hand book part1

8/7/2019 Hand Book Part1

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1. WelcomeWelcome to the Business Research Methods module.I hope you will find this an exciting and rewarding module. This handbookprovides essential information you need about how the module 'works'. Notethat a large part of the module involves independent research, reading andanalytical assessment of information collected from academic journals andbooks. Therefore, please read and re-read this handbook to see howeverything fits together, but you also need to read other documents apart fromthis handbook.

2. Contacting the Module LeaderI can be contacted in the followingways:1. During office hours - please contact the secretary of the group for up-to-date information about the correct day of the week and the correct hours.

2. E-mail: [email protected] note that I do not use the answer phone for student queries. Youcan send me an e-mail if you are unable to meet me during the normaloffice hours and I will endeavour to arrange an appointment at adifferent time, but this may not always be possible.You will be given many opportunities to discuss your work in class -hence you should make full use of these. Your classroom tasks aredesigned to enhance your learning experience. Much of the materialgathered and knowledge gained can be directly applied to the assessedpieces of course work.You need to submit all assignments via Oasis, as well as hand in physicalcopies. Please check as soon as possible that you are able to access thesystem and see how to submit your assignments. The Oasis pages forthis module will be developed during the semester. Thus, you shouldlook for copies of material, latest information about courseworkassignments, etc. Computer failures are not a valid excuse forlate submission.

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mailto:[email protected]:[email protected]


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3, Timetable for MeetingsThere will be one lecture every week on Friday at 0900 -tentatively scheduled in W146. The duration is 120minutes.There will also be seminars whose duration will be 90 minutes - itis currently proposed that there will be two streams. The streamswill meet on Thursday 1600 - 1730 (C 218), and Friday 1530 -1700 (CG 43).The tentative details of what issues will be addressed in each ofthese sessions is laid out in some detail in Appendix 3. Thedeadlines for submission will not be changed.

SUMMARY ofDEADLINES

1. Group Literature Review November 12,2010

2. Individual Proposal December 15,2010

3. Final Dissertation May 2,2011

Allof the above need to be submitted to the Student Officeby 2.30pm on the date mentioned.

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4. EssentialMinimumRequirements

MGT3192 is a compulsory module for all third-year B.A. in BusinessStudies students. The module requires you to work independently,choosing a topic and methodes) of research, to produce a 10,000 worddissertation, with a structure as outlined in Chapter 15 of this handbook.It needs to be presented in good academic style, with appropriateHarvard System _ci~ns and references, It accounts for 70% of yourmarks. You must obtain a minimum mark of 40% on the dissertation topass the module.The lecture and seminar classes will cover research methods forconducting research. You are required to submit a (individual) researchproposal which clarifies your research topic and the research question has an appropriate literature review draws a link between the literature review and the proposed methodfs) offers some details about the proposed methodts) of analysis to be used has adequate justification for the methodology or methodologies thatwould be used.-This research proposal should be about 2500 words in length. Tlle topic. can choose as your topic. These restrictions are to be found in Sections 5and 9. It needs to be submitted by December 15, 2010 by 1630 hours.This assignment has a weight of 20%.

~In order to get you more practice in doing a literature review, studentswill be asked to form a group of 4 to 5 and carry out a literature reviewon an academic topic. The topic will be assigned to the group by thetutor seminar. The literature review, which is expected to be about 3000

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o 4500 words (excluding references), needs to b.e submitted to the.tudent Office by the end of Week 5 (before November 12th, 2010). Thisssignment carries a weight of 10%. .

On submission of the proposal, all students will be assigned a supervisor.You will work with the supervisor to refine the proposal. He or she willoversee the research and guide you through the process. You must meetwith your supervisor a minimum of three times to get adequateand regular guidance. Note that the supervisor can request additional

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meetings; if you do not meet the supervisor at his or her request, thismay affect the quality of your work. You also need to submit the filled incontact sheet (see Appendix 2) - you can download this from Oasis.Your work will not be marked if you do not submit this form, whichmust contain three signatures from your supervisor indicating you havehad at least three consultations with him or her.Irrespective of which pre-requisites you have completed, you must fill out andinclude a risk assessment formwith your proposal.You are required to checkyour university email accounts a minimumof once a week and to check on Oasis-plus regularly. Crucialinformation about the module will be communicated through group emails orOasis-plus. Ifyou are having trouble with fees or registration for the moduleand are not therefore receiving group emails or Oasis-plus, you need toresolve it as soon as possible.Two physical copies of your research proposal (along with its electronicversion) must be submitted to the Student Office by 1630 hrs, December 15th,2010. The proposal must contain the originality statement (details in Section10). This submission will form 20% of your final mark. General feedback forthe class will be provided after the submission of the proposal. Your projectsupervisor should provide you with specific, informal feedback on the researchproposal.

SUPERVISOR ALLOCATIONIfyou do not submit your proposal by December 15, 2010, theassessment will be treated as a non-submission. If you havenot obtained a deferral, then the maximum marks obtained forthe research proposal submitted after December 15, 2010 willbe limited according to the rules followed by the businessschool.Until you submit your research proposal to the student office,you will not be officially allocated a supervisor. If you do nothave a supervisor allocated to you officially, your researchproposal and dissertation will not be marked; you will be giveno (zero) marks.

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Ifyou obtain a deferral from submitting the research proposalor are submitting late for any other reason, you must submityour proposal by March 15th, 2010. Proposals submitted afterthis date will not be allotted a supervisor for the academic year2010-11. The assessment will be treated as a non-submission.If you get poor marks in the proposal, you might fail themodule, despite submitting a final dissertation at the end ofthe year. '

SUBMISSION DETAILS FOR DISSERTATION

Two typed and spiral-bound copy of your dissertation must be handedin to the student office by 1630 hrs, May 2nd, 2011. The report mustcontain the originality statement (details in Section 10) and a filled-inC tact Sheet (shown in Appendixz), This submission will form 70% ofyour final mark. The electronic version of this dissertation must beuploaded via Turn-it-in before you submit the hard copy. The Turn-it-inreport must be included with the hard copy.If~ny of the documents mentioned in the above paragraph are missing,the submission will not be marked and treated as a non-submission.You need to make and keep a third copy of your project for yourself. Youare reminded that the original will not be handed back to you. Note thatthe deadline cannot be extended; if you are unable to submit you shouldcontact the student office to check whether you can apply for a deferral.Do inform your supervisor and the module leader if you are going toapply for a deferral. Miscommunication may result in you beingpenalised. Ifyou are granted a deferral at the student office, your workwill be due in and marked at the end of the next term.You may be asked to attend a viva voce, i.e. a discussion of your projectwith one or both examiners. If requested to do so, you are required toattend the viva-voce after handing in the assignment but before themeeting of the Assessment Board.

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Two examiners will assess your project and agree on a mark, accordingto the generic university guidelines for assessing third-level work,adapted to MGT 3192.The feedback would be provided according to the marking scheme shown inAppendix 2. The Assessment Criteria for both the research proposal and thedissertation are included at the end of this handbook.Generic feedback for the project proposal may appear on Oasis-plus shortlyafter the submitted material for all students is marked. Individual feedbackwill be given by the allotted supervisor. In the case of the project, theindividual supervisors willprovide the relevant feedback.

PLAGIARISM

When you copy from fellow students, texts, articles or any publishedsources of information when doing research, you may be guilty ofplagiarism. Please note the following: Even using one word from another writer, without speech marks, canbe plagiarism. Sources MUST be paraphrased, i.e., rewritten in your own wordswhen not directly quoted. Whether paraphrased or quoted, all sources MUST be acknowledged

in the Harvard style just after the point taken from the source andlater in a list of references. Failure to acknowledge in an appropriatemanner makes you guilty of plagiarism.

The commonest form of plagiarism at Middlesex University is called'patchwork plagiarism' by the university committee on plagiarism.This is when bits and pieces of research are cut and pasted together.

Patchwork plagiarism is as much against the university rules ascopying something from beginning to end and presenting it as yourown work. Work that includes patchwork plagiarism would violate

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the law, if it were to be published. DON'T DO IT! (See sections 6, 11,12 and 13 later) and also visit http://connect.le.ac.uk/p51557836/.

Rules and Regulations: all students should be aware of theUniversity's policies towards academic dishonesty. See the UniversityGuide and Regulations, section F, on 'Infringement of AssessmentRegulations-Academic Misconduct'. The procedures outlined there willbe followed if a student is suspected of academic dishonesty, which iswhat plagiarism is. It is the presentation by a student as his / her ownwork of material, which is wholly or partly the work of another. Youmust visit the following web-sites:hUp:/lwww.lr.mdx.ac.uk/helpsheetslstudy skills/hss.pdfhttp://www.mdx.ac.uk/24-7/announce/plagiarism.htm

Ifthe person evaluating your work suspects plagiarism, then the ModuleLeader will send the work to the Registry. They will communicate withyou about their procedure and findings.

SUMMARY ofDEADLINES

4. Group Literature Review November 12, 2010

5. Individual Proposal December 15,2010

6. Final Dissertation May 2,2011

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http://connect.le.ac.uk/p51557836/http://hup/lwww.lr.mdx.ac.uk/helpsheetslstudyhttp://www.mdx.ac.uk/24-7/announce/plagiarism.htmhttp://www.mdx.ac.uk/24-7/announce/plagiarism.htmhttp://hup/lwww.lr.mdx.ac.uk/helpsheetslstudyhttp://connect.le.ac.uk/p51557836/


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5. IntroductionThis module gives you the chance to learn how academic research isdone and to undertake a substantial piece of individual work ofapproximately 10,000 words. You can follow up on an issue you havecome across in one of your modules taught in one of the modules by theBusiness & Management Department. It is also a wonderful chance toclarify in your own mind the requirements of serious research and cantherefore help you in choosing your future education and/or work.Research differs a great deal from the content of most other modules,even though you may have been asked to do some research for somemodules. The topic you choose must be - Narrow, rather than broad as is the case with most other

modules, which cover a variety of topics within one general area;here you dig deep into one small topic

Accessible - you must find sufficient background reading in thefield to complete a literature review (i.e. your summary of relevantconcepts, debates, models, etc.); for primary research, you will alsoneed access to people to interview or fill out questionnaires or joinfocus groups, etc.

Subject to real debate: what are the questions that should beasked about this topic to arrive at generalisable answers? How canyou discover information that may help to resolve disputes within thetopic? This is different from what a consultant might do indetermining whether or how a particular business decision is viable.An academic research project like the one you are attempting needsto have conclusions that are more widely applicable than to a singlefirm or any other narrow group of firms.

You must have enough confidence in your ability to writeup your research entirely in your own words. Itmeans you have to deal with a complex subject, in chapters - citing

the sources of information you have found while paraphrasing thatinformation. To paraphrase means to rewrite the information in a

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new set of words, chosen by you and generally called your own words.Usually paraphrases are summaries.

You may not directly copy anything from your sources of information,not even a two or three-word phrase, without indicating that you arequoting. (This does not apply to commonly-used technical terms in agiven field - you need to use your judgment here.)

There is a separate section of this handbook on plagiarism,paraphrasing, summary and quotation, which you need to studycarefully.

Module Learning Outcomes - Knowledge Develop a recognition and appreciation of clear aims and appropriateobjectives in research Understand that there can be different approaches to qualitative andquantitative research, along with their strengths and weaknesses.Further, you must be able to determine the appropriateness of differentmethods for a particular context Understand that there are appropriate methods of data collection,search and analysis - for both primary and secondary data. The specific subject knowledge will largely be determined by the natureofthe problem or issue tackled in the research project. Youwill be expected to research the background to the topic area andapply your findings to existing literature and research evidence. By engaging with your supervisor and from previous participation inresearch methods sessions, you will have knowledge of issues around

data collection, data analysis, how to structure and present yourresearch project, etc.

Module Learning Outcomes - SkillsAt the end of the module, you should be able to

explain the topic area of your research project; choose an original andfeasible research topic11


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formulate relevant research questions to form the basis of your project find appropriate secondary sources to carry out a literature review thatcovers both background and theory evaluate, select and apply appropriate data collection methods andanalysis develop a carefullyresearched and documented research proposal determine appropriate tools for qualitative and quantitative datacollection, according to the context and requirements of the project execute the developed research proposal and judge how to alter itaccording to the increasingly wider and deeper understanding of thetopic structure the presentation of the project in an appropriate manner and

write it up in a clear and reader-friendly manner discuss findings in the context of your knowledge of relevant theoryand practice formulate conclusions based on your findings identify realistic recommendations reflect on your learning experience paraphrase sources of ideas and information use consistently a chosen form of the Harvard system of citation andreferencing

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often, one summarises i.e. shortens the original, giving only the main pointswhich are relevant to the new research. So you can think in terms of 'summary'if you like.Why is a paraphrase termed 'in your own words'? One of the main reasons isthat you are writing your own research or your own coursework, and theideas expressed there ought to be re-formulated in your ownwords. Itis a way of taking responsibility for what you are doing.What is gained by rewriting what is already well-expressed by someone elseinto our own words? At first, it might seem that it does not make sense torewrite something into a form that is possibly not even as well-written as theoriginal. However, there are many reasons for this rule.1. The most important gift you gain from learning to paraphrase, as aconstant practice or habit, is the development ofyour own style, yourownvoice.You thereby claim your own work; you take responsibility forit.

2. A practical reason is that it enables you to make the issues in your researchthe correct size for your own purposes. Paraphrasing gives you freedom touse ideas from other writers as you chose to. For instance, you may bewriting a literature review about the state of research in a certain area andbe able to summarise 10 sources into one sentence.

3. Another practical reason: when you paraphrase, you test yourcomprehension of the original. Ifyou cannot paraphrase it, you may wellnot understand it. Ifyou can paraphrase it, you will understand it better.4. You may sometimes review relevant theories by using textbooks from amodule. Textbooks are acceptable sources and save time because part ofthe literature reviewhas already been done. However, these textbooks arerather long and drawn-out in order to teach readers who are new to the

field. Yourproject requires a shorter, more streamlined version written byyou, giving the text credit for covering these theories in the citation youprovide, e.g. (Porter, cited in 'surname', year).5. It is best to go back to the original theorist's or researcher's work andparaphrase directly. You can usually locate them in the list of references orfrom the index ofyour textbooks. The textbooks can save time, however.6. Paraphrasing is easier, once you are used to it, than formingpatchwork quilts of other people's words. Youwrite as you choose, and the

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rhythm of your writing will improve and the flow will be smoother. Theprocess will get quicker.7. Ultimately, paraphrasing is important in intellectual development. Findingalternative, but equivalent, words for your original source requires you toreview your present knowledge, make comparisons and contrasts and findconnections with what you already know.Youmay need to use a dictionaryand thesaurus, as well as ask your fellowstudents to find a suitable form ofwords. However, by paraphrasing, you add the new knowledge in aconnected, clearer way.8. Paraphrasing is part of a long academic tradition. It is the waythings are done, the waythe game is played. Iffor no other reason, you

need to protect yourself by learning the rules of this game. Yourcontemporaries from Oxbridge and the red-brick universities are likely tohave developed this skill, because they will have done A levels and becausestaff/student ratios at the older universities allow for better and moredirect feedback on their writing than you get.9. Since paraphrasing is the way research writing is traditionally done, yourreader expects it. Due to custom and practice, as well as for logical reasonsto do with consistent style, as stated above, you communicate better if youparaphrase.To copy the words of another writer without clearly indicating that it isquotation (or without a citation) is plagiarism. It is against theuniversity rules and can be severely punished. You do not wantplagiarism on your record.To publish copied words is illegal. A writer's words as well as his/herideas are intellectual property, so to copy another's words or toparaphrase another's ideas without a citation is theft. Ifyou ever want topublish your own research, you must paraphrase your sources, and citethem. (Citation and referencing will be discussed in some detail later).Patchwork plagiarism makes for very badly-written work. Writing stylesare individual, a bit like fingerprints, and every time the original writerchanges-through bits of plagiarism-the reader feels it. The essay orreport reads badly and therefore earns lower marks than might havebeen. Often points are made too slowly or quickly. The work is morelikely to be incoherent, i.e. not to fit together logically.

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How should you paraphrase / summarise?What many writers recommend is that you read your source carefully, makingsure you understand it (by paraphrasing in your head, for one thing). You mayneed to look at a dictionary or thesaurus or ask friends, 'Can you think ofanother way to say this?' 'Do you know what this means?' Then write downwhat the bits you want to use mean, not what the original says. You need tofind your own way of saying what you want to use from the original.We can use a simple statement as an example. You may want to describe thegeneral methodology of several of your sources. For instance, one source maysay that: the problem will be dealt with by using both agreed models and byapplying these to cases or the issue can be approached through general principles together with

observation and measurement or the conflict can be looked at according to tried and proved methods and by

seeing how solutions work in practice.All these ways of describing the methodology could be summed up bythe statement, 'This disagreement can be analysed both theoreticallyand empirically'. So you could paraphrase the three statements this way.Sometimes you do not have and can not find 'your own words' toexpress something in one of your sources; this is interesting. Thenperhaps you need to learn more about the topic until your vocabulary inthat area grows.Or, perhaps the writer has invented a new use for the word orexpression and you need to use his/her term. Then quote. Explain whyyou think this word or expression is the best one to use to discuss anaspect of your topic. Give the author credit. From then on, you do notneed to quote. (In fact, one of the legitimate reasons to quote anotherwriter is to discuss that writer's use of language and to build anargument for your using this other writer's terminology. For instance,you might want to introduce Porter's five forces this way, briefly quotingand then using his well-known terminology. To spend a lot of timediscussing Porter is time-wasting, when almost everyone interested inbusiness knows about his 5 forces model. Say enough to remind readersof what they need to know in order to follow what you are doing withPorter's model.)

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Perhaps the original is unclear and you can criticise the source for a lackof clarity-this approach needs care.In some cases, where you want to emphasise an author's approach, either toagree or disagree with it, or even to dismiss it as irrelevant, you may want acloser paraphrase. There is no need to imitate the sentence structure or lengtheven here. If the author is important or if the author is unclear, you may needto quote and paraphrase, in order to explain what the source means and whyyou are agreeing or disagreeing with what has been said. Consider thefollowing example taken from an explanation of paraphrasing in a handbookfor social science students at Middlesex University:

In modern society, the differentiation of deviants from thenon-deviant populations is increasingly contingent uponcircumstances of situation, place, social and personalbiography, and the bureaucratically organised activities andagencies of control. (Kits use, 1961, p. 256) (Note that thisquotation is long-more than 2 lines--and thereforeproperly presented by indenting it from the left-hand margin, single-spacing and using no speechmarks.)

An acceptable paraphrase of Kitsuse's material might read something like this:labelling theorists have concluded that who and what are defined as deviant isdetermined by a host of factors that have little to do with behaviour itself-where and when the act is committed, who is committing it, and who isresponding to it. (Kitsuse, 1962) (Here because the paraphrase is not adirect quotation, it is not indented, and the reference to the pagenumber has been omitted. Even so the author and his book areindicated by surname and date of publication in the citation.Without a citation, this paraphrasewouldbe plagiarism.)This paraphrase of Kitsuse's words concentrates on the separation ofbehaviour from labels, emphasising the place the action is committed and thesocial status and experience of both those doing something and those, like thepolice we suppose, trying to control it. Here to compare the paraphrase withthe original quotation, a second extended and analytical paraphrase has beencreated, in order to clarify. In some ways, a paraphrase is also usually anexplanation and/or definition of what is being discussed. The use of the words'labelling theorists' is a kind of interpretation of Kitsuse's process of

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'differentiation'. By experimenting with and developing forms 'of words, weunderstand better what is said.You may also want to suggest particular examples for such a general statementas Kitsuse's. It seems to say that white teen-age boys from Eton Collegemightnot be treated the same by the police as Afro-Caribbean boys from Harlesdonfor exactly the same boisterous behaviour committed in Mayfair, an upper-class area. Which group would be labelled the 'deviants', as Kitsuse uses theword?The relationship of paraphrasing to discussion and analysis should be clearfrom this example. Paraphrasing involves understanding, clarification,definition, comparison-in other words, it is the beginning of analysis. Itshould involve these things if we are going to use someone else's ideas orresearch constructively and/or to illuminate an issue for our research.

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7. GroupLiterature Review

The group literature review is an assignment where a literature reviewneeds to be written and submitted, as a group. The groups would bemade up of 3-4 students. The literature review is expected to be about3000 words in length (apart from the references). You can exceed thislimit by about 15%.The review must be based on a topic of academic interest that has beentaught in any of the modules taught by the Business & Managementdepartment. It is expected that you will take explicit permission of theseminar tutor about the topic before you start working on it. In fact, theseminar leader will help you narrow down your chosen topic to asuitable size for your groups to start.This review must not only convey the history of the topic that you areresearching, but also trace the main developments in terms of conceptsand ideas. In addition, you should critique the development of theliterature to find gaps that can be addressed by future research. Goodwork would look at not only the history of the literature, but also at itslatest developments.The tentative marking scheme for the literature review is shown in theAppendix. The format of the references at the end of the review isdescribed in Chapter 12.

Your group must hand in two copies of the group literature review,along with a report from Turn-it-in.The review is due to be handed in by November 12th.

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8. Books about Research

Most books are meant for reference. They are in the Hendon BusinessSchool Library. Also, the core text book and another recommended bookare indicated.

Bailey, C. (2006) A Guide to Qualitative Field Research, Sage USABlaxter, L., Hughes, C. & Tight, M. (2006). How to Research (3rd ed.).Milton Keynes: Open University Press

Core Textbook - Blumberg, B., Cooper, D.S. & Schindler, P.S.(2007) Business Research Methods (2nd ed.l Berkshire:McGraw Hill

Brown, R.B. (2006) Doing your Dissertation in Business andManagement, SageRecommended: Bryman, A. & Bell, E. (2007). Business ResearchMethods (2nd ed.) Oxford: Oxford University PressButler, F. (1999). Business Research Sources: A Reference Navigator.Boston: Irwin McGraw-HillCameron, S. & Price, D. (2009). Business Research Methods: A PracticalApproach (1st ed.) CIPDCollis, J. & Hussey, R. (2003). Business Research: A Practical Guide forUndergraduate and Postgraduate Students (3rd ed.) PalgraveCottrell, S. (2005). Critical Thinking Skills: Developing EffectiveAnalysis and Argument. PalgraveDe Vaus, D. (2001). Surveys in Social Research (5th ed.). Routledge

De Vaus, D. (2002). Fifty Key Problems in Data Analysis. London: Sage20


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Denscombe, M. (2003). The Good Research Guide: For Small-scaleSocial Research Projects (2nd ed.). Milton Keynes: Open University PressField, A. (2005). Discovering Statistics Using SPSS (2nd ed.). London:SageFisher, C. (2004). Researching and Writing a Dissertation for BusinessStudents. New York & London. FT Prentice-Hall.Gray, D.E. (2004) Doing Research in the Real World, London: SageGhauri, P. & Gronhaug, K. (2005). Research Methods in BusinessStudies (3rd ed.) New York & London: Prentice HallGill, J. & Johnson, P. (2002). Research Methods for Managers. (3rd ed.)London: Paul Chapman PublishingHart, C. (1998). Doing a Literature Review. London: SageKeats, D. (2000). Interviewing: A Practical Guide for Students andProfessionals. Milton Keynes: Open University PressMay, T. (1997). Social Research Issues, Methods and Process. MiltonKeynes: Open University PressMaylor, H. & Blackmon, K. (2005). Researching Business andManagement. PalgraveMiles, N. E., & Huberman, A. M. (1994). Qualitative Data Analysis: ASourcebook of New Methods (2nd ed.) London: SageO'Dochartaigh, N. (2007) Internet Research Skills: How to do YourLiterature Search and find Research Information On-line. London: SageRichie, J. & Lewis J. (2003). Qualitative Research Practice. London:Sage

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.xiley, A., Wood, R, Clark, M., Wilkie, E. & Szivas, E. (2000).Researching and Writing Dissertations in Business and Management.London: Thomson LearningRyan, B., Scapens, R. & Theobald, M. (1992). Research Method andMethodology in Finance and Accounting. London: Academic PressSalkind, N. (2004) Statistics for People Who (Think They) HateStatistics (2nd ed.). London: SageSalkind, N. (2005) Exploring Research (6th ed.). Prentice-HallSaunders, M., Lewis, P., & Thornhill, A. (2007). Research Methods forBusiness Students (4th ed.) Harlow & London: Fl'Prentice HallSekaran, U. (2003). Research Methods for Business (4th ed.) Chichester&New York: WileySilverman, D. (2006). Interpreting Qualitative Data: Methods forAnalyzing Talk (3rd ed.). London: SageWalliman, N. (2004). Your Undergraduate Dissertation: The EssentialGuide for Success. London: SageYin, R. K. (2003). Case Study Research: Design and Methods (3rd ed.).London: Sage

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hand book part1

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