Management Research Paper (Airline Business)

It is a 30 pages long research paper.
Please look at the atachments. I finished the part 1 of the assignment now I need the main part. Please take a look at the study guide (PDF) for more information.
Thanks.
PLEASE READ PAGE 25 till 31 OF THE PDF DOCUMENT

UNIVERSITY COLLEGE DUBLIN

NATIONAL UNIVERSITY OF IRELAND, DUBLIN

Master in Science (MSc)

(Hong Kong and Singapore)

BMGT4023H/S Research Paper 1

BMGT4024H/S Research Paper

2

STUDY GUIDE

Copyright © February 2012

2

Author: Dr. Teresa Brannick, Anne Coughlan, Dr. Enda Hannon, Dr Scott Pirie, Dr
Frankie Yee, Dr. Linda Dowling-Hetherington, Dr Orna O’Brien and Dr Anne Bourke

This manual was prepared for University College Dublin as a comprehensive support
for students completing the above mentioned Master Degree

programme.

© This publication may not be reproduced, in whole or in part without permission in
from University

College Dublin.

UCD Module Co-ordinator: Dr. Orna O’Brien

Local Module Co-ordinator:

Frankie Yee

Email. benkie@singnet.com.sg

3

TABLE OF CONTENTS

Welcome Message ………………………………………………………………………………………………………………….

4

PART 1: INTRODUCTION ………………………………………………………………………………………………………….

6

PART 2: RESEARCH PAPER 1……………………………………………………………………………………………………..X

PART 3: RESEARCH PAPER 2……………………………………………………………………………………………………..Y

PART 4: OVERVIEW OF THE RESEARCH PROCESS ……………………………………………………………………… 3

7

Topic 1 An outline of the Research Process

41

Topic 2 Selecting your Research Project 4

8

Topic 3 The Literature Review

52

Topic 4 Research Design

58

Topic 5 Case Study Design

61

Topic 6 Data Collection 6

9

Topic 7 Data Collection: The Survey

77

Topic 8 Data Collection: The Interview

81

Topic 9 Data Collection: Secondary Sources 8

5

Topic 10 Reporting Research Results

87

Topic 11 The Final Write-Up

92

Topic 12 Managing Ethics

96

Topic 13 Researching your own organisation

98

Part 6: PROJECT PRESENTATION GUIDELINES …………………………………………………………………………

100

4

Welcome Message

As UCD module co-ordinator of the Research Papers 1 and 2 modules, I wish to

welcome you to these modules. This is a series of project-based modules completed

the next nine months and provides you with an opportunity to undertake a small

piece of research. Research Papers 1 and 2 provide you with an insight into the

research process and are closely related. This study guide will provide you with an

overview of the two modules and the assessment requirements.

These modules are important as they not only introduce you to the research

process

but also assist you in developing the skills to critically evaluate other research on

your programme of study and otherwise. You are required to examine the application

of the various theoretical perspectives presented on the MSc programme to one’s

own workplace experience, particularly in relation to organisational behaviour and

strategic management and business policy. This research paper provides for

blending of theory and practice contents of the MSc programme with the collective

workplace experiences of participants.

This study guide provides guidance on both Research Paper 1 & 2 as both modules

are closely related and together provide you with an insight into the research

process. Figure 1 below outlines the submissions required and demonstrates the

relationship of the assignment requirements on each module.

5

Figure 1 –

An Overview of Research Paper 1 & 2 (The Research Process)

Should you require clarification on any matter pertaining to the module, please do

not hesitate to ask. The Research Paper Team (the local lecturer and I) and I hope

you enjoy this module.

Dr Orna O’Brien

Module Coordinator

Frankie Yee

Local Module Coordinator

6

PART 1: INTRODUCTION

Project Specification and Project Structure

The five research paper assignments (topic proposal, literature review, learning

journal, research proposal, and research report) rely on your initiative and interest in

the research topic in addition to your ability to carry out the research itself, and to

evaluate and report on your findings. These five submissions are split across two

modules and represent key milestones in the overall research process. A number of

online resources will be delivered by the module co-ordinator and some face-to-face

sessions delivered by the local lecturer to assist you through this process. These

sessions combined will assist your learning during this project.

The recorded sessions (podcasts) will explain the purpose of each of the five

assignments and the processes involved in completing them. The face-to-face

sessions will provide regular opportunities for you to discuss with the module

coordinator matters arising from your research. You are strongly encouraged to

make full use of the scheduled support sessions by preparing questions before you

attend each session and by raising them for discussion in class. This is more

efficient than raising points individually, because it enables others to participate in

the discussion and allows the whole group to learn from points that arise.

In addition to the online supports, Frankie Yee will be working with you to address

any particular queries you have on an individual basis.

Contact details

7

Name: Frankie Yee

Email benkie@singnet.com.sg

Module Delivery

The modules largely involve two self-directed pieces of research and, therefore,

limited class contact hours have been scheduled. You are requested to read the

prescribed topic in the study guide in advance of podcasts and class sessions. For

Seminar 2, it is critical that you have considered the project and the type of proposal

that you might consider completing. Seminar 2 is an opportunity to ask specific

questions about the type of proposal which will meet the requirements of the

project.

Remember if the proposal does not meet the module assessment

requirements, you will be asked to review your proposal.

An Overview of Research Paper 1 & 2 (The Research Process)

8

AS OUTLINED ABOVE RESEARCH PAPER 1 AND RESEARCH PAPER 2 BOTH WILL ASSIST YOU IN NAVIGATING THE RESEARCH

PROCESS. THEY ARE CLOSELY RELATED AND PROGRESS ON ONE MODULE IS MUTUALLY DEPENDENT ON THE OTHER.

RESEARCH PAPER 1 (15 ECTS)

To complete this module, each student is required to submit (i) a Literature Review

and (ii) a Learning Journal. Each submission carries a weighting of 50% in the

overall assessment for this module. One overall module grade will be awarded at the

end of the programme.

The Literature Review should relate to the business topic you plan to research in

Research Paper 2. You do, therefore, need to plan ahead. The Learning Journal

should record your experience and learning in the course of reviewing the relevant

literature.

9

RESEARCH PAPER 2 (15 ECTS)

For this module, each student is required to submit (i) a Research Proposal and (ii) a

Research Report that sets out the results of the Research Project. The Research

Proposal carries a weighting of 20% in the overall assessment for this module, and

the Research Report carries a weighting of 80%. One overall module grade will be

awarded at the end of the programme.

The Research Project should address a research question by replicating a published

academic study in a local situation, using primary and/or secondary data. Each

student will choose a suitable business topic; prepare a proposal; collect and

analyse pertinent data; and report on the findings as outlined in Section 2.

Some students may have completed research projects at undergraduate level, and

have a clear understanding of the research process and the relative importance of

each activity. Others may have no previous experience of research. In either case,

students should carefully study the following prescribed textbook to inform their

approach to research:

Bryman, A and Bell, E (2011): Business Research Methods, Oxford: Oxford
University Press, 3

rd
edition

This textbook provides an insight into the research process and depending on your

own research questions and its resultant methodology, some chapters will be of

more use to you than others. It is best to think of this textbook as provided a menu of

research suggestions from which you select which is most relevant to your own

project.

Details of the two modules are set out in the following sections, together with

guidelines for preparing each submission, and grade descriptors for the assessment

components. In addition, useful source materials are suggested to support your

studies. Should you have any queries on UCD submission standards and quality,

please refer to this Study Guide or your research advisor. In preparing your

10

submissions, you are strongly advised to adhere to the recommendations on

structure and format set out in this guide.

Feedback

We welcome your feedback on this module throughout the course of the semester.

You will be provided with course evaluations at the end of each semester. Your

feedback will assist us in continually improving the programme.

Blackboard

The website ‘Blackboard’ is accessed online at http//:elearning.ucd.ie (no prefix of

http://www) or through UCD Connect. ‘Blackboard’ will update students on any

upcoming deadlines and general notices relating to the modules. It also provides

additional resources for each module are which might useful for the preparation of

the assessment or additional readings. You are strongly encouraged to familiarise

yourself with all of the material available on Blackboard.

Preparing for Class

In order to make the most of the podcasts and face to face sessions, it is advised

that you familiarise yourself with any advance reading or preparation required. You

are encouraged to have perused the relevant section of the study guide in advance

of each session.

Module Conduct

Teaching Policy: It is expected that participants attend all classes. While in

attendance, active, high-quality participation in class discussions is expected. This

requires that participants are familiar with the materials discussed and listen actively

http://www/

11

to the contributions of their peers. Absence from any session needs to be discussed

with the instructor.

Student Engagement

Session participation is a vital element in the design of this module. Therefore, all

students are expected to engage in class discussion and debate in order to facilitate

the formation of their critical judgements.

To support your learning, Power-Point slides will be available which (on certain

occasions) may need to be upgraded / modified during or following the sessions

depending on the issues raised.

(1) UCD Module Coordinator

A number of podcasts for both Research Paper 1 and Research Paper 2 will be

available at key intervals throughout the term. These sessions are designed to

provide you with some of the fundamental concepts and processes related to the

general research process and the project’s assignments. These podcasts will be

delivered by the UCD module coordinator, and will explain the purpose of each of the

assignments and the processes involved in completing them. They will also serve to

provide you with an insight into the research process itself.

It is important to listen these recorded sessions at the key intervals in your research

project, as outlined in the module schedule. The podcasts available are:

Introduction to the research process & selecting your project proposal

Evaluating the literature

Introduction to Methodology

Ethical Data Collection

12

Reporting your Results

Advice on your Final Write-up

(2) Local Module Coordinator

These general lectures will be complemented with some focused, individual class

sessions. These face-to-face ‘Q&A’ sessions will provide you with an opportunity to

discuss these concepts and processes in relation to you own project topic. Your local

Programme Manager will inform you of the dates of these sessions.

You are strongly encouraged to make full use of the scheduled support sessions by

preparing questions before you attend each session and by raising them for

discussion in class. This is more efficient than raising points individually, because it

enables others to participate in the discussion and allows the whole group to learn

from points that arise. You may communicate by email at any time during the

module with your local module coordinator, but you are strongly encouraged to

prepare questions arising from your work on the module and raise them during the

face-to-face support sessions – this allows the whole class to participate in the

discussions and therefore learn from each other. You should email your local

module coordinator regarding particular queries you have relating to your specific

project.

Your Programme Manager will advise you on the dates of face-to-face workshops for the

module.

13

PART 2:

RESEARCH PAPER 1

14

Module Title: Research Paper 1

No. of ECTS: 15 ECTS

Date of Submission: 6
th

January 2012

This module gives you an opportunity to blend the theory and practical contents of

the MSc programme with your own workplace experience. To this end, you will be

expected to reflect critically on your learning and workplace experience, and to

participate actively in group discussions.

The learning outcomes for this module are:

a. Critically evaluate and review academic literature on a business topic,

b. Demonstrate a practical and reflective understanding of selected functional

and general management activities.

c. Evaluate ways in which the selected business themes and topics are useful to

practicing managers, bearing in mind the business context and setting.

d. Critically evaluate research papers and demonstrate effective analytical and report

writing skills

To fulfil the requirements for Research Paper 1, you are required to undertake and

complete the following three

assignments:

a. Proposal

b. Literature Review

c. Review of Two Academic Journal Papers

15

These assignments should be completed on an individual basis and should be submitted by

the due date unless permission for an extension has been granted in advance by your

Programme Manager. Each Assignment must be typed using 12 point Times New Roman

font and 1.5 line spacing. Please make sure you include your name and student number on

the cover sheet. The Literature Review should be no more than 10 typed A4 pages

(approx 5,000 words), and the Learning Journal should also be no more than 10 typed A4

pages (approx 2,000 words). A word count should be included on the cover sheet. Please

keep to these guidelines, and do not to exceed the limits.

For all business documents, it is important to develop a clear writing style. While emphasis is

placed on content and substance, the manner in which you communicate information

influences the outcome – in

this case, the grade.

(a) Proposal

Guidelines for the Research Proposal and Research Report are set out in the following

paragraphs. Please ensure that you follow them carefully. The proposal submission is

approximately 2,000 words.

Cover page

This should include a short, descriptive title together with your name and

student number

1.

Introduction

State your intended

research question

This section should introduce the topic, and explain why it should be of interest to

managers and to management scholars

It should also outline the structure of the rest of the document

16

2. Preliminary literature review

You should draw on the literature review prepared in Research Paper 1

This should be a critical review of several key academic studies on the chosen topic

It should identify the existing study that will be replicated, and state the research

question the proposed study will address

3. Research methodology

This section should briefly describe and justify how you might collect data to answer

your research question. You will be submitting this again when we have had an

opportunity to review the theory of research methods together.

It should also describe the local context in which the proposed study will be carried

out

4. Outcome and timetable

This section should explain the expected outcomes and likely contributions to

management theory, policy and practice

It should also include a draft timetable for the research, making allowance for

contingencies that may arise

References

This should be an alphabetical list of all the literature cited in the text, formatted

according to the Harvard referencing system described in Appendix A of the

textbook.

Citations within the text should identify the author and year of publication, e.g.

(Porter, 1990)

17

(b) LITERATURE REVIEW

For this assignment, you are required to read and critically review a selection of

academic literature on the business topic you plan to research in the next module.

The aim of this review is to develop a research question that can be addressed in

Research Paper 2 by replicating, in a local situation, an earlier study published in a

refereed academic journal.

Academic literature consists mainly of books and journal articles. Your review should

cover at least six key studies published in refereed journals. You may cite an

academic book if it provides a good summary of the topic, but the key items

reviewed should be journal articles.

The following is an extract from the guidelines provided by the UCD Library on

writing a literature review.

A literature review offers an overview of the relevant and significant

literature on a research area. It reviews the critical points of current

knowledge on a particular topic – i.e. a survey of articles, books, conference

papers, theses etc. It is usually limited to a particular timeframe, and should

include a description, summary and critical evaluation of the materials

presented. A literature review is not a list describing or summarising one

piece of literature after another. The purpose of a literature review is: to

18

demonstrate your ability to identify the relevant information and outline

existing knowledge; identify the “gap” in the research that your work will

address; produce a rationale or justification for your study.

Further information and guidance on Literature Reviews can be found at

http://www.ucd.ie/library/students/information_skills/lit_review.html. Sample literature

reviews can be viewed on Blackboard, and an audio clip explaining the literature

review can be downloaded from Blackboard. Both are under the Study Skills button.

Your Literature Review should contain the following sections:

Cover page

Short, descriptive title

Student name and number

1. Introduction

This section should introduce the topic,, and explain why it should be of interest to

managers and management scholars

It should also state the purpose of the review, and describe how the subsequent

sections are structured

2. Main body of the review

The headings used in this section will depend on the nature of the topic and the

particular structure chosen to present the overall argument

It is usually most effective to structure this part according to the main themes that

emerge from the review

This section should not be a series of summarises that describe one piece of

literature after another

http://www.ucd.ie/library/students/information_skills/lit_review.html

19

3. Conclusion

This final main section should highlight the issue arising from the review that provides

an opportunity for further research

It should also identify the study to be replicated, and outline the context of the study

to be carried out in the next module

Finally, it should state the research question that will be addressed by this study.

References

This should be an alphabetical list of all the literature cited in the text, formatted
according to the Harvard referencing system described in Appendix A of the
textbook.
Citations within the text should identify the author and year of publication, e.g.

(Porter,

1990)

Plagiarism quiz confirmation certificate

The Literature Review should be no more than 10 typed A4 pages (max. 5,000 words), using

12 point Times New Roman font and 1.5 line spacing.

20

GRADE DESCRIPTORS – LITERATURE REVIEW

GRADE Characteristics

A
1

Title clear and informative.

Student name and number included

Topic clear, and should be of interest

Well structured, with informative headings

Argument sound. and easy to follow

Clearly identifies the study to be replicated

States a clear and suitable research question for further research

References are complete and formatted correctly

Plagiarism certificate is included

Neat and well written

B

Title clear and reasonably informative

Student name and number included

Topic clear, and should be of interest

Well structured with adequate headings

Argument generally sound and easy to follow

Identifies the study to be replicated

Presents a research question for further research

References are complete and mainly formatted correctly

Plagiarism certificate included

Quite neat and well written

C

Title included but could be improved

Student name and number included

1
Descriptors for the general bands (A – D) are provided here. When each submissions is being graded, the

complete grade bands are used – A+, A and A-, B+, B and B- etc.

21

Topic vague, not really clear why it should be of interest

Structure and headings could be improved

Argument not always sound, or easy to follow

Identifies the study to be replicated

Research question may be missing, or could be improved

References may be incomplete, or formatted incorrectly

Plagiarism certificate included

Quite neat, but writing could be improved

D

Title may be missing, or could be improved

Student name or number may be missing

Topic vague, and not really clear why it should be of interest

Structure and headings could be improved
Argument not always sound, or easy to follow

Study to be replicated may not be suitable

Research question may be missing,, or could be improved

References may be in complete or formatted incorrectly

Plagiarism certificate may not be included

Format and writing could be improved

22

(b) ACADEMIC JOURNAL REVIEW

Having completed your literature review, you are asked to provide a summary of the of two

research papers which were critical to your literature review. These two rigorous articles are

to be research studies and carefully chosen because their methodologies were outlined in

the research paper. You are asked to summarise the approach taken to each research

paper. It is intended that this assignment will assist you preparing your own research design

at a later stage in the project, by familiarising yourself with the methodologies of other

studies.

Some of the areas you may consider include:

Identify the key themes relating to this paper – outlined 4-5 of the key concepts or

definitions which each paper is based upon.

Describe what the rationale for the project provided is? How is it justified?

Comment on the visibility of the research question or research objectives

Describe the methodology adopted

 Where way was the data collected? Did it use interviews, a survey,

focus group

 How many were completed?

Outline the research site (s) used

Describe any ethical issues identified by the study

The limitations identified by the study itself

The limitations you identify of the study

Any research design commonalities between the two academic journal papers

Assignment Specification:

 This assignment should be a maximum of 2,000 words

oOo

23

Grade Descriptors for Academic Journal Reviews

GRADE Characteristics

A

Title clear and informative.
Student name and number included
Topic clear, and should be of interest
Well structured, with informative headings
Argument sound. and easy to follow

Clear identification of the methods adopted by the paper

Limitations of the paper are identified

Clearly identifies the study to be replicated

Synthesised discussion of papers where appropriate

States a clear and suitable research question for further research
References are complete and formatted correctly
Plagiarism certificate is included
Neat and well written
B
Title clear and reasonably informative
Student name and number included
Topic clear, and should be of interest
Well structured with adequate headings
Argument generally sound and easy to follow
Clear identification of the methods adopted by the paper
Limitations of the paper are identified
Clearly identifies the study to be replicated
Identifies the study to be replicated
Presents a research question for further research

24

References are complete and mainly formatted correctly
Plagiarism certificate included
Quite neat and well written

C
Title included but could be improved
Student name and number included
Topic vague, not really clear why it should be of interest
Structure and headings could be improved
Argument not always sound, or easy to follow
Identifies the study to be replicated
Research question may be missing, or could be improved
References may be incomplete, or formatted incorrectly
Plagiarism certificate included
Quite neat, but writing could be improved

Some identification of the methods adopted by the paper

Clearly identifies the study to be replicated
D
Title may be missing, or could be improved
Student name or number may be missing
Topic vague, and not really clear why it should be of interest
Structure and headings could be improved
Argument not always sound, or easy to follow
Study to be replicated may not be suitable

Absence of the required sections outlined for the review

No limitations of the study identified.

Research question may be missing,, or could be improved
References may be in complete or formatted incorrectly
Plagiarism certificate may not be included
Format and writing could be improved

25

Module Title: Research Paper 1
No. of ECTS: 15 ECTS

Date of Submission: 30
th

January 2013

Module Description

This module will give you an opportunity to research a topic of your choice, drawing on

documentary and/or primary data. The topic can be associated with your workplace, your

prior study, current career, or future career plans. To provide details of the intended

research, you are required to submit a Research Proposal that describes your proposed

project. This will be assessed by the module coordinator, who will provide feedback on the

appropriateness of the topic, research question, literature review, and methodology.

To fulfil the requirements of this module, you are required to complete the following

assignments:

a. Research Proposal for Research Design

b. Research Report

These assignments should be completed on an individual basis, and submitted by the due

date unless permission for an extension has been granted in advance by your Programme

Manager. Each assignment must be typed using 12 point Times New Roman font and 1.5

line spacing.

The Research Proposal for Research Design should be completed using the

headings below.

The Research Report should be no more than 30 typed A4 pages (approx 10,000

words)

26

A word count should be included on the cover sheet, together with your name and student

number. Please keep to the guidelines, and do not to exceed the size limits. For all business

documents, it is important to develop a clear writing style. While emphasis is placed on

content and substance, the manner in which you communicate influences the outcome – in

this case, the grade.

The following sections list the module outcomes and provide details of the research

process.

Guidelines for the two submissions are also included. Please ensure that you follow these

carefully. They are followed by a list of recommended texts, and then by the grade

descriptors.

MODULE LEARNING OUTCOMES

On completing this module, students should be able to

(i) Select an appropriate business research topic

(ii) Formulate a pertinent research question, and supporting objectives

(iii) Select an appropriate methodology and research design

(iv) Gather appropriate data, analyse it, and present research findings.

Before you can write a proposal, you need to spend time designing the proposed study.

More specifically, you need to (i) identify research problem or issue (ii) determine the

purpose of the research (iii) identify the main research question (iv) based on this question,

detail the research objectives (v) choose the research strategy and methods (vi) determine

the expected outcomes and time schedule (vii) write the proposal.

In this case, you are required to replicate an existing study, so some of these points will be

predetermined. This applies particularly to the research strategy and methods. Details will,

27

however, be different in the proposed study because they will need to be adapted to suit the

local situation.

SUBMISSION GUIDELINES

Guidelines for the Research Proposal and Research Report are set out in the following

paragraphs. Please ensure that you follow them carefully.

a) RESEARCH PROPOSAL FOR RESEARCH DESIGN

Cover page
This should include a short, descriptive title together with your name and
student number

1.

Introduction

Restate your research question and your research objectives. They are likely to have

been revised as you work through the research process.

2. Research methodology

Briefly outline what common approaches to research methods in this field you had

identified in your Academic Journal Paper Reviews were taken to collecting data in

this field.

This section should describe and justify the research strategy and methods that will

be adopted by your research.

o Outline research design

o Data collection tools

28

o Proposed approach to analysis

o Proposed research site(/s)

It should also describe the local context in which the proposed study will be carried
out

3. Timetable

It should also include a draft monthly timetable for the research, making allowance

for contingencies that may arise

o Include the data collection process, data analysis and time for writing up your

findings in the timetable.

o If you are planning to complete interviews or a survey factor this into your

timeline.

References

This should be an alphabetical list of all the research methods literature cited in the

text, formatted according to the Harvard referencing system described in Appendix A

of the textbook.

Citations within the text should identify the author and year of publication, e.g.
(Porter, 1990)

Plagiarism quiz completion certificate

The Research Proposal should be no more than 5 typed A4 pages (max. 1,500 words),

using 12 point Times New Roman font and 1.5 line spacing.

29

b) RESEARCH REPORT

Title Page

This should include a short, descriptive title together with your name and student

number. The layout is shown in Appendix 1.

Abstract

This is similar to an executive summary, and should be no more than 300 words. It is

usually prepared after everything else.

Acknowledgements

There may be individuals who assisted you with the research. If so, you should

acknowledge their help.

Table of Contents

This should list the main sections, and indicate page numbers

List of Tables

This should list any tables in the report, and indicate page numbers

30

List of Figures

This should list any figures in the report, and indicate page numbers

Subsequent sections should flow as a coherent essay, with each section building on

the previous one.

1. Introduction

This section should explain the background to the project, and give reasons for

choosing the research topic

It should briefly explain the purpose of the research; the general approach to the

study; and the main results found

It should give the reader a brief overview of the rest of the report, in a few sentences

per section.

2. Literature Review

Please drawn upon the literature review prepared in Research Paper 1 for this

chapter. You may wish to update it and revise it.

As discussed earlier, this section should critically review key academic studies that

deal with the research topic

It is usually best to structure this section around themes that arise from the review

All sources of information used in the review should be cited with the author’s name

and date of publication in accordance with the Harvard referencing system

The section should end with clear statements of the gap to be filled, the research

question, and the research objectives.

31

3. Research Methodology

In this section you will explain and describe how you completed the project. Re-state

the project research objectives and then indicate whether you are relying on

documentary evidence or collecting primary

data

For the documentary evidence – justify this approach and indicate why the source

materials used were considered adequate.

For the primary data – indicate why you need primary data for the project and detail

the tools used to collect it.

You should also outline how you processed and analyzed your data. Did you

compare and contrast themes emerging from the literature and then draw on

secondary sources to supplement and support it?

Primary data needs to be organized, examined – how did you do that?

Are there any limitations with the methodology used?

4. Results & Analysis

This section outlines your main findings and it is useful to present the findings using

key words from your research objectives.

Should you rely on documentary evidence, indicate the main trends and support

these drawing on secondary sources such as reports and data bases.

Illustrate your findings as appropriate, using a mixture of Tables and Figures. Make

sure you comment on each illustration; that it is clearly labelled; and, where

appropriate, that the source is cited. This is particularly important if you are relying on

documentary evidence.

5. Conclusion

This section is where you demonstrate your understanding of the topic and the

implications of the findings.

32

Are there implications from your findings that have a bearing on business theory and

practice?

References

This section should list all sources cited in the report in alphabetical order of names,

using the Harvard referencing system.

Citations in the body of the report should show the author and year e.g. (Porter,

1990)

References should not be numbered.

Appendices

This section includes figures, tables and other details that do not sit well in the main

part of your submission.

Should you have collected primary data, you would inset a copy of your

questionnaire as an Appendix. You might also include the list of interview questions if

you gathered data using personal interviews.

Plagiarism quiz confirmation certificate

The Research Report should be no more than 25 typed A4 pages (max. 10,000

words), using 12 point Times New Roman font and 1.5 line spacing.

33

GRADE DESCRIPTORS – RESEARCH PAPER 2

The following Grade Descriptors apply for the Research Report. The same table will be used

for the Research Proposal, omitting those individual descriptors that clearly do not apply.

Grade Descriptor

A

The topic chosen is innovative with a clear research gap identified

The title is original and fits in well with the chosen topic

The rationale underpinning the topic choice is set out along with the research

question.

The introductory stages of the report (abstract, table of contents,

acknowledgements etc) are presented using an effective format

The structure of the research paper is very effective with proper headings and

34

sub headings and these are numbered

The introductory section provides an interesting overview of the work, and the

process applied.

Key terms, variables and concepts pertinent for the topic are explained

The research objectives for the project are fitting

The literature review is very well written and informs the study.

The research methodology used for the study is clearly outlined and research

techniques and strategies used are appropriate

The data collection techniques are clearly explained along with the rationale and

any limitations

The study findings draw on suitable sources and are clearly presented with

effective headings (based on the research objectives) and diagrams.

The content of the report is both descriptive and analytical

Key findings are identified, well presented with appropriate commentary

The implications of the study findings are considered by the author

All Tables and Figures are clearly labelled

Comments associated with each illustration are appropriate

Concluding comments and pointers for further research are fitting

The referencing style throughout the paper is excellent

The work satisfies the length requirements and is excellently written and

presented

Evidence clearly exists that this paper has been proof read

Appendices consist of appropriate documents – copy of questionnaire, list of

interview questions or other documents that are vital but do not fit into the body of

the paper.

B

The title is suitable and the topic is clearly explained.

The reason why the topic is selected to research is clearly stated.

The introductory parts of the paper use an appropriate format (abstract, table of

contents, acknowledgements etc).

The paper is divided into separate sections which are clearly labelled with proper

35

headings.

The introduction to the paper is brief with an outline of the topic and the research

process used

Key terms and concepts associated with the topic are explained

The research objectives are suitable and the literature review informs the study.

The research methodology used for the study is clearly outlined and research

techniques explained

The data collection techniques are set out and limitations noted

The research findings are well presented and draw on the appropriate sources

Suitable headings (based on the research objectives) are used for the findings

The content is descriptive and parts are presented in an analytical manner

All Tables and Figures have a commentary which explains further the data

The concluding comments and pointers for further research are fitting and the

referencing throughout the paper is of academic standard.

The work meets the length requirement, is very well written and presented

Evidence exists that the paper has been proof read

Appropriate appendices are included

C

The report title is interesting and the reason for the topic choice is evident

The number of sections within the paper suits the emphasis of the study

The presentation and structure of the report follows the guidelines given

The research objectives are stated but might be more succinct

The approach to the research (methods) is documented and suggests the

student understands the research process

The literature is included but might be at a deeper level

The data gathered is limited, presenting little that is new

References are detailed

Appendices are included

D The topic choice is identified but the rationale for it is not clearly explained

36

The format of the report follows the main aspects of the guidelines provided

There are the appropriate number of sections in the report

The headings are pertinent

Few illustrations are included in the report

Referencing style is weak with variations in relation to how to reference within the

body of the report and citing the complete source at the end.

37

PART 4: OVERVIEW OF THE
RESEARCH PROCESS

The following topics should provide you with an overview of all of the steps involved in

the research process. It is recommended that you read each of these topics before

beginning work on both research papers. Some topics (particularly regarding research

design and data collection) will be of more relevance to your project depending on the

topic type Some of the topics will relate more to Research Paper 1 (e.g. Topics 1-3),

whereas Topics 4-14 will relate more to Research Paper 2.

38

Topic 1

An Outline of the Research Process

Essential Reading:

Bryman, A., & Bell, E. (2011): Business research methods. Oxford University Press.

Chapter 1 Business Research Strategies

Additional Reading:

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 0 Introduction (to the Research Process)

Saunders, M., Lewis, P., & Thornhill, A., (2007): Research methods for business

students. 4
th

Edition, Prentice Hall

Quinton, S., & Smallbone, T. (2006): Postgraduate research in business: A critical

guide. London,

UK: SAGE Publications

Ltd.

Introduction

This section is designed to provide students with a brief introduction to the concept

of research in general and the nature and conduct of research assignments in

39

particular. Because the concept of research is somewhat confusing it is important

that students read this study guide carefully: students are very often unclear about

what is meant by research and, secondly by what is expected from a research

project.

The proposal for research will identify an area of business for research that interests

you (Step 1). The next task is to refine the topic and reduce it to a format appropriate

for research. This is done by the student informing him/herself of current knowledge

and thinking through a search and review of relevant academic literature (Step 2),

and using this to construct a research question that will provide a focus for their own

research effort, and the basis of a planned programme of research methods that will

generate data to help answer the research question (Step 3). The final part of the

exercise is to carry out the research, analyse the data generated and formulate

findings and conclusions of the research (Step 4).

What is Research?

Over the past year you have read many course-related articles, books and journals

(i.e. literature), many of which present and discuss the findings of research

undertaken by their authors. But what is the central focus or meaning of research?

Research is essentially concerned with the process through which certain pieces of

information are obtained that will provide an answer to a particular question or that

will add to knowledge in a particular field. Primary Research refers to the process in

which the researcher (or student researcher) creates information his or herself,

whereas Secondary Research refers to the process wherein the researcher draws

on primary research undertaken by other researchers. An example of primary

research is the design and conduct of a survey questionnaire by the researcher,

while an example of secondary research would be using annual reports to ascertain

the financial position of a company. Primary research involves the researcher going

into the field and creating information. The researcher is effectively, through the

research process, creating information that does not already exist. He/she is not

40

using previous research as a source of information but is instead creating

information from his/her own primary research. Primary research does not need to

be original: others may have conducted similar work in the past.

The following is an example of the process through which information and

knowledge is created through primary research. In the mid-1990s a number of

researchers in the Industrial Relations and Human Resources Group at UCD

decided that they would like to find out the extent of management-union partnership

arrangements among Irish firms. Therefore their research question was: “To what

extent are unions and management working on a partnership basis in Irish firms?”

The issue for this team of academics was: “How will we find this information? What

can we do to get such information” They decided to send a standard survey to the

human resource manager in over a thousand companies that asked questions on

union-management relations and decision-making in these companies. Therefore

the research approach (sometimes referred to as the Research Design or Research

Methodology), i.e. the method through which they answered the research question)

was a Survey. When the questionnaires were returned to UCD the results were

recorded and analysed in December of 1998, their research findings were published.

Why complete a research project and the Uses of Research

Why is research undertaken? Academic research is undertaken for a number of

reasons. The principal reason being that research can create information and add to

academic knowledge. In addition to being interesting at an academic level, the

outputs of research may also be practically useful. For example, the results of a

study on poverty in inner cities will be practically useful for policy-makers concerned

with that issue.

From the student’s perspective, the business project can provide you with first-hand

experience of the research process. It enables you to choose and explore an issue

of particular interest to you. It is not expected that you undertake or produce in-

41

depth or exhaustive projects on the scale of research conducted by professional

academics. Instead, the project is expected to be a very modest exercise in which

you will undertake a contained and managed piece of research. The business

project is primarily a test of your organisational and decision-making skills: your

capacity to identify a suitable topic and plan the research and to implement that plan

according to the timetable and requirements laid down.

General Principles of Academic Research

The most important principle in academic research is that it is scientific. This means

that the research is conducted according to certain principles and rules. The purpose

of this is to ensure the reliability and quality of the research. This point is best

illustrated by an example which refers to the natural sciences. If scientists in country

X conducting research into the effectiveness of anti-AIDS drugs rank drugs on the

basis of their “gut feeling” or the colour of the liquid, then it is obvious that their

conclusions will not be what is understood to be “scientific.” Instead they would be

considered unreliable. Similarly, research in the social sciences needs to be

undertaken in a scientific manner such that the results can be reliable and so that

another researcher undertaking similar research would reach the same conclusion.

For example, a person conducting research into management control in his/her own

organisation who failed to set aside his/her own subjective biases in the presentation

of results will be likely to produce unreliable and unscientific research.

This need for reliability and uniformity has lead to the establishment of a certain

number of rules and principles governing research in the social sciences. Another

reason why research in the social sciences is conducted according to principles and

rules is because in this way consistency and usefulness of results across the

academic community is promoted: if academics in each country were to conduct

research according to markedly different rules and principles then research would

not be comparable between countries.

42

In brief, some of the general principles underlying academic research are the

following:

– it is scientific

– it is objective

– it is a planned process which has a number of separate stages

Steps Towards Completion of a Research Project

1. Choice of Topic

The topic that an academic or student chooses to research is, first and foremost, the

one that you find interesting. How does one identify a topic? A useful approach to

adopt is to ask oneself: what questions or issues am I interested in that could be

answered through research? Topics are often suggested by the existence of gaps or

lacunae in the literature or by issues raised in the literature. For example, while the

1996 UCD study on workplace partnership was able to show the percentage of firms

with partnership arrangements in place, it did not provide in-depth information as to

the exact nature of such arrangements. As interest in partnership has grown, the

absence of this more detailed information came to be seen as a gap in the literature

and therefore a subject or question worthy of research or about which research could

be very useful.

A consideration that can significantly determine the choice of topic is the question of

access to a possible research site. You will be expected to conduct primary

research in the field and as such will be expected to conduct interviews, case studies

or surveys, as appropriate (see section on Research Methods below). You might

therefore wish to choose to research a topic that is relevant in an organisation that

43

you have, or are likely to have, research access to. In most cases, this will be the

organisation in which you are employed.

Sources of possible topics include:

A practical problem at work – for example, why is ‘x’ happening in my

organisation?

Theory – for example, seeing how something that you have read about in your

course plays out in ‘real’ life?

An existing piece of research that you might want to up-date/test under a

different set of circumstances – for example, is ‘x’ still the case or is ‘x’ the

case in my organisation?

Something from your own experience that you would like to explore – for

example, how has ‘x’ affected me as a worker or is my experience of ‘x’ the

same for my colleagues?

Something that you would like to know more about – for example, I have

always been interested in ‘x’ and would like to explore the area in more detail.

You could also have a discussion with colleagues at work as to what their main

concerns are about the workplace.

Developing your Topic

What do you want to know about your topic? Do you want to –

Describing something – to find out the facts about a situation (Descriptive)?

Explore something – are you looking for patterns/new insights (Exploratory)?

Explain how or why (Analytical or Explanatory)?

Forecast the likelihood of particular events (Predictive)?

A. Formulation of Research Proposal

44

Once you have chosen the general area and issue that you are interested in, it is

then necessary to formulate a research proposal.

The research proposal will outline the issue or question for research, justify the

research and outline relevant academic literature. It will answer the “what” and

“why” questions, i.e. “what am I going to research?” and “why am I going to research

it?”. The research proposal will also contain some discussion of the research

methodology that will be used to provide information on “how” the “what” question

will be answered. Research methodologies are discussed in more detail below.

A critical feature of your proposal is your research question and objectives. There

are differences between the research question and the research objectives. The

research question defines what the study aims to find out in general terms. The

research objectives support the research question, and define the aims of the study

more specifically. See the following example:

Research Question
2
:

Does Thai culture influence the applicability of employee involvement?

Research Objectives:

1. To examine the assumptions behind the management technique of employee

involvement

2. To establish the characteristics of the Thai national culture

2
Saunders et al (2009) p. 47

45

3. To identify the opinions of Thai employees and their managers, working in

American-owned organisations in Thailand, towards values underpinning

employee involvement

4. To draw conclusions about the applicability of employee involvement to Thai

employees

Note the use of a verb at the beginning of each research objective. When the

research objectives have been formulated, it should be possible to determine the

literature that should be reviewed. Reviewing the literature may, in turn, lead you to

modify the objectives.

B. Formulation of a Research Plan

In order to successfully initiate and carry out research it is necessary to formulate a

research plan. The research plan will set out how the “what” question is going to be

answered. For example, the UCD academics concerned with partnership had to

decide how they were going to get the information they needed. Two central

elements of a research plan are a Research Timetable and a choice of Research

Methods.

C. The Research Timetable

Research is a process that must be planned in advance and which must be

conducted in a number of distinct, step-by-step stages. It is important that you

demonstrate your ability to manage the research process and the deadlines it

requires. Preparing a month by month plan is advisable. This allows you to manage

the research process in light of other commitments which you might have on the

programme or other personal and professional commitments.

46

Topic 2

Selecting your Research Project

Essential Reading

Bryman & Bell (2011) Chapter 3 Planning a Research Project and formulating

research question

Additional Reading

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 1 Choosing and designing the project

47

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –

Chapter 2 Strategies for Finding and Developing a Dissertation Topic

Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2007): Proposals that work: A

guide for planning dissertations and grant proposals. Thousand Oaks, CA: Sage

Publications.

Punch, K. F (2006). Developing effective research proposals. London, UK: Sage

Publications.

Overview

This section deals with the practical issues of choosing an appropriate topic for your

project, and with the all important task of developing a research proposal. The

practicalities of evaluating topics from your potential list of topics, in order to choose

the most appropriate will be dealt with, along with how to formulate a good research

question. The functional role of the research proposal is detailed. The proposal acts

as an exercise in thought and also as a motivational device. How to choose the

appropriate method of inquiry: quantitative, qualitative or combined?

Feedback will be provided on your proposal. You will advised if the proposal is

unviable. It is important to carefully select your proposal topic and ensure it meets

the module requirements.

On completion of studying this topic:

48

 You should understand the importance of choosing a research topic that lends

itself to a doable project.

 You should be able to evaluate potential topics.

 You should be able to formulate a valid research question (and hypothesis if

appropriate).

Topic Overview

Below are some of the issues you might consider in selecting your topic and

preparing for your research proposal. Fisher (2004) lists 6 steps in the process of

selecting a topic:

Identify a broad topic and academic discipline

Decide on the scope of your research (organization, department etc)

Brainstorm issues, puzzles, questions

Map and structure the issues

Conduct a reconnaissance – discuss with others

Frame your research question (s)

This module is designed to introduce you to the research process. In searching for a

potential topic, you might consider the following:

Based on the modules you have completed to date, is there a particular

topic which you found particularly interesting? Perhaps, you would like to

research the topic or phenomenon in your own organisation?

It is not advisable to draw on two disciplines, e.g. to draw upon both

Organisational Behaviour and Human Resource Management to research

performance management. It is advisable to decide which discipline you

are interested in. For example, using this example is it the theory of goal-

setting and motivation which you are interested in and if this is the case

the topic should be firmly located in the OB discipline. If you are more

49

interested in the implications of performance appraisal, then the topic

should be firmly grounded in the Human Resource Management area.

Good proposals tend to focus upon a clear discipline, rather than

confusing different disciplines for a project.

There may be a particular issue or problem in your own organisation, such

as absenteeism, cross-cultural communication or training, which you

would like to investigate further. If so, it is important to look at the

academic literature which might relate to this topic.

In considering the feasibility of topic, some of the questions that you might ask

yourself in preparation of a suitable proposal are:

Does this topic fit within the business discipline? If this topic is not

oriented towards the business discipline, it is not suitable for the Business

Project. You should be able to relate your topic to one of the modules on the

programme.

Is the topic of interest to you? The project is twelve months in duration so

try and pick a topic which is of genuine interest to you.

Whose perspective are you investigating? Generally, problems or issues

do not exist objectively. They are uniquely framed or perceived by different

people. For example, both employees and management are likely to view

workplace-related issues differently.

What are the different dimensions of the topic? Most issues are fairly

complex and the more you drill down into them, the more you end up seeing

more and more angles to the issue. It will often only be possible for you to

look at one dimension of an issue.

50

Where will you conduct your research? Do you have access to an

organisation who will facilitate you in conducting your research for the

duration of the project?

Will I be able to secure access? Who are the people that have the

knowledge to answer your questions and do you have access to them?

What resources are available to me? How feasible is your topic in terms of

resources such as time, co-operation from colleagues, your existing work-

load, etc.

Will you be able to complete your Business Project in the timeframe

allocated? This is important to ensure that the project can be completed

within the time allocated. If it will take you longer to collect the required data

and complete this topic, it is not suitable for this project.

Topic 3

The Literature Review

Essential Reading

51

Bryman & Bell (2011) Chapter 4 Getting started: reviewing the literature and

formulating research questions.

Bruce, C. S. (1994). Research students’ early experience of the dissertation

literature review. Studies in Higher Education 19(2): 217-229.

Additional Reading

Hart, C. (1998). Doing a Literature Review: Releasing the Social Science Research

Imagination. Thousand Oaks, CA: SAGE.

Hart, C. (2001): Doing a Literature Search: A comprehensive Guide for the Social

Sciences. Thousand Oaks, CA: SAGE.

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –

Chapter 6 Theory and Literature

On completion of studying this topic:

You should know where to search for literature.

You should be aware of the major journals in the field of management.

You should be familiar with the major electronic databases of both full-text

articles and abstracts.

You should be familiar with how to search using the major electronic

databases.

You should be able to evaluate the quality of internet based information.

You should know how to review and critically evaluate the research literature.

You should be able to organise the literature that you have evaluated.

52

You should understand that a literature search should be conducted multiple

times throughout the research process.

You should be able to use the literature to refine your research question.

You should understand what constitutes plagiarism.

Please also review the referencing guidelines for the programme which are

expected format for all references.

Critical Thinking

How can you ensure that you get the most from your reading?

Key terms to familiarise yourself with from readings above:

Systematic review, meta-analysis, thematic review, narrative review, plagiarism

A literature review presents a summary of the academic literature on your chosen

topic and serves to inform the research to be engaged in. It develops knowledge of

the chosen topic/research question and helps put shape on areas to be probed

further in the course of the research. All in all, it provides a framework upon which a

research programme can be designed (the research objective in the form of a

question; the methods to be employed in undertaking the research – case study /

survey questionnaire / structured interview of key players; etc.).

This is a critical review of the academic literature on the topic you are researching. It

draws on existing knowledge of the chosen topic, and indicates areas that need

further research. The literature review provides the framework upon which the

research project is designed. It ensures that important variables likely to influence

the research are included (Sekaren, 2003). By establishing what has already been

done on the topic, it avoids reinventing the wheel.

53

When reading an article, bear in mind the following points (Collis and Hussey, 2009):

What is the purpose of the study and how does it differ from other studies and my

own

research?

How was the research conducted and how does that differ from other studies and

my own research?

What were the findings and how do they differ from other studies and my own

research?

What were the limitations and weaknesses of the study?

Collis and Hussey (2009) also provide the following pointers for preparing and writing

a literature review:

(i) Draw up a list of sources – journals, subject related websites, bibliographic

catalogues and other sources a librarian might suggest

(ii) Define the scope of your search

(iii) Determine key words / phrases you can use for searching

(iv) See each source keeping a record of your progress

(v) Only collect literature that is relevant to your research in terms of topic, theory,

methodology

(vi) Start with the most recent publications and work back

(vii) When you start recognizing the references cited in other works, you are

nearing the end of your first search.

(viii) While completing the project, keep up to date with the literature

In preparing your literature review, remember there are two aspects which you are

attempting to complete:

a. Define your research question

54

b. Read and evaluate significant literature which is directly relevant to

your question.

Compare the articles and books to evaluate where they are similar and where they

diverge. Form an argument/thesis which can be supported by the material you have

located. Decide upon how to organize the material thematically and how to plan the

literature review. Using headings, prepare the literature, comparing and evaluating

the different aspects of your research topic. Write an introduction which introduces

your research question and provides the reader with an overview of the organization

of the literature review. Write a conclusion that reconciles key similarities and

differences between the sources on the topic and which links back to your research

question. You might like to identify if you have noted a ‘gap’ in the literature at this

point and how your research question addresses this ‘gap’.

Ultimately, the review should start with broader themes and should ‘filter’ down to the

more refined themes which are more directly linked with your research question (see

the figure below).

Make sure you do not confuse secondary data and literature. Secondary data

consists of published reports (corporate, industry, government) on the subject,

whereas literature refers to academic published work such as journal articles and

chapters in texts, and unpublished academic work such as dissertations and working

papers.

A good literature review

Goes beyond simply listing relevant literature

Is a critical essay

Assesses the range of literature available

Is a critical summary of the literature

55

Examines the background against which your own research is set

Relates different writings to each other, compares and contrasts

Does not take the literature at face value

Shows an awareness of the theories and values that underpin the research

Sample Structure of a Literature Review

Introduction

Topic/Research Question/Research Objectives

Areas of literature to be reviewed, how you selected the literature (why some

areas are included and other areas are not included)

Begin by setting your topic within the broader business context

No need to make reference to or discuss the research site or organisation at this

stage.

Conclusions

Bibliography

The following is an extract from the guidelines provided by the UCD Library on
writing a literature review.

A literature review offers an overview of the relevant and significant
literature on a research area. It reviews the critical points of current
knowledge on a particular topic – ie. a survey of articles, books, conference
papers, theses etc. It is usually limited to a particular timeframe, and should
include a description, summary and critical evaluation of the materials
presented.

A literature review is not a list describing or summarising one piece of
literature after another.The purpose of a literature review is: to demonstrate
your ability to identify the relevant information and outline existing
knowledge; identify the “gap” in the research that your work will address;
produce a rationale or justification for your study.

Remember: There is no one single correct method to writing a literature
review.

56

For further information and guidance on Literature Reviews, consult:

http://www.ucd.ie/library/students/information_skills/lit_review.html

Process of Preparing a Literature Review

(Horn, 2009: 94)

It is your research question what defines what is relevant to your literature review.

Your literature review will inform the research question and the research question will

inform the literature you select for your review.

http://www.ucd.ie/library/students/information_skills/lit_review.html

57

Topic 4

Research Design

Essential Reading:

Bryman & Bell (2011) Chapter 2 ‘Research Designs

Additional reading:

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –

Chapter 7 Methodology

Choice of Research Design and Methodologies

According to Anderson (2004; 253), methodology is ‘an explanation of how the issue

was investigated as well as a description of procedures undertaken in order to

gather, record and analyse data’. You will be asked to provide an explanation of your

research design and how you conducted your research in your ‘Research Methods’

chapter for your dissertation. It is important that you demonstrate an informed

58

approach to this discussion and that you demonstrate your understanding and

reading of the material which has informed your selection of research strategy. The

following chapters are designed to guide you through this process.

The headings which are generally expected in a research methodology section

include the following.

Research Question and Research Objectives

Research Design Discussion

Data Collection

Managing Access

Unit of Information

Selecting your research participants (sampling)

Response Rate

Data Analysis

Research Strategy

Research strategies are determined by fundamental questions regarding the nature

of what exists which in turn guides the collection of empirical evidence. Bryman and

Bell (2011) provide a good overview of the nature of knowledge and some of the

philosophical considerations you may wish to make regarding your research in

Chapter 1. They outline some of the epistemological (i.e. what is considered as

knowledge and ontological (i.e. what is the nature of social entities) considerations.

You are not expected to engage to any great extent in these considerations but

rather to be aware of them and their influence over your research design.

59

In Chapter Two of Bryman and Bell, consideration is provided to the research design

of Research Methodologies. You will be expected to give a full account of your

research design selection and a rationale for it – please consult the dummy structure

for this project regarding the considerations you are expected to discuss. These are

the methods that the researcher will use to answer the “what” question. As

mentioned earlier, primary research refers to the process in which the student

undertakes his/her own research in the field, thereby creating or generating new

pieces of information or knowledge. By contrast, secondary research consists of an

examination of primary or secondary research that has already been conducted by

others. Primary research leads to the generation of primary data, while secondary

research leads to the collection of secondary data. The term research methodology

refers to the process or methods that are used to gather data.

Criteria of Research

Generally, the criteria by which research is evaluated are replicability (i.e. can others

reproduce what you have done), reliability (i.e. can the study be repeated) and are

the results valid (i.e. the integrity of the results). It is important that you select a

research design which will met these three criteria.

Research Designs

Generally, there are 5 types of research design:

– Experimental Design

– Cross- Sectional (/Social Survey) Design

– Longitudinal Design

– Case Study Design

– Comparative Design

60

Please consult chapter 2 of the Bryman and Bell text which outlines the rationale for

the different designs and when they may be suitable. In the social sciences,

including the business discipline, most research tends to be case study design. The

following chapter outlines the approach of case study designs. It is important that

you demonstrate a rationale for which research design you have selected and why it

is relevant to your study.

Topic 5

Case Study Design

Essential Reading

Bryman & Bell (2011): Chapter 2 Research Designs

Eisenhardt, K. M. (1989): Building theories from case study research.

Academy of Management Review, 14 (4), 532-50

Voss, C., Tsikriktsis, N., & Frohlich, M. (2002): Case research in operations

management. International Journal of Operations and Production

Management, 22(2), 195-219.

61

Additional Reading

Yin, R.K. 2009. Case study research: Design and methods (4th ed.). Thousand

Oaks, CA: Sage.

Case studies are often used in applied areas such as management. The case study

consists of a detailed investigation of people usually over a period of time within their

context. The aim of carrying out a case study is to provide an analysis of the context

and processes which illuminate the theoretical issues under investigation (Hartley,

2004). Therefore if the aim of your research is a detailed and rich understanding of

contextual dynamic social processes then the case study may be an appropriate

method of inquiry.

On completion of studying this topic:

o You should understand the benefits of case study research

o You should understand the difference between case study research and the

use of cases as anecdotal evidence.

o You should be able to decide if the case study method is suitable for your

dissertation.

Critical Thinking

o Decide if the case study method might be suitable for your dissertation, and if

so, how would you go about this type of research?

Key Terms

Single case, multiple methods.

62

The Case Study

Many students will select a case study design. A case study is a common

methodological approach in the business and humanities. A case study involves the

researcher in studying one or more particular “case”. It is not expected, and indeed

not desirable, to conduct more than one case study for the purposes of this

dissertation.

Conducting a case study generally involves undertaking in-depth research into a

particular organisation, sector etc. Again, the nature of case studies can best be

illustrated by an example. A number of years ago, a student was interested in

exploring the issue of the impact of enterprise partnership arrangements on

company performance and productivity. It was decided that information in relation to

this issue could be generated through the conduct of a case study of one particular

company that had a partnership arrangement. The conduct of a case study involves

the researcher conducting in-depth research into a particular organisation. In the

partnership study, in order to examine the impact of partnership on company

performance the student collected a lot of information about the company from

secondary sources such as company reports, union reports, official company

documents etc.

The student through interviews also obtained detailed information on the operational

changes introduced as a consequence to the introduction of partnership. Having

drawn up a detailed profile of the organisation the student then identified a list of

performance indicators about which he wished to obtain information on. For

example, production costs were one of the indicators about which he wanted to

examine the impact of partnership. By using secondary data on costs provided by

the company in combination with semi-structured interviews with production

managers and Advisors, the student was able to explore the relationship between

cost performance and the partnership working arrangements.

63

When designing your research, you may decide to select a case study approach. A

key advantage of the case study approach is that it allows explanation of complex

social phenomena. Another of its strengths is its ability to deal with a variety of

evidence, providing rich empirical material and facilitating data cross-checking

(Roche, 1997). It is generally associated with finding answers to the ‘how’ and ‘why’

type of research questions. It provides more detailed, accurate and ‘nuanced’

insights into your research topic. Case study research is not a methodological

choice but a choice of what is to be studied (Stake, 2000). It is associated with the

interpretivist tradition and if selected, it should be discussed as part of your research

design in your methods chapter/progress report. (It should not be discussed as part

of the section on data collection, as it is not a method of data collection in its own

right). The case study is defined by interest in an individual, particular case, rather

than the methods of inquiry that is utilised. It is a methodology which explores a

single phenomenon (the case) in a particular context, using a number of methods to

obtain in-depth knowledge (Collis and Hussey, 2009). Yin (2003) highlights three key

characteristics of the case study:

1) The research does not commence with a set of research questions about the

limits within which the study is to take place – this will resonate with many of

you who took this approach when you commenced your research last August

with a topic in mind, rather than the specific research question which you have

since identified.

2) The research study will use multiple methods to collect data which may be

qualitative and quantitative.

3) The research attempts to explore and understand certain phenomena within a

particular con

text.

Case Studies may also be categorised as:

– Unique or Typical

64

– Intrinsic/Comparative/Purposive Cases

– Single of Multiple Cases

The case study approach draws upon the concept of triangulation, which triangulates

the descriptions and interpretations through the duration of the study. This reduces

the chance of researcher misperception by using multiple perceptions to clarify

meaning (Stake 2000). By triangulating the findings of your research, it allows you

establish the ‘facts’ of the case as one type of data verifies another. Triangulation

provides a more robust set of data, as a result.

Case study research has been defined as ‘an empirical enquiry that investigates a

contemporary phenomenon within its real life context when the boundaries between

phenomenon and context are not clearly evident and in which multiple sources of

evidence are used’ (Yin, 1991). According to Schramm (1971) it can be used to

illustrate a decision or set of decisions (for example, plant closure), why they were

taken, how they were implemented and with what results. Case study research

places emphasis on a full contextual analysis of fewer events or conditions and their

interrelations with the aim of providing a multi dimensional picture of the situation

being studied.

In business research, case study research is particularly useful when the

phenomenon under investigation is difficult to study outside its natural setting and

also when the concepts and variables under study are difficult to quantify (Ghauri

and Gronhaug, 2005). A case study is the preferred research approach when ‘how’

or ‘why’ questions are to be answered, when the researcher has little control over the

events, and when the focus is on a current phenomenon in a real life context (Yin,

1994). Case studies can be descriptive, explanatory or exploratory. Some

65

commentators consider case study research appropriate for new areas of research

or research areas for which existing themes are deemed to be inadequate.

Case studies are used in the following situations

o policy, political science and public administration research

o community psychology and sociology

o organizational and management studies

o city and regional planning research, such as studies of plans, neighbourhoods or

public agencies

o conduct of dissertations, theses in the social sciences – the academic disciplines

as well as professional fields such as business administration, management

science and social work.

The key characteristics of case study research are as follows –

 it studies whole units in their totality and not aspect or variables of these units

 it employs several methods primarily to avoid or prevent errors and distortions

 it studies a single unit: one unit is one study

 it perceives the respondent as an expert not just a s a source of data

 it studies a typical case (Hartfield, 1982 cited by Sarantakos, 1993).

Care needs to be taken when gathering data (primary and secondary) for case

studies. Every effort must be made to draw on as many sources are as needed such

as documents (reports), interviews, direct observations, participant-observer

situation, artefacts, and/or archival records. It is important to note the sources used

and to check on their reliability and validity. One of the factors contributing to the

negative opinion of case study research is the practice among certain researchers

who often solely rely on individuals associated with the organization for information

66

rather than getting it from independent commentators and experts. While a

qualitative approach is often taken to the research (data collection is completed

using interviews), it is possible to adopt a quantitative approach – this depends on

the research objectives and focus of the study.

Any student incorporating a case study into Research Paper 2 will have a similar

structure for their submission to students pursuing other approaches. There will be

an extra section in the submission which gives a profile of the organization,

department, or unit under review.

Certain prejudices and biases exist with regard to case study research as detailed in

Table 4.2.

Table 4.2 Case Study research – prejudice / bias

Prejudice

Bias

Accusations – bias and a tendency to

use incomplete evidence

Case studies it is asserted often lack

rigour

Nothing can be deduced from a single Problems may exist in capturing

67

case study evidence of witnesses

Case studies take too much time, are

expensive, generate too much

documentation

Bias – everywhere, attempts must be

made to minimize it

Multiple sources of evidence can help

eliminate bias – study each phase of the

problem from as many aspects as

possible

Use triangulation – involving different

types of activities

Writing style – narrative, must be clear

When writing the case study report, it is essential to think about your audience. Your

case study protocol must be detailed in the report and indicate the documentary

evidence to be used.

Students intending to use case study research please read

Remenyi, et. al, 1998, Doing Research in Business and Management, Sage

Publications (Chapter 10 – pp 162 – 189)

For further resources on case studies, please consult the following:

Bryman, A. and Bell, E. (2007): Business Research Methods, 2nd ed., Oxford

University Press: Oxford

Campbell, D.T. (1975): ‘Degrees of freedom and case study’, Comparative Political

Studies, 8:178-

93

Collis, J. And Hussey, R. (2009): Business Research: A Practical Guide for

68

Undergraduate and Postgraduate Students, Basingstoke: Palgrave

Cooper, D, and Schindler, P. (1998): Business Research Methods, 6th ed., London:

McGraw Hill

Roche, W.K. (1997): ‘Selecting case studies in business research’ in T. Brannick and

W.K. Roche (eds.), Business Research Methods: Strategies, Techniques and

Sources, Dublin: Oak Tree Press

Stake, R. (2000): ‘Qualitative Case Studies’ in N. Denzin and Y. Lincoln (eds), The

Sage Handbook of Qualitative Research, Thousand Oaks: Sage

Yin, R. (1993): Applications of Case Study Research, California: Sage

Yin, R. (1989): Case Study Research: design and methods, London: Sage

69

Topic 6

Data Collection

Essential Reading

Bryman & Bell (2011): – Chapter 6 The nature of quantitative research

– Chapter 16 The nature of qualitative research

– Chapter 24 Breaking down the quantitative/

qualitative divide

Stake, R. (2000): ‘Qualitative Case Studies’ in N. Denzin and Y. Lincoln (eds), The
Sage Handbook of Qualitative Research, Thousand Oaks: Sage

Recommended Reading

Qualitative Approaches

Cassell, C., & Symon, G. (2004): Essential guide to qualitative methods in

organizational research. London,

UK: SAGE

Publications Ltd.

Charmaz, K (2008): Constructing grounded theory: A practical guide through

qualitative analysis. London, UK: SAGE Publications.

Coghlan, D., & Brannick, T. (2004): Doing action research in your organisation. 2
nd

Ed. London, UK: SAGE Publications Ltd.

70

Flick, U. (2006). An introduction to qualitative research. (3
RD

Edn). London, UK:

SAGE Publications Ltd.

Silverman, D. (2004). Interpretative qualitative data: methods for analysing talk, text

and interaction. London, UK:

SAGE Publications Ltd.

Yin, R.K. 2009. Case study research: Design and methods (4th ed.) Thousand Oaks,

CA: Sage.

Quantitative & SPSS

Fink, A. (2005). How to conduct surveys: A step-by-step guide. 3
rd

Ed. London

UK: SAGE Publications Ltd.

Punch, K. F. (2003). Survey research: The basics. London, UK: SAGE Publications

Ltd.

On completion of studying this topic

Understand the difference between qualitative and quantitative research.

To select a quantitative or qualitative approach for your own research

You should be aware of the major characteristics of qualitative or quantitative

methods of inquiry.

71

You should be aware of the popular qualitative or quantitative methods

suitable which may be your dissertation.

Key Terms

Qualitative research, quantitative research, scales of measurement, replicability,

reliability, validity, linear research path, sampling, sample size.

(a) Primary data collection

Studies that require collection of primary data need appropriate data collection tools

such as interviews, questionnaires and focus groups. With a replication study, these

may be predetermined. Otherwise, the design of the data collection tool will be

informed by the project research objectives, the literature review, and the secondary

source material already available.

When detailing the methodology in the project report, the following matters relating to

primary data collection will need to be covered:

 Design in the instrument (questions, type of questions, responses etc)

 Reason for using questionnaire / interview / focus group etc

 Sample population

 How the sample population was selected (sampling techniques)

 How the data collection instruments were administered / collected

 Use of computer aided

surveys

You should be able to profile your respondents based on data collected – the

characteristics of interest depend on the topic being researched. In many cases, they

include gender, age, education, and work experience.

72

Data collection techniques

In table 2.1 below the differences between quantitative and qualitative methods are

presented. The main differences are not of ‘quality’ but of procedure (Ghauri and

Gronhaug, 2005) and are linked with the emphasis and objectives of the study.

Table 2.1 Qualitative Versus Quantitative Methods

Qualitative Methods Quantitative Methods

Emphasis on understanding Emphasis on testing and verification

Focus on understanding from the

respondent’s / informant’s point of view

Focus on facts and / or reasons for social

events

Interpretation and rational approach Logical and critical approach

Observation and measurements in

natural settings

Controlled measurement

Subjective insider view and closeness to

data

Objective ‘outsider view’ distant from

data

Explorative orientation Hypothetical-deductive; focus on

hypothesis testing

Process oriented Results oriented

Holistic perspective Particularistic and analytical

Generalization by comparison of

properties and contexts of individual

organism

Generalization by population

membership

Qualitative research is a mixture of the rational, explorative and intuitive where the

skills and experience of the researcher play an important role in the analysis of data.

It often focuses on social process and not on social structure which is frequently the

focus on quantitative research.

73

Methods – quantitative and qualitative

Figure 4.3Quantitative and Qualitative Methods and techniques

Historical Group Case Survey Experiment

Review Discussions Study

Source: Ghauri and Gronhaug, 2005

Figure 2.1 above identifies the methods used for quantitative and qualitative

(conversation, unstructured and semi structured interviews) methods.

Depending on the study/project objectives it is possible to complete a research

exercise using any of the above methods and techniques. The appropriate ones to

use depend on the research objectives and the type of project. In the following

Qualitative

Quantitative

TECHNIQUES

Structured

observation

Structured

interviews

Structured
surveys

Attitude scaling

Field experiment

74

paragraphs, the essence of some of the more frequently used data collection

techniques is outlined.

The techniques that are commonly used to generate primary data are briefly outlined

the following paragraphs.

Qualitative Research

In Chapter 16 Bryman and Bell deal with qualitative approaches to data collection. It

is often argued that the qualitative method of inquiry is unscientific, Harré (1997),

notes that it is not always clear just what is meant by such a criticism. Qualitative

methods of data collection and analysis may not lead to numerical results, however

as the following sections will demonstrate they are nevertheless of great precision.

Compared to quantitative methods of inquiry, qualitative research has less

agreement on what constitutes the essentials due to the diversity of the field, and the

differing guiding qualitative paradigms. Therefore what follows, focuses on methods

and techniques that you can use for your dissertation, for example ethnography,

participant observation (Ch 17), interviews (will be dealt with in the next section) and

focus groups (Ch 19).

Ethnography and Participant Observation

There are a number of observation techniques, in quantitative research a structured

approach is taken, where categories to observe are predefined, whereas qualitative

researchers utilise a more unstructured approach, and observations are made in a

natural open ended fashion without the use of pre-determined categories.

Participant observation is a very popular intense research method used by

qualitative researchers, however it is

75

usually beyond the scope of undergraduate research. Participant observation

involves social interaction between the researcher and the participants, often

referred to informants. This approach in quite labour intensive.

Focus Groups are basically group interviews. Chapter 19 does a very good job at

describing the practical issues involved to carrying out a focus group type study.

When reading this chapter think about whether you might utilise this method of

inquiry for your dissertation.

Quantitative Research

The long standing quantitative approach to inquiry emphasises precise measuring of

variables and testing hypotheses that are usually linked to general casual

explanations. Quantitative researchers are usually concerned about issues of

design, measurement, and sampling, because their deductive approach emphasises

detailed planning prior to data collection and analysis. This section deals with the

characteristics of quantitative methods, and a model of the quantitative research

process

Conceptualisation to operationalisation, reliability & validity

This section deals with the theory of measurement, general issues regarding

measurement, reliability of a behavioural measure, measures of validity, scales of

measurement, defining features of nominal, ordinal, interval, and ratio scales.

Sampling: When reading chapter 7, focus on the probability and non-probability

sampling techniques. Issues like the Central Limit Theorem is good know, but all

you need is an intuitive understanding, what is even more important for your

76

dissertation is how the sampling technique that you employ has implications for the

generalisability of your data and for the conclusions that you can draw.

Data Collection

Depending on your overall approach to the research design, different data collection

methods are available to you. This is the really significant part of your project: the

conversion of data into knowledge. Be careful not to mix up a research design (e.g.

a case study) with the tools of data collection. There are generally two parts of this

section on data collection. First, you should give some kind of overall description,

providing the “big picture”. The opening section of your research findings may also

serve to remind the reader of what you set out to achieve in this research

assignment (i.e. your research question and research objectives.) Second, you

should present and analyse. The ensuing chapters provide an insight into these

different tools – you will most likely select one or two data collection tools. At this

stage, please acquaint yourself with the various tools available before your select

those most relevant to your research. You will need to provide a rationale of why you

have selected particular tool, e.g. why pick semi-structured interviewing over a

survey.

As can be seen from the above examples, the choice of research methodology is

strongly influenced by a number of considerations including:

– the nature of the information requested

– the possible sources of information

– the practicalities of obtaining the information and conducting the research

methods used to collect secondary data

77

Topic 7

Data Collection:

The Survey

Essential Reading

Bryman and Bell – Chapters 7 Sampling

– Chapter 8 Structured Interviewing

– Chapter 9 Self- Completion

Questionnaires

– Chapter 10 Asking Questions

Forza, C. (2002): ‘Survey research in operations management: a process based

perspective’, nternational Journal of Operations and Production

Management. 22(2), 152-194.

78

Additional Reading
Fink, A. (2005). How to conduct surveys: A step-by-step guide. 3
rd
Ed. London
UK: SAGE Publications Ltd.

Punch, K. F. (2003). Survey research: The basics. London, UK: SAGE

Publications Ltd.

The Survey

Surveys refer to a method of data collection that uses questionnaires or interview

techniques to record the verbal behaviour of respondents (Ghauri and Gronhaug,

2005). The survey is an effective instrument to get opinions, attitudes and

descriptions as well as getting cause and effect relationships. Whether a

questionnaire or interview (or both) are administered will also be significantly

determined by practical considerations, such as the amount of time and resources

the student has available. In deciding which data collection technique to use, it is

essential that you are clear on the information you need and who the respondent/s

should be.

The survey method consists of the systematic gathering of specific data from

respondents. The term survey generally stimulates a picture of a detailed

questionnaire that is completed by individual respondents. In addition to the use of

questionnaires, personal interviews are also a survey method that can produce the

79

information required. As will be outlined below, the choice of which survey method

to use will be determined by the nature of information one is looking for and who

might be in a position to provide it. Whether a questionnaire or interviews (or both)

are administered will also be significantly determined by practical considerations,

such as the amount of time and resources the student has available.

Questionnaires

Choice of questionnaire or interviews will depend on the nature of the research

assignment and the type of information that is being requested. This is best

illustrated by reference to an example. One past research project was concerned

with getting information on the levels of commitment and views on work of part-time

workers in the ESB. The information required was relatively basic: for example, the

project was concerned with establishing the nature of the individual worker’s job; the

reasons why the worker chose to work part-time; and their views on their prospects

for promotion within the company. For the findings to be of value it was necessary to

get this information from a large number of part-time workers: for example, if the

views of only four workers out of 150 were sought, then it would be impossible to rely

on the research findings to draw conclusions about the complete body of part-time

workers. By contrast a postal survey that provided 80 responses (i.e. from over 50%

of all the part-time workers) would facilitate the making of statements and

conclusions regarding the whole body of part-time workers. The fact that the

information being sought was of a relatively

simple nature and the need for a large number of responses made the postal

questionnaire the appropriate methodological approach.

The purpose of questionnaire research is to obtain information that cannot be easily

observed or that is not available in written or computerized form. Evidence from the

questionnaire survey is then used for one or more of the following purposes –

explanation, description or testing a hypothesis (Remenyi et al, 1998). Saunders et

al (2007) note the various kinds of questionnaires as shown in Figure 2.2. below

80

Figure 4.4 Types of Questionnaire

Source: Saunders et al, 2009:363.

The following aspects of the questionnaire survey need to be considered

 Purpose of the questionnaire

 Questionnaire design – type of Q, structure, length etc.

 Pre testing the questionnaire

 Questionnaire administration – electronic, postal etc

 Sampling techniques – snowball, convenience etc

 Analysis of completed forms

Remenyi et al (1998) provide a checklist when using questionnaires (pp 158– 159).

 Define objectives

 Collect evidence

 Determine sample size and frame

 Produce questions

 Questionnaire layout

 Conduct a pre test

 Revise the questionnaire

81

 Distribute the instrument

 Collect results

 Edit and code results

 Analyze and interpret

NB

Any student who wishes to use a questionnaire to gather primary data please read

Remenyi et al, 1998, Doing Research in Business & Management, Sage

Publications (Ch. 9 pp. 149 – 159

Topic 8

Data Collection: The Interview

Essential Reading

Bryman and Bell- Chapter 8 Structured Interviewing

– Chapter 10 Asking Questions

82

– Chapter 18 Interviewing in qualitative research

Kane, E. And O’Reilly-De Brun, M. (2001): Doing your own research, London-

Marion Boyars- Chapter 11 Interviewing People

On completion of studying this topic:

 You should understand how to design and conduct a qualitative interview as a

means of data collection

 You should understand how to prepare for structured, semi-structured,

unstructured and telephone interviews

 You should be able to transcribe your data for qualitative analysis

Key Terms

Semi-structured interviewing, structured interviewing

Interviews

Interviews are often used where the issues that the researcher is concerned with are

of a complex nature and where it may not be possible to get the information required

using a questionnaire. Again this can best be illustrated by reference to an example.

Another past research assignment was concerned with examining and exploring the

impact of the Single European Market and Economic and Monetary Union on

collective bargaining in the banking sector in Ireland. As is evident from this, the

project was concerned with complex and uncertain issues. Considering the question

of “where” and “from whom” the student might get this information, the student

decided to conduct interviews with senior figures on management and on the union

side who were involved in bargaining in the banking sector. Because the information

required would only be in the possession of a small number of people, it was not

83

necessary to consider a postal questionnaire; in addition, the complexity of the

issues at hand made the use of semi-structured interviews in which the student could

explore and probe issues with the interviewee seem desirable.

Interviews can be of a number of kinds (such as structured and semi-structured).

The nature of the interview conducted will be determined by the information being

requested. The more complex the issue at hand, the less the researcher will be able

to structure the direction of the interview: in discussing a complex issue the

interviewer may have to think of questions as the interview is being conducted; by

contrast where only very basic the most common of which for our purposes is the

semi-structured interview. Here the interviewer has a list of questions to ask, but

allows for the possibility that the direction of the interview and the nature of questions

asked can change depending on the responses given. This allows the interviewer to

maintain a flexible approach to the examination of difficult issues. By contrast, when

the information is of a basic nature a structured interview in which the content and

order of questions is predetermined is preferable.

Don’t rush into carrying out interviews. The number and content of surveys and

interviews should be reviewed and discussed with the module co-ordinator

beforehand (a minimum of two interviews are required). Discuss with the module

co-ordinator before you carry out any interviews. Interviews should be

structured/semi-structured (outline your questions beforehand).

Interviews demand real interaction between the researcher and the respondent

(Ghauri and Gronhaug, 2005). Interviews may be completed via mail, phone or in

person. There are two types of interview – structured (survey research) and

unstructured. With a structured interview a standard format of interview is used for all

interviewees and emphasis is placed on fixed response categories and systematic

sampling. For unstructured interviews, the respondent (interviewee) is given full

liberty to direct the questions and conversation. The questions and answers are

often unstructured and are not systematically coded beforehand.

84

Semi structured interviews are often used – here the interviewer has a schedule to

remind him/her of the main issues and topics to be covered. The interviewee has

plenty of scope to respond to the questions in a detailed manner. There are

advantages and disadvantages associated with using interview and it is essential

that the researcher is well prepared – has a draft of the interview questions, is clear

on the purpose of the interviews, and follows a particular protocol when arranging

and completing the interview.

Following the interview, the data needs to be written up and later analyzed. Attention

must also be paid to interviewee selection – the sampling technique used – random

sampling, stratified, purposive etc.

Students intending to gather data using interviews please read

Ghauri, P. and Gronhaug, K. 2005, Research Methods in Business Studies, FT

Prentice Hall (Chapter 8 pp 131)

Topic 9

Data Collection: Secondary Sources

Essential Reading

85

Bryman and Bell (2007) – Chapter 13 Secondary analysis and official statistics

Fay, J. (1997): ‘Sources of Secondary Data’ in T. Brannick and W.K. Roche (eds),

Business

Research Methods, Dublin: Oak Tree

On completion of studying this topic:

 You should be aware of how to use secondary sources

 You should be evaluate which sources are relevant to your study

Key Terms

Primary research, secondary research, relevance

Conduct of Primary and Secondary Research

For this project, it is essential for you to collect primary research. Primary sources

are those sources which contain data for the purposes of published research (Horn,

2009). Conversely, secondary sources are those that contact data from another

study. It is the source of the data which determines its categorisation. If a study

collects data from respondents, for example by interview or through surveys, it is a

primary source. It is a primary source even, if it also has some secondary sources

reported (Horn, 2009) The term primary or secondary sources relates to data

collection only, it does not refer to the academic literature. As students with

experience, you are likely to have access to a range of secondary sources for your

research. Ensure that you appropriate draw upon secondary sources and reference

them appropriately.

86

Topic 10

Reporting Research Results

87

Essential Reading

Bryman and Bell (2007) – Chapter 14 Quantitative Data Analysis

– Chapter 22 Qualitative Data Analysis

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –

Chapter 8 Data, and How to Analyse it

Miles, M & Huberman A. M. (1994) Qualitative data analysis. London, UK:

SAGE Publications Ltd.

Silverman, D (2004): Doing Qualitative Research, London:Sage

Silverman, D. (2004). Interpretative qualitative data: methods for analysing talk, text

and interaction. London, UK: SAGE Publications Ltd.

On completion of studying this topic

 You should be aware of the issues in preparing and validating data

 You should be able to structure your data analysis chapter

 You should have a sense of how to code your data

88

Key Terms

Reliability, replicability, validity, triangulation.

Reporting of Research Results/Findings

A research project is primarily an exercise in organisation and it is important that it

be highly stylist with distinctive and clearly evident component parts. While the

content and logic of your research are of paramount importance, the organisation

and style elements are critical to the acceptance of your research assignment by

readers. It is essential that you avoid an informal chatty style and slang must be

eschewed. There are an array of tools of analysis which may be relevant to your

research depending to the research design of your project.

Whatever the subject matter of the research assignment, an effective way to proceed

is to answer the following four questions in order:

1. What was the topic/problem?

Your answer is the Introduction / Literature Review.

2. How did you study the topic/problem?

Your answer is the Research Methodology.

3. What did you find?

Your answer is the Results.

4. What do these findings mean?

Your answer is the Analysis/Discussion.

89

5. What importance does your research have for theory and practice?

Your answer is the Conclusion.

Discussion of Results/Findings

While much attention must be paid to the collection, management and analysis of

data, you also need to ensure that you have analysed the findings. Details of how

the findings were analysed must be presented – for example, with content or

regression analysis. In presenting the research findings, please ensure that details

are well presented using appropriate tools such as Pie Charts, Bar Charts, and

Trend Diagrams. Illustrations should be labelled appropriately, distinguishing

between Tables and Figures.

The following guidelines/principles will help to write a good discussion or analysis of

your results:

1. Try to present the principles, relationships and generalisations shown by the

results. Remember in a good discussion you discuss, do not recapitulate the

results.

2. Indicate any exceptions or lack of correlation, and define unsettled issues.

Provide tentative reasons for such unexpected findings.

3. Show how your results and interpretations agree or contrast with previously

published work.

4. Don’t be shy; discuss the theoretical implications of your work, as well as

any possible practical applications.

5. State your conclusions as clearly as possible.

6. Summarise your evidence for each conclusion.

90

The primary purpose of the discussion or analysis of results is to show the

relationship among observed facts. All too often, the significance of the results is not

discussed or not discussed adequately. If a reader of a research assignment finds

him/herself saying “so what” after reading the discussion, the chances are that the

author became so engrossed with the trees (the data) that he didn’t really notice how

much sunshine (information) has appeared in the forest. The discussion should end

with a short summary or conclusion regarding the significance of the

findings/research. It is important to keep the research objectives under active

consideration at this stage. The nature of the research you carry out at this stage of

your career is not likely to lead you to reach cosmic conclusions! Seldom will you be

able to illuminate the whole truth, more often, the best you can do is to shine a

spotlight on one area of the truth. Your one area of truth can be buttressed by your

data. If you extrapolate to a bigger picture than that shown by your data, you may

appear foolish to the point that even your data supported conclusions are cast into

doubt.

If you have numerical results to present they should be given in tables and graphs

and these should also be explained. Only meaningful relationships should be

presented, i.e. information which supports or leads to the rejection of your

hypotheses. Variables which are important determinants of the relationship being

examined should be tabulated or graphed. Variables which do not seem to affect the

relationship need not be presented. It is important, however, to describe even the

negative aspects of your research. It is good insurance to state what you did not find.

If statistics are used to describe the results they should be meaningful. The results

should be short and sweet, without padding. The results section comprises the new

knowledge that you are contributing to the world. The earlier submissions are

designed to tell why and how you obtained the results; this submission is designed to

tell what they mean. The results must be presented with crystal clarity. Avoid

redundancy in the results. The most common fault is the repetition in words of what

is already apparent to the reader from examination of the data in the tables and

91

graphs. Even worse is the actual presentation, in the text, of all or any of the data

shown in the tables or figures. Do not say “it is clearly evident from Table 1 that

profits have declined as a result of the increase in labour costs”. Say instead

“increased labour costs produced a decline in profits (Table 1)”.

Usually, the discussion of your results, or the analysis of results, is conducted as part

of the narrative in which results are presented and described. Sometimes, however,

a topic might best be handled by dividing up the sections reporting or describing the

results and discussing or analysing the results.

For further details on managing, analyzing and presenting data in your research

paper see

Fisher, C. 2004, Researching and Writing a Dissertation for Business Students,

London: FT Prentice Hall. (Chapter 4 pp. 153 – 191)

92

Topic 11

The Final Write-Up

Essential Reading

Bryman & Bell (2007) Chapter 27 ‘Writing up Business Research’

Horn, R. (2009): Researching and Writing a Dissertation, London: CIPD Publications

– Chapter 5 How can I manage my time and complete on time

Additional Reading

Anderson, V (2004): Research Methods in Human Resource Management, London:

CIPD – Chapter 9 Communicating your research

Brown, R. B. (2006). Doing your dissertation in business and management:

The reality of researching and writing. London, UK: SAGE Publications Ltd.

Cooper, D. and Schindler, P (2006): Business Research Methods, New York: New

Graw Hill – Chapter 16 Data Preparation and Description & Chapter 21 Presenting

Insights and Findings: Written and Oral Reports

93

From the Editors (2009). For the lack of a boilerplate: Tips on writing up (and

reviewing) qualitative research. Academy of Management Journal, 52 (5),856-

862.

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 6 Framing arguments and writing up

Overview

This section focuses on the write up of the research findings.

On completion of studying this topic

You should understand the importance of concise and precise detail for

writing up your qualitative methodology.

You should be aware of the various subsections that make up the method

section.

You should be able to write up your methodology subsections with enough

detail for transparency of

your work.

You should understand the importance of using quotes to illustrate your

meaning making and interpretation (in the case of qualitative approaches).

You should understand the structure of the results section

You should understand how to present your results in the body of your

text.

You should be able to streamline your results.

You should understand what the discussion contains.

Critical Thinking

94

Outline the main sections and sub sections that you think will be appropriate for your

own dissertation.

Key Terms

Introduction, methodology, results, findings, discussion.

Finalising your Project

The process of writing up a report can be complex and tedious. Your report should

be concise, and the findings and arguments used in the paper must be convincing

and consistent. It is also essential that you present your research methodology,

findings ins such a way that the reader can adjudicate on their validity and relevance

(Ghauri and Gronhaug, 2005). Some students are inclined to postpone the ‘writing

up’ stage as much as possible which is not a particularly ‘good’ idea. As noted

earlier, it is essential that you have a research schedule and revise and update it as

needs be, on a regular basis.

It is advisable to plan each section of the project in advance and develop the key

sections of your final report as you proceed through the research process. You might

like to plan the following to assist with finalising your project:

– Set a timetable: prepare a structured timetable for the final few months of

the project. Often students do not provide themselves with enough time to

correctly format the project, check their references, finalise their

presentation, etc. Also build in time for your thesis to be bound.

Remember to factor in contingency time in the event of any unplanned

events in work or personally.

95

– In the conclusion chapter ensure that you use the concepts from the

literature review to discuss your findings. You should highlight areas of

comparison and divergence and offer reasons why this might be the case.

– Writing style: Be mindful of the readability of the project. Your writing style

should be clear and concise. Allow time for a second reader to proof read

your work.

– Ensure that there is a sense of synergy to your report. Remember that the

chapters of your report do not exist in isolation from each other. They need

to be integrated to form a single cohesive project (Horn, 2009).

– It might be useful to review the marking criteria for the project which is

outlined in Section 1 to help you evaluate your own project and any areas

which might need to be developed before your submit your project.

There are parts of this Research Paper 2 Report that can be prepared and written

up at an early stage (especially when you are the data collection stage) such as the

research methodology section. This section gives the reader a brief background to

your study, sets out your research objectives and then explains what data was

needed, how it was gathered to facilitate the attainment of the research objectives.

Other aspects considered in this section include the instruments used to gather the

data along with the techniques used to manage and analyze the data. It is important

when managing your data (secondary and primary) that you recognize and discard

data which in your view is not pertinent for your project and report.

The first draft of your report should not be your final submission. A key skill in

completing research is the ability to describe and engage in analysis and revise the

96

report accordingly. When finalising the report, it is useful to have someone else proof

read it. They do not need to be expert on the topic, but should be proficient in written

English. Also, remember that you are writing it for an academic audience and that

you are aiming to display an understanding and mastery of the following:

the nature and purpose of the investigation

the relevant research literature

the necessary research techniques

a thorough understanding of appropriate scientific methods

the significance of the research findings

Topic 12

Managing Ethics

Essential Reading

Bryman & Bell (2007) Chapter 5 Ethics and Politics in Business Research

Additional Reading

Kimmell, A. J. (2007) Ethical issues in behavioral research: Basic & applied

perspectives. Oxford, UK: Blackwell Publishing

Also you can refer to the AoM website

97

– Code of Ethics – http://aomonline.org/aom.asp?id=14&page_id=235

This section deals with the crucial issue of ethics in management research in the

planning, execution, and reporting stages of research. Instead of seeing

management science and ethics as separate, a superior understanding recognises

their essential interdependence. The topic also, highlights the codes of ethics laid

down by a number of major professional bodies, to act as a shared moral framework

for making ethical decisions.

On completion of studying this topic:

You should be aware of the major functions of ethics codes, and why they

play such a crucial role in management research.

You should understand the interdependence of ethics and the research

process.

You should be able to make the necessary ethical decisions involved in the

planning of your research project, in the status and welfare of your

participants, and in the interpretation of your data.

You should also be aware of the noteworthy issues involved in ethics for

qualitative research.

Critical Thinking:

Why is there so much controversy around the issue of informed consent?

What exactly is involved in upholding the privacy principle?

Outline the differences between anonymous participation and keeping

participation confidential.

Key terms:

http://aomonline.org/aom.asp?id=14&page_id=235

98

Informed consent, deception, competent caring, debriefing, privacy, confidentiality,

anonymous, data protection, trust, integrity.

Topic 13

Researching your Own Organisation

Essential Reading

Brannick, T. and Coughlan, D. (2006): “In Defence of Being ‘Native’: The Case for

Insider

Academic Research”. Organisational Research Methods, Vol. 10, Issue 1

Additional Reading

99

Brannick, T., De Burca, S., Fynes, B., Glynn, L., & O’Connell, L. (1997): ‘Doing

Management and Business Research in Irish Organisations: Reflections on

Experience’, Irish Business and Administrative Research, Vol. 18: 92-

115

Nielsen, J.C.R. & Repstad, P. (1993): From Nearness to Distance – and Back: on

analyzing your own organization, No. 14, Institute of Organization and Industrial

Sociology, Copenhagen Business School

Key Terms

Insider research, outsider research, objectivity, subjectivity

Many part-time students select their own organisation as their primary research site

for their business project. Researching your own organisation provides you with

excellent access to the research site and a unique perspective into complex social

phenomena. It is important that you demonstrate an understanding of the benefits

and limitations presenting by researching your place of employment. The readings

above provide a good insight into these debates and we would hope you would

discuss these in your research methods chapter.

100

Part 6: PROJECT PRESENTATION GUIDELINES

Please find below guidelines regarding the presentation of the project. Please ensure

that all submissions are fully formatted. Poor presentation can detract from your

project and can affect your overall grade. It is important that your work is well

presented as this indicates a structured and organised researcher.

a) Marks will be deducted for careless punctuation, sentence structure, spelling,

grammar, referencing, poor structure/layout, lack of headings etc.

101

b) Marks will be deducted where there is evidence of subjectivity/impartiality on the

part of the student. All data presented in the project must be based on research

evidence. Marks will be deducted where students give their own personal

opinions.

c) All submissions should be uploaded to Blackboard.

d) The project must be the result, solely of a student’s own efforts. All the sources

from which data is drawn must be acknowledged in the text and the sources fully

cited in the bibliography. Direct quotes must be contained in quotation marks and

duly referenced. Students should refer to the referencing guidelines previously

circulated.

Referencing

The “Harvard Style” of referencing must be used for this dissertation.

Word Count

The final project submission in November should be a maximum of 6,000 words.

Layout and Presentation

The dissertation must be presented using the following:

– 1.5 line spacing

– Times New Roman /Arial font style

– 12 font size

– Justified text

102

Page Numbers

Page numbers should be in the centre at the end of each page.

Tables

Should be numbered consecutively with Arabic numerals. Sources of data should be

given below the table, either with a full citation or by the method of citation set forth

in “references in the text” below. The latter method should be used in all cases in

which a source is referred to both in text and tables.

Mathematics

Equations should be typed on separate lines and carry consecutive Arabic numbers

(in parenthesis) at the left margin. Mathematical expressions should be lined up

accurately and superscripts and subscripts properly located. Use Greek letters only

when necessary. Unless made unmistakably clear ambiguities may arise between:

capital and lower-case letters; zero and letter o; the letters eta and n, nu and v; the

sign for partial derivative and lower-case delta. Use the facility of the word

processing programme to the fullest extent possible.

Quotations

Should correspond exactly with the original in working, spelling and punctuation.

Exceptions must be indicated: insertions, by brackets; omissions, by ….; omission

of a paragraph by a full line of periods. Quotations beginning or ending in the middle

of a sentence should be separated from the context, indented from both margins,

quotation marks omitted (except a quotation within a quotation, which is set within

double quotation marks), and typed single-spaced.

103

Appendices

All appendices should be included after the bibliography. Appendices should be

clearly labelled. The title of each appendix should be included in the contents page

at the start of the project. Students should ensure to cross-reference the appendix in

the body of their project. If an appendix is not cross-referenced, it is likely that the

appendix should not be included if it does not merit discussion.

Abbreviations

Names of organisations, government agencies, long technical names, and names of

techniques or texts should be abbreviated if they occur frequently in the paper,

provided they are spelled out when first used and followed by their abbreviations in

parentheses, for example “multidimensional scaling (MDS)”. Thereafter, only the

abbreviation is used without parentheses.

Footnotes

Use of footnotes should be kept to an absolute minimum. Do not use footnotes for

citations. Avoid the temptation to bring in questionably relevant material or

parenthetical discussions by using footnotes. When clearly pertinent, ideas should

be integrated into the text. Acknowledgement of help from an unpublished source

such as an interview or speech can be made in a footnote. Footnotes should be

numbered consecutively throughout the paper with superscript Arabic numerals.

They may be placed at the bottom of the page, listed at the end of each chapter, or

in the case of very few footnotes, they may be listed at the end of the paper. If the

latter method is used, the List of Footnotes should appear in the Tables of Contents.

Asterisks should not be used. Footnotes to tables are indicated by lower case

Arabic letters.

Exhibits

Graphs, charts, etc. must be typed. Photocopies of exhibits are preferred. All

exhibits, including print-outs should be 8 – ½ x 11” size.

104

Citations

Every reference cited in the text must appear in the bibliography at the end of the

research assignment. Each entry in the bibliography must contain all data necessary

for identification and library search.

Examples

should follow the referencing

guidelines of the programme:

A reference is made within the document each time that material used in the

document has been sourced elsewhere i.e. when a point is made that has been

‘borrowed’ from another author or source. Students should ensure that they

reference all secondary sourced material. In situations where you are in agreement

with a particular argument and you would like to use this in your assignment, you

must transfer the argument into your own words and reference the source of the

argument.

It can take time to get used to referencing your resourced materials at first but with

practice it will become second nature. All examiners will expect students to adopt the

guidelines outlined in this section at all times. Marks will be lost unnecessarily for

incorrect referencing and for incorrect presentation of the bibliography.

Referencing Convention

The following guidelines are designed to help students in referencing key sources of

information. These guidelines are the same as for all modules on this programme. It

is critical for your project that all references and the bibliography are correctly

formatted.

105

Each reference in the document should be brief. The only piece of information that

should be included in the reference is the authors surname and the year of

publication. The following examples illustrate correct referencing procedure.

(1) Where there is only one author, the source should be acknowledged as follows:

Example

McClelland’s Theory of Need and Goal Setting are two theories of

motivations (Robbins, 2005).

(2) Where a reference has two or more authors, the citation should include the last

names of all the authors.

A reference that includes publications by two or more authors with the same

surname, requires inclusion of their initials to avoid confusion.

Example

This theory (Keogh, M. and Keogh, P.K., 1985) holds that all people

must work a certain number of hours to achieve a threshold level of

achievement.

(3) References by the same author published in the same year should be

differentiated by using lower case letters after the date in both the text

106

citation and in the bibliography.

Example

When one considers firstly that individuals experiencing stress make more

errors, are absent more, must be replaced more frequently, are less

creative and are less effective as decision makers (Hackett, 1992a)…

The frequency and duration of stress is increasing (Hackett, 1992b)

In a case where there is no author, it will suffice to use the first two or three words of

the title and the year.

QUOTATIONS

When presenting a direct quotation, the page number from where the quotation has

been taken from should also be included. There are several different methods of

presenting direct quotations. The standard quotation is typed in single line spacing

and indented from the left margin. Quotation marks are not necessary. It is

important that quotations should correspond exactly with the original in spelling and

punctuation. When giving a direct quotation, the page number must also be included

in the reference (see example below).

Example

107

The first element of any policy must be monitoring. As is stated by Kelly (1992: 13),

If you don’t know what your problem is, it’s awfully hard to solve it. Thus all

companies must firstly begin a strict and adequately communicated monitoring

process.

Quotation marks are used for the inclusion of a short quote / few words in the body

of the text.

Example

Anthony (1977: 24) has described mediation as a ‘more purposeful and less

tentative’ process in which the mediator searches for possible solutions, which the

parties then negotiate upon in the expectation of reaching an agreement.

BIBLIOGRAPHY

All assignments and essays submitted should include a bibliography at the end. The

bibliography is essentially a list of the resources you used to inform your argument.

Full details of the references of the sources should be included in your bibliography.

Any journal article, book etc, which has been mentioned in the text of an assignment

should be listed in the bibliography. You may also wish to include books, journal

articles etc. which you have not specifically mentioned in the text of the assignment

but which you have read in the course of your research / reading for that assignment,

and which are relevant. The referencing method that you are advised to use is

commonly known as the Harvard Style.

A good example of the use of this method is to be found in the textbook Tiernan, S,

Morley, M and Foley, E (eds) (2001): Modern Management, 2
nd

edition, Dublin: Gill

108

and Macmillian. All possible types of references that you are likely to use in your

bibliography should be found in this text.

It is important that each entry in the bibliography should contain all data necessary

for the reader to identify the book/article and to permit the reader to find the item in

question in the library.

Titles of books and articles should be listed alphabetically by authors.

(1) Referencing a book

In the case of referencing a book, the following format should be used: Author’s

Surname, Initials (year of publication): Name of Publication in Italics, Place of

Publication: Publisher. It is not necessary to show page references as these are

identified in the text citations. The following punctuation guidelines should be

followed carefully.

(2) Referencing a book with one author

Example

Robbins, S. (2003): Organisational Behaviour, 9
th

edition New York: Prentice Hall

(3) Referencing a book with multiple authors

Examples

109

Tiernan, S, Morley, M and Foley, E (2001): Modern Management, Theory and

Practice for Irish Students, Dublin: Gill and Macmillan

(4) Referencing two publications by the same author in the same year

In the event that an author has two or more publications in the same year, the

references should be distinguished by using lower case letters after the date in both

the text citation and the reference list.

Examples

Roche, W.K. (1987a): ‘State Strategies and the Politics of Industrial Relations in

Ireland Since 1945’, in T. Murphy (ed.), Industrial Relations in Ireland: Contemporary

Issues and Developments, Dublin: Department of Industrial Relations, University

College Dublin.

Roche, W.K. (1987b): Social Integration and Strategic Power: The Development of

Militancy Among Electricity Generating Station Workers in the Republic of Ireland,

1950-1982, (unpublished) D.Phil. thesis, University of Oxford.

This reference, 1987b, is a good example of how to include an unpublished

thesis/dissertation in your bibliography.

(5) Referencing a chapter in a book with one editor

When reference is made to a particular contributor in a book, it is necessary to use

the name, date and page number in the citation in the body of the essay. However

the editor (s) of the book must be acknowledged in the bibliography.

110

Example

Murphy, T. (1987/89): ‘The Union Committee at the Workplace’ in T. Murphy (ed.),

Industrial Relations in Ireland: Contemporary Issues and Developments, Dublin:

Department of Industrial Relations, University College Dublin.

The above reference is also a good example of a book that has been reprinted. This

is indicated by the two dates, (1987/1989).

This example also demonstrates how to deal with a chapter in a book edited by the

author of that particular chapter.

(6) Referencing a chapter in a book with multiple editors

When a reference is made to a chapter with multiple editors, it is necessary to name

both authors in the bibliography and also in the reference in the body of the

assignment.

Example

Roche, W.K. and Redmond, M. (1994): ‘Legislation, Collective Bargaining and the

Regulation of Working Time in Irish Industrial Relations’ in R. Blanpain, J.

(7) Referencing a journal article

111

For a journal article, use the following format: Author’s Surname, Initials (year of

publication), ‘Name of the Article in Single Quotes’, Name of the Periodical/Journal in

Italics or Underlined, Volume or Series number in Arabic numerals i.e. 1,2,3: Start of

article page number – end page number.

When you are referencing the page numbers of the article it is important to provide

the least amount of information, e.g. 578-593 should read 578-93.

Example

Kochan, T.A. (1993): ‘Managing Transformational Change: The Role of the Human

Resource Professional’, International Journal of Human Resource Management, 4:

569-90.

(8) Referencing reports/government publications

In the case of reports compiled by Government Departments, National Economic

and Social Council, Labour Court, Employment Equality Agency, and the Irish

Business and Employers Confederation (IBEC), to mention but a few, the following

bibliography format is used: Name of the organisation, (date of publication): Name

of the Document in Italics, Place of Publication: Publishers.

Examples

Department of Enterprise and Employment (1995): Code of Practice on Duties and

Responsibilities of Employee Representatives and the Protection and Facilities to be

afforded them by their Employer, Dublin: Department of Enterprise and Employment.

112

Irish Congress of Trade Unions (1989): Trade Unions and Change: Shaping the

Future, Dublin: Irish Congress of Trade Unions.

(9) Specifically Government Publications

Publications from any area of the government are normally published by the

Stationery Office, also known as the Government Publications Office. In cases

where there is extensive use of government publications, it is advisable to place

them under a separate heading at the end of your bibliography. The following format

should be used.

(a) Books and Articles

All books etc. would be referenced as normal under this heading.

(b) Government Publications

All published by the Government Publication Office, Dublin.

(10) Referencing Speeches/Public Addresses

When referencing speeches the following procedure should be used: Speaker’s

Surname, Initials (date of speech): Title of the Speech in Italics, Venue: Organisers

of the Speech.

Example

113

Attley, W. (1986): Address to the National College of Industrial Relations, Dublin:

National College of Industrial Relations.

(11) Referencing Material Sourced on the Internet

When referencing material sourced on the internet, the following procedure should

be used: Author (if there is one), Year, Title of Article, Organisation/Association,

website address/URL [date you accessed the website]

Example

McKiernan, G. 1996. Project Aristotle(sm): automated caterogization of Web

resources. [Online]. Available

http://www.public.iastate.edu/~CYBERSTACKS/Aristotle.htm [4 September 1996]

(12) Referencing a newspaper article

When referencing material sourced from a newspaper, the following procedure

should be used when the author is known: Author. Date. Title of article. Title of

newspaper: page reference, Month and day.

Example

Stewart, M. (1998): Should privatisation prosper? SAA in the year 1990. The Argus:

3, May 17.

When referencing material sourced from a newspaper, the following procedure

should be used when the author is not known: Title of article. Date. Title of

newspaper: page reference, Month and day.

114

Example

New drug appears to sharply cut the risk of death from heart failure. 1999. The

Washington post: A12. July 30.

(13) Referencing a legal case

When referencing a legal case sourced, the following procedure should be used:

Plaintiff v Defendant (Year of Case). This reference should also be supplied in the

text of the document.

Examples

Meskell V CE (1973) IR

121

Wiluszynski V London Borough of Tower Hamlets (1989) IRLR 259

Students are not required to list the relevant statute for the case separately in the

bibliography. Instead, students are required to provide the full and correct title of the

legislation in the body of the text.

Example

The Organisation of Working Time Act 1997 sets out statutory rights for employees

in respect of rest, maximum working time and holidays. These rights apply either by

law as set out in the Act, in Regulations made under the Act or through legally

binding collective agreements.

115

(14) Referencing a Brochure

When referencing material sourced from a brochure, the following procedure should

be used: Name of organisation that produced the brochure. Date. Title of brochure.

edition. [Brochure]. Author.

Example

Research and Training Center on Independent Living. 2003. Guidelines for reporting

and writing about people with disabilities. 4th ed. [Brochure]. Lawrence, KS: Author.

CONCLUDING COMMENTS

This Study Guide focuses on the Research Paper 1 and Research Paper 2 modules

which students must complete for the MSc (Singapore, Hong Kong & Sri Lanka)

Programme. It is designed to facilitate completion of the assigned tasks, and to

provide guidelines with respect to the academic standards and quality expected by

the university.

Please make sure that you read the complete document. Should you have any

queries, contact your local research advisor. It is important that, on completing the

MSc Programme, each MSc graduate has the ability to compile quality research

projects, and also to identify good and poor quality research. It is worth noting that

116

research styles vary and that each individual develops their own personal style.

While source material has been recommended to assist your efforts, it is your

decision as what you find helpful or otherwise. The submission guidelines provided,

together with the grade descriptors that indicate the academic standards expected,

promote independent learning and give you the opportunity to demonstrate your

capability in the now global business world.

I hope you will find both modules engaging and intellectually challenging, and that

they will promote deep and long lasting learning both on the programme and during

your career.

Dr Orna O’Brien

Appendix 1

Important University Policies

You are advised to read the important documents before you commence your

studies on this module:

Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the

presentation, submission and marking of assignments. The guidelines provided must be

117

adhered at all times to avoid an unnecessary loss of marks. Further details on:

www.ucd.ie/registry/academicsecretariat/late_sub

A Briefing Document for Students on Academic Integrity and Plagiarism

The University understands plagiarism to be the inclusion of another person’s writings or

ideas or works, in any formally presented work (including essays, theses, examinations,

projects, laboratory reports, oral, poster or slide presentations) which form part of the

assessment requirements for a module or programme of study, without due

acknowledgement either wholly or in part of the original source of the material through

appropriate citation. Further details please go to:

www.ucd.ie/registry/academicsecretariat/plag_pol_proc

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means

that you have presented information or ideas belonging to someone else falsely as

being your own original thoughts on a subject.

http://www.ucd.ie/registry/academicsecretariat/late_sub

http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc

118

Appendix 2

Recommended Texts

You will be expected to demonstrate a good understanding of business research

methodologies and, in particular, those most appropriate for your own topic. With

this in mind, it will be necessary to source a number of readings on business

research methods to inform your approach. While there is no single recommended

textbook for this module, you are strongly encouraged to consult and draw upon the

following research methods textbooks at the different stages of your project.

1. References regarding Proposal Preparation

Anderson, V. (2004): Research Methods in Human Resource Management, London:

CIPD

(Chapter 2 Planning- First Stages in the HR Project – while this text focuses on HRM,

it provides good general advise applicable to other business disciplines too on

getting started).

Bryman, A. and Bell, E. (2007): Business Research Methods, Oxford: Oxford

University Press – Chapter 2 ‘Planning a research project and formulating research

questions’

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 1 Choosing a topic and designing the project

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –
Chapter 2 Strategies for Finding and Developing a Dissertation Topic

119

Maylor, H. and Blackmon, K. (2005): Research Business and Management,

Hampshire: Palgrave – ‘ Chapter 3 What Should I study?’

2. References for preparing your literature review

Byrman, A. and Bell, E. (2011): Business Research Methods, Oxford: Oxford University

Press – Chapter 3 Getting Started: reviewing the literature

Collis, J and Hussey, R. (2009): Business Research: A Practical guide for

undergraduate and postgraduate students, Third Edition, Baskingstoke: Palgrave-

Chapter 6 Searching and reviewing the literature

Fink, A. (1998): Conducting literature research reviews: from paper to the internet.

Thousand Oaks, CA.

Hart, E. (1998): Doing a literature review: releasing the social science research imagination,

by E. Hart and M. Bond. London.

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –
Chapter 6 Theory and Literature

Polonsky, M.J. and Waller, D.S. (2005): Designing and Managing a Research Project: A

Business Student’s Guide, London: Sage

120

3. References for Data Collection

Brannick, T. and Coughlan, D. (2006): “In Defence of Being ‘Native’: The Case for Insider

Academic Research”. Organisational Research Methods, Vol. 10, Issue 1

Brannick, T., De Burca, S., Fynes, B., Glynn, L., & O’Connell, L. (1997): ‘Doing Management

and Business Research in Irish Organisations: Reflections on Experience’, Irish Business

and Administrative Research, Vol. 18: 92-115

Brannick, T. and Roche, W.K. (eds.) (1997): Business Research Methods: Strategies,

Techniques and Sources, Dublin: Oak Tree

Bryman, A. & Bell, E. (2003): Business Research Methods, Oxford: Oxford University Press

Collis, J and Hussey, R. (2009): Business Research: A Practical guide for
undergraduate and postgraduate students, Third Edition, Baskingstoke: Palgrave-

Chapter 8-9

Cooper, D.R. and Schindler, P.S. (2006): Business Research Methods, ninth edition,

London: McGraw Hill/Irwin

Denscombe, M. (1998): The Good Research Guide for Small-scale Social Research

Projects, Buckingham: Open University Press

Fay, J. (1997): ‘Sources of Secondary Data’ in T. Brannick and W.K. Roche (eds), Business

Research Methods, Dublin: Oak Tree

Fink, A., 1998. Conducting literature research reviews: from paper to the internet.

Thousand Oaks, CA.

121

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 4 Collecting and Analysing research material

Hart, E., 1998. Doing a literature review: releasing the social science research

imagination, by E. Hart and M. Bond. London.

Kane, E. and O’Reilly-de Brun, M (2005): Doing your own research, Marion Boyars:

London

Maylor, H. and Blackmon, K. (2005): Researching Business and Management, Basingstoke:

Palgrave Macmillan

Nielsen, J.C.R. & Repstad, P. (1993): From Nearness to Distance – and Back: on
analyzing your own organization, No. 14, Institute of Organization and Industrial
Sociology, Copenhagen Business School

Polonsky, M.J. and Waller, D.S. (2005): Designing and Managing a Research

Project: A Business Student’s Guide, London: Sage

Roche, W. (1997): Documentary and Statistical Data Sources for Research in Industrial

Relations and Human Resource Management in T. Brannick and W.K. Roche (eds),

Business Research Methods, Dublin: Oak Tree

Saunders, M., Lewis, P. and Thornhill, A. (2003): Research Methods for Business

Students, third edition, London: Financial Times/Prentice Hall

122

4. References for writing up your project

Anderson, V. (2004): Research Methods in Human Resource Management, London:

CIPD – Chapter 9 Communicating Your Research

Bryman, A. and Bell, E. (2011): Business Research Method, Oxford: Oxford

University Press – Chapter 24 Writing up business research

Collis, J and Hussey, R. (2009): Business Research: A Practical guide for
undergraduate and postgraduate students, Third Edition, Baskingstoke: Palgrave-

Chapter 13 Writing up the research

Cooper, D. and Schindler, P (2006): Business Research Methods, New York: New
Graw Hill – Chapter 16 Data Preparation and Description & Chapter 21 Presenting

Insights and Findings: Written and Oral Reports

Fisher, C. (2007): Researching and Writing a Dissertation, Second edition, Essex:

FT Prentice Hall – Chapter 6 Framing arguments and write-up

Horn, R. (2009): Researching and Writing Dissertation, London: CIPD Publications –

Chapter 10 The Craft of Writing, and Introductions and Conclusions and Chapter 11

Reviewing and Evaluating Your Dissertation

oOo

Airline Customer Service

Introduction

As the world becoming more affluence, travelling around the world has becoming a lifestyle for most people. People travel for various reasons. In the modern society, the communication between different countries has drastically improved. People are able to do business with each other from all over different countries. Therefore, more people are providing this mode of transport. This lead to more competition and the thing that set every airline apart will be their customer services.

Customer service is not just providing the customers help that they need. It is also providing the convenience that a customer required. Currently, most arlines are providing online services to facilitate the process of checking in and booking of tickets. No doubt human resources will still be needed to operate the daily functions of an airline. For example, cabin crews to service the customers on board. Technology might be speed up the process but human resource is still needed to provide services that technology cannot replace.

Through this research, I will be able to find out the importance of customer servicing, how this will affect the company when customer service is not maintained and the solutions of the bad customer services. I will use the data available and to draw up a conclusion for the sample question below.

Sample Question

How do customer services help to create a new level of customer’s experience?

Sample Research Objectives

· To determine what are the main factors that will affect an airline’s reputation.

· To find out what is the academic literature has to say about customer service and customer’s experience.

· To understand the relationship between customer services and customer experiences

· To find out what are the causes and problems in customer services and do further research on how to solve it.

· To find out the importance of customer servicing

Outline Research Methodology

1. Formulating the Research Problem

2. Extensive Literature Review

3. Developing the objectives

4. Preparing the Research Design including Sample Design

5. Collecting the Data

6. Analysis of Data

7. Generalisation and Interpretation

8. Preparation of the Report or Presentation of Results-Formal write-ups of conclusions reached.

(obtained from http://www.ihmctan.edu/PDF/notes/Research_Methodology )

List of Academic Literature

1.

http://www.airlinequality.com/Surveys/Psngr-SVY.htm

2.

http://www.lindaswebs.org.uk/Page3_Orglearning/Resmeth/ResMeth.htm

3.

http://simpliflying.com/2009/three-lessons-in-customer-service-for-airline-brands-from-ron-kaufman/

4.

http://www.businessweek.com/magazine/content/07_10/b4024001.htm

5.

Skytrax Home