and disadvantages of questionnaires as a data collection method;

be aware of a range of self-administered and interviewer-administered questions;

be able to select and justify the use of appropriate questionnaire techniques for a variety of researchscenarios;

be able to apply the knowledge, skills and understanding gained to your own research project.

Key Readings:Bryman & Bell pp.208-279



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Faulkner, X & Culwin, F (2005) When Fingers Do the Talking: A Study of Text Messaging in InteractingWith Computers17 pp.167-185

Tourangeau, R & Smith, T.W. (1996) Asking Sensitive Questions: The Impact of Data Collection Mode,Question Format, and Question Context in Public Opinion Quarterly60 pp.275-304

Lucas, R (1997) Youth, Gender and Part-Time Students in the Labour Process in Work, Employment&Society11:4 pp.595-614


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9. Analysing & Interpreting Quantitative DataQuantitative data need to be processed to make them useful specifically, to turn them into information.Quantitative analysis techniques such as graphs, charts and statistics allow you to do this; helping you toexplore, present, describe and examine relationships and trends within the data.

For this tutorial exercise, Tukeys (1977) exploratory data analysis approach will be used. This approachemphasises the importance of diagrams to explore and understand the data, emphasising the importance

of using the data to guide the choice of analysis techniques.


identify the main issues that you will need to consider when preparing quantitative data for analysis;

recognise different types of data and understand the implications of data type for subsequentanalysis;

select the most appropriate tables and diagrams to explore and illustrate different aspects of the

collected data

Key Readings:Saunders, Lewis and Thornhill pp.414-478



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10. Interviews and Discussion Guide DesignInterviews are a method for collecting data at the individual level. Interviews may be structured, with theinterviewer asking set questions and the respondents replies being immediately categorised. Unstructuredinterviews are desirable when the initial exploration of an area is being made, when hypotheses are beinggenerated, and when the depth of data required is more important than ease of analysis.

The most popular interview method is semi-structured, where the interviewer has a series of questions that

are in the general form of an interview schedule but is able to vary the sequence of questions. Also, theinterviewer will often make use of further questions (sometimes included in the interview schedule asprompts) in response to what are seen as significant replies, or when further detail on a particular question(or theme) is desirable.

The tutorial will focus on how each form of interview has a distinct purpose; the types of questions that youcan use during semi-structured interviews; and how to plan and prepare for conducting an interview with arespondent.


classify research interviews in order to help you to understand the purpose of each type;

devise and use an interview guide for semi-structured interviewing;

consider the development of your competence to undertake semi-structured interviews, and thelogistical and resource issues that affect their use.

Key Readings:Saunders, Lewis & Thornhill pp.318-359


Interviewing in Qualitative Research(PDF available on Xstream)

Bryman, A & Cassell, C (2006) The Researcher Interview: A Reflexive Perspective in QualitativeResearch in Organizations and Management: An International Journal1:1 pp.41-55

Holt, A (2010) Using the Telephone for Narrative Interviewing: A Research Note in Qualitative Research10:1 pp.113-121

Hoong Sin, C (2005) Seeking Informed Consent: Reflections on Research Practice in Sociology 39:2

pp.277-294

Kvale, S (2006) Dominance Through Interviews and Dialogues in Qualitative Enquiry12:3 pp.480-500

Willman, P., Fenton-OCreevy, M., Nicholson, N. & Soane, E (2002) Traders, Managers and Loss Aversionin Investment Banking: A Field Study inAccounting, Organizations and Society27 pp.85-98

Hoffmann, E.A. (2007) Open-Ended Interviews, Power, and Emotional Labour in Journal of ContemporaryEthnography36:3 pp.318-346


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11. Analysing and Interpreting Qualitative DataQualitative data refers to all non-numerical data, or data that have not been quantified and can be a productof all research strategies. Qualitative research very rapidly generates a large, unwieldy database becauseof its reliance on prose in the form of interview transcripts, documents, and fieldnotes. It can range from ashort list of responses to open-ended questions in an online questionnaire to more complex data such astranscripts of an interview or entire policy documents.

Data collection, data analysis and the development and verification of propositions are an interrelated andinteractive set of processes. Analysis occurs during the collection of data as well as after it. The interactivenature of data collection and analysis allows you to recognise important themes, patterns and relationshipsas you collect data. As a result, you will be able to re-categorise your existing data to see whether thesethemes, patterns and relationships are present in the case where you have already collected data.

There are two main approaches to qualitative analysis:

the deductiveapproachbased on the idea that hypotheses are essential in science, and where aresearcher deduces a hypothesis (from existing theory) that must be subjected to empirical scrutiny;

the inductive approach where theory is the outcome of research, and where the process of

induction involved drawing generalizable inferences out of observations.

The tutorial exercise will consider both approaches.

Intended Learning Outcome:Following this tutorial, you should be able to:

identify the main issues you need to consider when preparing qualitative data for analysis;

discuss and use deductively-based and inductively-based analytical approaches to, and proceduresfor, analysing qualitative data

Key Readings:

Saunders, Lewis and Thornhill pp.480-525



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The Module Assessment

3000-Word Dissertation Proposal

Preparing your dissertation proposal

STRUCTURE OF THE PROPOSAL

Your proposal should be structured under these key themes:i) Working title of the dissertation;ii) Introduction to the subject and why the topic is relevant;iii) Initial literature review and theoretical framework(s);iv) Research aims and objectives;v) Terms of reference;vi) Methodology to be used;vii) Bibliography

It is important to remember that your proposal is not just a communication between you and yoursupervisor; it is a valuable tool in a variety of ways. First, it helps you get your ideas in a clear structureand to focus your research in order to be clear as to the direction and purpose of your work.

Second, it requires you to do some initial reading around the area, which can help you target your thinkingmuch more, provide a theoretical base for your work, uncover a piece of work that has conducted researchin your chosen area, and may well give you some ideas about what methodological approach to take.

Third, and importantly, your proposal will help you keep on track as you undertake the dissertation. Aproposal with clearly stated aims and objectives will prevent you wandering down blind alleys or cul-de-sacs during your research and writing up.

i) Working TitleYour title should be a sentence which clearly communicates your topic of research. At the early stage try to

think of something short and succinct that provides a clear indication of the area of work. Also, try toensure your working title is focused you want the title to provide information to potential readers in orderthat they can judge its potential relevance to them quickly and easily.

Finalising your title may well be something that you do once you have had the opportunity to fully establishyour Aims and Objectives; there should be a clear relationship between the two.

ii) Introduction/ContextThis section will be where you provide the Introduction and Context for your dissertation, in order toestablish why it is relevant, important, and/or timely. It is also where you address where the idea for theresearch began. Dissertations often arise through a personal interest in a topic, or in response tosomething you may have observed in your own workplace or sector. These are perfectly valid reasons forusing the dissertation as a means of investigating a topic or issue in a more systematic manner.

However, it is equally important in your introduction/context section to draw on relevant existing literature(e.g. policy documents, published research reports, theoretical texts) in order to establish the rationale foryour particular dissertation.

Thus, any literature you cite in this section, and the concepts and ideas briefly presented as context, will beelaborated upon in the literature review section of your proposal.


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Yet, it is very useful to establish in this section what contribution your research will make to existingknowledge in this area. This may well seem a daunting prospect at this stage but it is important toremember that you do not have to propose a new theory or claim a revolution in your topic area will resultfrom the findings of your project! A small contribution to knowledge is always a contribution to knowledgenonetheless.

iii) Theoretical Framework/Initial Literature ReviewThis section should provide an overview of the existing literature in your chosen area. It therefore providescontext for your chosen topic and indicates how your research relates to the theories, themes and issues inyour field of study. Your focus here is to provide an overviewbut also an evaluationof the literature. Itrequires more than simple description.

You should present a themed discussion of the material and, if applicable, identify any gaps in existingresearchwhich provide further justification for your own research.

Writing a Literature Review is a creative exercise. You will have read around the topic and now need topresent your informed tour of the literature to those who will read your proposal. It is therefore importantto present the material in a structured way. This may involve mapping the history or development of a

concept or set of ideas in your topic area. You will also need to provide an assessment of current themes,theories and, possibly, conflicts.

At the proposal stage, the literature review will be indicative in that you will not have enough time andspace at this stage for a thorough review. Whatever you complete at the proposal stage, however, will bevery valuable. It should ideally form the basis for your complete Literature Review at the writing-up stageafter you have finished your data gathering.

The objective here is to establish that you are aware of and understand the major issues in your chosenfield. The literature review also provides you with guidance as to the methods you may adopt in yourdissertation.

It may be, for example, that you wish to replicate a methodology already tried and tested; or you may feelthat a certain methodological approach has dominated research in your field and you therefore wish toapproach the subject differently.

iv) Aims and ObjectivesAims and Objectives are not always easy to write down particularly at the proposal stage. Translatinggood research ideas into clear aims and objectives can be difficult and time-consuming. One good way tohelp organise and focus your approach is to describe what your research is about to a friend or fellowstudent. If you can communicate your ideas effectively, that can form the basis from which to develop amore formal statement of Aims and Objectives.

Another useful way to approach this section is to consider your research in terms of a question, or set ofquestions. What is it exactly that you want to examine? This question can then be re-worked as your aim.Indeed, many research articles articulate both an aim and specify what questions are being explored in theresearch.

Aims

Ideally, you should state your research aim in a sentence or perhaps two sentences. It should not,however, be a long paragraph containing explanatory detail. If you find your research idea runs to morethan one or two sentences, then this is a clear indication that you need to focus down the generalstatement of the research aim.

The aim should be a fairly general statement of what you intend to explore.


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Object ives

Following on from the Aim, and related to it, should be a set of Objectives which can be listed in bulletpoint form. The ideal here is to provide focus by narrowing down the general statement of the overall aim.You can achieve this by thinking carefully through the exact issue you wish to address (e.g. a particularcompany; a particular sector; a sample of users/customers; a certain timeframe; etc.).

The Objectives give an idea of the types of areas you will address within the dissertation. As a rough

guide, between three and seven Objectives is a sensible number.

However, do not be tempted at this stage to be too specific. A common error at the proposal stage is toattempt a level of detail that is actually part of a later stage of the research such as developing individualquestions that might be asked in interviews or questionnaires.

You will also need to consider the relationship between the Aims and Objectives. Another common error atthe proposal stage is to concentrate on focusing the Aim and then inadvertently expanding the breadth ofthe research remit by trying to cover too much in the Objectives.

An alternative to developing a set of Aims and Objectives is to establish a hypothesisa proposition thatyou wish to test as the basis of your project.

v) Terms of ReferenceIt is best to consider the Terms of Reference as linked closely to the Aims and Objectives section. Yourterms of reference can be understood as, effectively, a list of supplementary or sub objectives that willform much of the foundations on which your dissertation objectives will rest.

Put another way, whereas the Aims and Objectives focus on the exact issues that the project will address,the Terms of Reference list what the main steps your project will take to achieve these Aims. For example:

The dissertation will be informed by (relevant concepts/theories) and the findings of the literaturereview examining (e.g. customers or employees levels of satisfaction);

The dissertation will utilise primary research to survey (e.g. customers/employees about their levelsof satisfaction);

The dissertation will conclude by making specific recommendations as to how (e.g.customer/employee levels of satisfaction can be increased).

Ethical ConsiderationsYour proposal should provide an account of any Ethical Considerations that are pertinent for yourdissertation. And you should be aware of the need to act in an ethical manner in the various stages of the

project:

Formulating the research questions;

Data collection (informed consent);

Confidentiality and/or anonymity when presenting results;

Storage/destruction of data at the end of the dissertation.

Undertaking research in health-related areas, for example, will often require you to comply with strictNational Health Service requirements. Some areas of research, such as working with children ordisadvantaged adults, also require a careful consideration of how the research can be conducted. In thesekinds of instances, the use of a gatekeeper is strongly advisable, as they can not only facilitate access to agroup of people or location, but can also vouch for you.


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vi) Research Design and MethodsYour Research Design and choice of Methods should be dictated by your Aims and Objectives, and willadd detail to the elements listed in the Terms of Reference. Nevertheless, there will sometimes beconstraints on what you can do, particularly if you are carrying out non-funded research in your ownorganisation. You need to think carefully about what approach you will adapt and which methods you willuseand why.

Will the selected methods be:

the most appropriate way of collecting the data?

feasible in terms of time and resources?

possible?

This section of your proposal should be informed by relevant readings about your chosen methods and youshould reference appropriate research methods literature. There are many good research methodstextbooks covering social science approaches to research and you will have been given some materials forthis purpose and an extensive reading list.

You should indicate specifically how your Methods relate to your Aims and Objectives, and why they are

appropriate for achieving them. You need to demonstrate an understanding of what your chosen methodsinvolve, and to indicate what some of the limitations might be. All research designs involve makingdecisions about what method to adopt; what to include; what to leave out. This is inevitable. And as longas your chosen method is appropriate for what you want to achieve, you will not be wrong in how youapproach your data gathering.

It is important, however, to be clear and honest about what you will do; how you will do it; and why. Beclear about any limitations of your proposed approach. All research has limitations and if they areacknowledged, it makes the task of judging the proposal much easier.

Research DesignYour overall Research Design relates to questions of methodology: is it appropriate to pursue a

quantitative, qualitative or mixed approach? Debates about quantitative versus qualitative approaches togathering and analysing data can become very detailed with no consensus in sight. Indeed, thischaracterises much debate on the issue. You are not expected to resolve long-running debates. Justconsider what is likely to be the best way of gathering sufficient useful data for your project and beprepared to reflect on the process.

What is important here is that the methods used are those that enable you to collect the data which cananswer your original questions. You may, for example, draw upon quantitative findings (results fromquestionnaires; usage figures; official statistics; etc) and seek to explore qualitatively the meanings thatyour chosen sample/population/cohort/person/organisation attach to some of the statistical information youhave studied.

MethodsOnce you have decided upon your chosen strategy, you will need to select specific Methods for collectingyour data. This usually involves asking questions of systems, or texts, or people. At the proposal stage,you need to communicate to the assessor that you have selected appropriate Methods. You also need toprovide an indication of how you will implement them.

If you intend to use questionnaires, you will need to indicate if these will be paper-based or online; and howyou intend to pilot and/or distribute them. If you intend to conduct interviews, will they be structured orsemi-structured? At the proposal stage, you do not need to come up with a completed questionnaire orinterview schedule (set of questions). But you should have some idea about the topics you will becovering.


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vii) List of ReferencesAll materialtexts, articles, reports, websites, media you have drawn on for your proposal must be citedcorrectly in the main body of the proposal and the full reference must also be placed in a dedicateBibliography.

You should adopt the Harvard system of referencing both in the main body of your proposal and for yourBibliography. You will have been given guidance about this before writing your proposal.


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Dissertation Proposal Marking Criteria

CRITERIA < 40% 40 - 49% 50 - 59% 60 - 69% > 70%

Distinction Level

Project Rationale (20%)

Thorough, but concise overview of the problem/issue under investigation, including why it is asignificant study and why/ how it may impact ontheory and/ or practice.Aims, hypotheses/research questions, keyvariables, and brief explanation of method included.

Not identified (0%)

OR

Major omissions to therequirements as laid out

in the dissertationsguidelines.

An attempt has beenmade, but some areas

may be missing orlacking in substance.

All areas covered, butsome areas may beweaker than others.

All areas covered, well-articulated. It is clear whatthe dissertation is about,

and why it is beingundertaken.

All areas covered to anextremely high standard.

Literature review (30%)

Critical review, analysis and integration of therelevant literature(s).Review of past research.Definition and explanation of concepts andconstructs.

Not addressed (0%)

OR

Descriptive in nature,with many elements

which are not relevant tothe research questions.

Partially addressed,although insufficient

literature considered andthis is not critically

analysed or integratedinto a coherent whole.

Sufficient literatureconsidered, some

attempt at analysis, butlacking in critical focus

and only partiallyintegrated into acoherent whole.

Extensive literatureconsidered and analysed,

good integration ofliterature and some critical

content.

Overall critical review ofrelevant and up-to-dateliterature. Breadth and

depth of literature reviewedis appropriate, and

integrated into a coherentwhole.

Research Design: (25%)

Appropriate choice, justification of method(s) andmethodology.

Not addressed (0%)

OR

Totally inappropriate,inconsistent, confused

approach.

Choice of method wouldwork, but not necessarily

the most appropriate.No/poor rationale given

for method(s).

Competent choice ofappropriate method(s).A rationale is given forthe method(s), but this isof an average standard,

requiring greaterexplanation.

Good choice ofappropriate method(s)

under the identifiedconstraints of the study,with clear, unambiguous

rationale given.

Excellent choice ofappropriate (even

innovative) method(s).Robust justification, with

consideration ofimplications.


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CRITERIA < 40% 40 - 49% 50 - 59% 60 - 69% > 70%

Distinction Level

Project Plan: (15%)

Project management provision,Consideration of ethical access, resource issues;Ethics form included.

Not addressed (0%)

OR

No, or very littlediscussion of project

plan. No considerationof access, ethical andresource management

issues.

Descriptive discussionand/or limited project

plan. Inconsistentconsideration of access,

ethical and resourcemanagement issues.

Some critical discussionof a complete projectplan. Come thoughtful

consideration of access,ethical and resourcemanagement issues..

Good critical discussion ofa detailed project plan.Methodical approach to

access, ethical andresource management

issues.

Insightful critical discussionof a thorough project plan.Insightful and systematicconsideration of access,

ethical and resourcemanagement issues.

Referencing, Presentation & Communication:(10%)

Academic referencing, both throughout the scriptand in the reference section using the Harvard style.

NB: a reference section was requested, NOT abibliography.General writing style i.e. academic style andadherence to required presentation.Presentation of material, argument and structure

No referencing (0%).

OR

Poor or inconsistentreferencing throughout.

Lacking in academicstyle, has not f ollowed

the requirements, and/ormuddled structure.

Some referencing, butpatchy e.g. manyinstances where

references are required.Reference section may

be attempted, butcontains errors, and

some may be missing.Style is generally poor,

presentation needsimprovement, andunclear structure.

Satisfactory referencingthroughout, with some

errors or missingreferences; generally

sound.Inconsistent style i.e.

some parts better thanothers and clear

structure

Good referencing, with theoccasional error ormissing references.

Good academic style,presentation and clear and

sensible structure.

Excellent, precisereferencing throughout.

Excellent academic styleand pristine presentation

and structure (as laid out inthe requirements).


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Gill, J. & Johnson, P. (2002) Research Methods for Managers (3rded)London: Sage

Remenyi, D., Williams, B. Money, A. & Swartz, E. (1998) Doing Research in Business and Management:An Introduction to Process and MethodLondon: Sage

Bryman, A. (2004) Social Research MethodsOxford: University Press

Burns, R.B. (2000) Introduction to Research MethodsLondon: Sage

Brewerton, P. & Millward, L. (2001) Organisational Research Methods: A Guide for Students andResearchersLondon: Sage

Ghauri, P., Grnhaug, K. & Kristianslund, I. (1995) Research Methods in Business: A Practical GuideHemel Hempstead: FT Prentice Hall

However, postgraduate students should use sources that offer more specialist guidance whereverpossible. The following texts illustrate the depth and scope expected at postgraduate level

Keegan, S (2009) Qualitative Research: Good Decision Making Through Understanding People, Cultures

and MarketsLondon: Kogan Page

Johnson, P. & Duberley, J. (2000) Understanding Management Research: An Introduction to EpistemologyLondon: Sage

Denzin, N. & Lincoln, Y. (2005) The Sage Handbook of Qualitative Research (3rded) London: Sage

Denzin, N. & Lincoln, Y. (2003) Collecting and Interpreting Qualitative MaterialsThousand Oaks: Sage

May, T (ed) (2002) Qualitative Research in ActionLondon: Sage

Silverman, D (2005) Doing Qualitative Research: A Practical HandbookLondon: Sage

Silverman, D (2006) Interpreting Qualitative Data: Methods for Analysing Talk, Text and InteractionLondon:Sage

Hardy, M. & Bryman, A. (eds) (2004) Handbook of Data AnalysisLondon: Sage

Mariampolski, H (2001) Qualitative Market ResearchThousand Oaks: Sage

Chrzanowska, J (2002) Interviewing Groups and Individuals in Qualitative Market ResearchLondon: Sage

Ereaut, G., Imms, M. & Cllingham, M. (eds.) (2002) Qualitative Market Research: Principle and PracticeLondon: Sage

Balnaves, M. & Caputi, P. (2001) Introduction to Quantitative Research Methods: An InvestigatoryApproachLondon: Sage

Morris, C (2003) Quantitative Approaches in Business StudiesHarlow: Pearson

Black, T (1999) Doing Quantitative Research in the Social Sciences: An Integrated Approach to RsearchDesign, Measurement and StatisticsLondon: Sage

Hackett, G. & Caunt, D. (1994) Quantitative Methods: An Active Learning ApproachOxford: Blackwell

Denscombe, M (2002) The Good Research Guide for Small-Scale Social Research ProjectsBuckingham:Open University Press


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Coghlan, D. & Brannick, T. (2005) Doing Action Research in Your Own OrganisationLondon: Sage

Hart, C (2002) Doing a Literature ReviewLondon: Sage

Arksey, H. & Knight, P. (1999) Interviewing for Social Scientists: An Introductory Resource with ExamplesLondon: SageMegrove, C. & Robinson, S.J. (2002) Case Histories in Business EthicsNew York: Routledge

Oliver, P (2003) The Students Guide to Research EthicsMaidenhead: Open University Press

Barry, N (1998) Business EthicsBasingstoke: Macmillan Business

Chryssides, G.D., & Kaler, J.H. (1993) An Introduction to Business EthicsLondon: International ThomsonBusiness Press

Donaldson, J (1992) Business Ethics: A European CasebookLondon: Academic Press

Gray, D.E. (2004) Doing Research in the Real WorldLondon: Sage

Pole, C. & Lampard, R. (2002) Practical Social InvestigationHarlow: Pearson Education

Robson, C (2002) Real World ResearchOxford: Blackwell

Rearch Methods Handbook 866512008

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