1

Faculty of Business & Law

School of Strategy and Economics

POSTGRADUATE RESEARCH METHODS

2011/2012

Masters Level
































Student Name:
Module Tutor
E-mail address
Telephone number

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Leeds Metropolitan University
Faculty of Business & Law


Module Title: Postgraduate Research Methods

Pre-Requisites: None

CRN: Various

Academic Year: 2011/2012 Level: Masters Block or Workshop Delivery
Module Leader: Dr Tim Bickerstaffe
Module Team: Dr Tim Bickerstaffe; Junjie Wu,
Lawrence Bailey; Mary Leung




The module:

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

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

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

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

To help students achieve this, and reflecting the requirements of Masters study there is also an
emphasis upon students demonstrating methodological competence so that they:

can systematically justify their choice of approach to collecting data;

can competently undertake any data collection;

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

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

can demonstrate an appreciation of the applicability of any findings, often with particular
reference to managerial implications either within the organizations studied or more generally
and often both.

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



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Module Learning Outcomes
To understand, critically analyze, evaluate and explain:
Different business and management research designs and the assumptions on which they are
based;
The nature of research problems, the stages of a research process and the criteria for
selection of research methods;
Ethical considerations and issues associated with the selection of a research problem and the
research process.

To be able to:
Identify clear research questions (or hypotheses) and assess what is an appropriate and
manageable research design for a particular question;
Identify and assess appropriate methodological approaches, methods of investigation and of
data analysis for particular research questions;
Develop a structured programme of research as a formal proposal in pursuit of a Masters
Dissertation based upon informed choices about the research designs, techniques and
procedures to be followed;
Conduct research in a systematic, rigorous and critically reflective manner;
Synthesise data from a wide variety of sources with due regard to issues of generalisability,
validity and reliability within an acceptable dissertation format.








Key Skills:
Location and utilization of contextualized information sources;

Critical review and reflexive commentary of contemporary information;

Requirement specification and project rationale/justification;

Sensitivity to impact upon affected/vulnerable groups;

Negotiation of access to resources;

Project management and project planning;

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

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

Relative assessment and measurement of value;

Appropriately contextualized, justified and structured presentation of results.




4


Teaching & Learning Techniques:

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

Lectures:

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

Tutorials:

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

Xstream Site:

Xstream provides a central focus and one additional route to wider teaching and learning resources for
the module. Among other things, resources on Xstream include: the e-Module Handbook, copies of
Lecture Slides; Guidance on Assessment; dedicated Journal Articles; several Guides to certain
Research Techniques; and a wider range of additional facilities.

Self-Directed Study:

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

Your Responsibilities:

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

How to Succeed in this Module:

1. Attend all 6 lectures
Make notes during lectures;
Proactively review your notes and discuss with tutors/fellow students afterwards;
Proactively review recommended reading prior to and after attending Lectures (see Lecture
Slides on Xstream);
Supplement recommended reading with further self-directed study.


2. Attend and Actively Participate in all 12 Seminars
Undertake any/all preparatory work prior to attending each Seminar in accordance with
instructions given by your tutor;
Make notes and take part in all Seminar activities;
Ask questions during seminars to clarify queries and guide additional self-directed study;
Proactively review your notes and discuss each Seminar with fellow students afterwards.


3. Supplement Timetables Classes with a Clear Plan of Self-Directed Study
Use materials/links on Xstream to support a clearly structured plan of self-directed study for
this module;
Link progression of your studies for Research Methods to progression with your Dissertation;
Contact the Research Methods Module Leader to clarify outstanding queries (during lectures
or via email);

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Assessment
Method:
Weighting:
Assessment
Date/Hand In;
Feedback
Method:
Feedback Date:

Dissertation
Topic

0% TBC N/A N/A

Assessment
Method:


3000-word
Dissertation
Proposal

100% TBC Via Email TBC



















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

4. Ask for Extra Tailored Support and Guidance via Feedback Opportunities Available
Significant investments have been made to provide you with a wide range of resources to
support your learning in this module;
Members of the Module Team are keen to structure their teaching plans in accordance with
your specific needs;
In order to do this we require your feedback which should be offered in an appropriate and
responsible manner at the earliest opportunity and to the member of the Module Team directly
concerned (your tutor or the Module Leader).


5. Proactively Prepare for Module Assessment
Assessment Performance Levels are closely linked to Levels of Achievement in paragraphs 1
-3 (above);
You alone are responsible for managing your performance and the level of assessed
achievement in this module;
Start early, stick to clearly formulated plans, be proactive in your learning, and use the wide
range of learning opportunities and resources available.

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The Teaching and Learning Programme


DATE (w/c)

LECTURE

TUTORIAL


Tutorial Reading/
Preparation


30 September/
3 October


Research and Your
Dissertation

Research and Your
Dissertation

p.9

10 October/
17 October


Dissertation Topic
Selection

Dissertation Topic
Selection

p.10

24 October/
31 October


Research Strategy
& Design

Introduction to
Dissertation Proposals

p.11

7 November/
14 November



Proposal Strategies &
Design

p.12

21 November/
28 November


Research Ethics

pp.13-14

5 December/
12 December



Critical Reading &
Literature Reviews

p.15

30 January/
6 February


Secondary Data
Collection & Analysis

Literature Reviews for
Proposals

p.16

13 February/
20 February


Principles of
Quantitative Research

Surveys &
Questionnaire Design

pp.17-18

27 February/
5 March


Principles of
Qualitative Research

Analysing & Interpreting
Quantitative Data

p.19

12 March/
19 March




Interviews &
Discussion Guide Design

p.20

26 March/
16 April



Analysing & Interpreting
Qualitative Data

p.21

23 April/
30 April



Review of the
Dissertation Process

p.22




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The Lectures

LECTURE 1
Research and Your Dissertation

This lecture will introduce you to the module, reveal the importance of research to contemporary business
and management as well as to your dissertation and provide an overview of the modules structure and
delivery.

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


LECTURE 2
Critical Thinking and Turning Ideas into Research Objectives

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

Formulating and clarifying the research topic is the starting point of your dissertation. Once you are clear
about this, you will be able to choose the most appropriate research strategy and data collection and
analysis techniques. Masters level dissertations are distinguished from other forms of business and
management research by their attempt to analyse situations in terms of the bigger picture; they seek
answers, explanations, make comparisons and arrive at generalisations which can be used to extend
theory as well as what, they address why? The most successful dissertations are those which are
specific and focused. The more clearly a dissertation topic is defined the more efficient and effective the
execution of the project will be.


LECTURE 3
Research Strategies and Design

Research objectives are the specific components of the research topic or problem and they set out what
your research will examine and what issues the dissertation will cover. The next step involves deciding on
the correct research design for the project. A research design provides a framework for the collection and
analysis of data. A choice of research design effects decisions about the priority being given to a range of
dimensions of the research process.

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









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LECTURE 4
Secondary Data Collection and Analysis

The focus of this lecture is data gathering through secondary sources. In considering secondary sources,
the focus will be on conducting a literature review and the strategies for gathering existing material
generated by other researchers and authors. The lecture will also highlight the importance of correct
referencing and the avoidance of plagiarism.



LECTURE 5
Principles of Quantitative Research

Quantitative research methods are primarily concerned with gathering and working with data that is
structured and can be represented numerically. Quantitative data is typically gathered when a positivist
approach is taken and data is collected that can be statistically analysed



LECTURE 6
Principles of Qualitative Research

Qualitative research methods are primarily concerned with stories and accounts, including subjective
understandings, opinions, feelings and beliefs. Qualitative data is typically gathered when an interpretivist
approach is taken and when the data is collected is the words or expressions of the research participants
themselves.































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The Tutorials

1. Research and Your Dissertation

Business and management research not only needs to provide findings that advance knowledge and
understanding, it also needs to address business issues and practical managerial problems. This tutorial
will introduce you to the continuum on which all business and management research projects can be
placed.

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

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

Key Readings:

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


Saunders, M., Lewis, P. & Thornhill, A. (2009) Research Methods for Business Students: 5
th
Edition
Harlow: Pearson pp.2-18

Bryman, A & Bell, E (2007) Business Research Methods: 2
nd
Edition Oxford: University Press pp.4-
36

























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2. Dissertation Topic Selection

The topic you choose to research has a great influence on how well you will succeed in carrying out the
investigation and in writing up your work. A crucial factor is whether you have a genuine interest in the
subject matter, as this will motivate you to complete the task to the best possible standard. In addition,
many practical matters need to be taken into account, such as the availability of relevant resources, or the
feasibility of the intended investigation.

In introducing you to a useful approach to refining research ideas, the tutorial will use the Delphi
Technique. This involves using a group of people who are either involved or interested in the research
idea to generate and choose a more specific research idea. To use this technique you need:

1. to brief the members of the group about the research idea;

2. at the end of the briefing to encourage group members to seek clarification and more information as
appropriate;

3. to ask each member of the group, including the originator of the research idea, to generate
independently up to three specific research ideas based on the idea that has been described;

4. to collect the research ideas in an unedited and non-attributable form and to distribute them to all
members of the group;

5. a second cycle of the process (steps 2 to 4) in which individuals comment on the research ideas
and revise their own contributions in the light of what others have said;

6. subsequent cycles of the process until a consensus is reached. These either follow a similar pattern
(steps 2 to 4) or use discussion, voting or some other method.

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

generate ideas that will help in the choice of a suitable research topic;

identify the attributes of a good research topic;

undertake a Delphi consultation

Key Readings:
Bryman & Bell (2007:75-89)

Saunders, Lewis & Thornhill (2009:20-41)

Supplementary Readings:
Romano, A.R. (2010) Malleable Delphi: Delphi Research Technique, its Evolution and Business
Applications in International Review of Business Research Papers 6:5 pp.235-243

Amos, T & Pearse, N (2008) Pragmatic Research Design: an Illustration of the Use of the Delphi
Technique in The Electronic Journal of Business Research Methods 6:2 pp.95-102

Grisham, T (2008) The Delphi Technique: a Method for Testing Complex and Multifaceted Topics in
International Journal of Managing Projects in Business 2:1 pp.112-130

Facione, P (2011) Critical Thinking: What It Is and Why It Counts available at:
http://www.insightassessment.com accessed August 1 2011


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

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

compelling you to read and review some of the relevant background literature and material to
orientate your thoughts;

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

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

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

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

helping you to create a viable timetable for your work.


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

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



Key Readings:
Bryman & Bell pp.74-92

Saunders, Lewis & Thornhill pp.32-56


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






















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4. Proposal Strategy and Design
Focusing on the different kinds of research design requires you to pay attention to the different frameworks
for the collection and analysis of data. A research strategy and design relates to the criteria that are
employed when evaluating both academic dissertations and business research projects in general. It is a
framework for the generation of evidence that is suited both to a certain set of criteria and to the research
objective in which you are interested.

This tutorial will highlight the crucial role of theory in helping you decide your approach to research design.
However, your consideration of theory should begin earlier than this. It should inform your definition of
research questions and objectives before you begin framing your proposal strategy and design.

Definition:
Theory 1. (in natural and social science) any set of hypotheses or propositions, linked by logical or
mathematical arguments, which is advanced to explain an area of empirical reality or type of phenomenon.

2. in a looser sense, a set of ideas or related concepts which can be used to explain and understand an
event, situation, or social phenomena

Concept 1. categories for the organisation of ideas and observations. The building blocks of theory.

2. in a looser sense, the idea or meaning conveyed by a term.


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

identify and begin your understanding of the ideas and approaches to viewing and gathering
knowledge, which provide the basic ways of addressing a topic




Key Readings:
Saunders, Lewis & Thornhill pp.136-167; 106-135

Bryman & Bell pp.38-73; 3-37


Supplementary Readings:
Whetton, D.A. (1989) What Constitutes a Theoretical Contribution? in Academy of Management Review
14:4 pp.490-495

Sutton, R.I. & Staw, B.M. (1995) What Theory is Not in Administrative Science Quarterly Vol. 40 pp.371-
384













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

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

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


[Case studies in social research entail the detailed and intensive analysis of a single phenomenon either
for its own sake, or as an exemplar or paradigm case of a general phenomenon. In general, case study
research is concerned with the complexity and particular nature of the case in question, which may be: a
single organisation or institution; a single location; a person or group; a single intervention, initiative or
policy programme; or a single situation or event.]

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


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

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

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


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

Bryman & Bell pp.127-150

Saunders, Lewis & Thornhill pp.183-209

Supplementary Readings:

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

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

Academy of Management (2005) Code of Ethics
http://www.aomonline.org/governanceandethics/aomrevisedcodeofethics.pdf


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

Social Research Association (2003) Ethical Guidelines http://www.admin@thesra.org.uk

Wiles, R., Heath, S., Crow, G. & Charles, V. (2005) Informed Consent in Social Research MCRM Methods
Review Papers NCRM001 ESRC: National Centre for Research Methods.



















































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

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

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

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

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

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

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

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

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



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

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

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


Key Readings

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

Saunders, Lewis & Thornhill pp.58-68


Supplementary Readings:

Lepoutre, J & Heene, A (2006) Investigating the Impact of Firm Size on Small Business Social
Responsibility in Journal of Business Ethics 67 pp.257-273

Peredo, A-M & McLean, M (2006) Social Entrepreneurship: A Critical Review of the Concept in Journal of
World Business 41 pp.56-65



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

Importantly, for the proposal, the literature review is not only intended to be an initial review, analysis and
possible integration of relevant literature, but also where you must define and explain the concepts and/or
theory (or theories) that you intend to use/test/critique in your dissertation.


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

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

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

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





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

Saunders, Lewis & Thornhill pp.68-105


Supplementary Readings:

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

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

Bruce, C (2001) Interpreting the Scope of Their Literature Reviews: Significant Differences in Research
Students Concerns in New Library World 102:1163/1164 pp.158-165

















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

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

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

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

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

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

characteristics of the respondents from whom you wish collect data;
importance of reaching a particular person as respondent;
importance of respondents answers not being contaminated or distorted;
size of sample you require for your analysis, taking into account the likely response rate;
types of question you need to ask to collect your data;
number of questions you need to ask to collect your data.


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

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

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

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

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


Key Readings:
Bryman & Bell pp.208-279

Saunders, Lewis & Thornhill pp.360-413





18

Supplementary Readings:

Faulkner, X & Culwin, F (2005) When Fingers Do the Talking: A Study of Text Messaging in Interacting
With Computers 17 pp.167-185

Tourangeau, R & Smith, T.W. (1996) Asking Sensitive Questions: The Impact of Data Collection Mode,
Question Format, and Question Context in Public Opinion Quarterly 60 pp.275-304

Lucas, R (1997) Youth, Gender and Part-Time Students in the Labour Process in Work, Employment
&Society 11:4 pp.595-614
















































19


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

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


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

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

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

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


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

Bryman & Bell pp.324-374































20


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

The most popular interview method is semi-structured, where the interviewer has a series of questions that
are in the general form of an interview schedule but is able to vary the sequence of questions. Also, the
interviewer will often make use of further questions (sometimes included in the interview schedule as
prompts) in response to what are seen as significant replies, or when further detail on a particular question
(or theme) is desirable.

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

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

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

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

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


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

Bryman & Bell pp.471-508


Interviewing in Qualitative Research (PDF available on Xstream)

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

Holt, A (2010) Using the Telephone for Narrative Interviewing: A Research Note in Qualitative Research
10:1 pp.113-121

Hoong Sin, C (2005) Seeking Informed Consent: Reflections on Research Practice in Sociology 39:2
pp.277-294

Kvale, S (2006) Dominance Through Interviews and Dialogues in Qualitative Enquiry 12:3 pp.480-500

Willman, P., Fenton-OCreevy, M., Nicholson, N. & Soane, E (2002) Traders, Managers and Loss Aversion
in Investment Banking: A Field Study in Accounting, Organizations and Society 27 pp.85-98

Hoffmann, E.A. (2007) Open-Ended Interviews, Power, and Emotional Labour in Journal of Contemporary
Ethnography 36:3 pp.318-346






21


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

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

There are two main approaches to qualitative analysis:

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

the inductive approach where theory is the outcome of research, and where the process of
induction involved drawing generalizable inferences out of observations.

The tutorial exercise will consider both approaches.

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

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

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



Key Readings:

Saunders, Lewis and Thornhill pp.480-525

Bryman & Bell pp.578-601



















22


12. The Dissertation Process
This final tutorial will review the dissertation process, paying particular attention to how best you can
understand and learn from the feedback your supervisor writes on drafts of your dissertation.


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

understand the different types of feedback (oral or written);

recognise different examples of feedback and what they mean


Key readings:

Saunders, Lewis & Thornhill pp.526-560









































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The Module Assessment

3000-Word Dissertation Proposal


Preparing your dissertation proposal

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

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

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

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


i) Working Title
Your title should be a sentence which clearly communicates your topic of research. At the early stage try to
think of something short and succinct that provides a clear indication of the area of work. Also, try to
ensure your working title is focused you want the title to provide information to potential readers in order
that they can judge its potential relevance to them quickly and easily.

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



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

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

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




24


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


iii) Theoretical Framework/Initial Literature Review
This section should provide an overview of the existing literature in your chosen area. It therefore provides
context for your chosen topic and indicates how your research relates to the theories, themes and issues in
your field of study. Your focus here is to provide an overview but also an evaluation of the literature. It
requires more than simple description.

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

Writing a Literature Review is a creative exercise. You will have read around the topic and now need to
present your informed tour of the literature to those who will read your proposal. It is therefore important
to present the material in a structured way. This may involve mapping the history or development of a
concept or set of ideas in your topic area. You will also need to provide an assessment of current themes,
theories and, possibly, conflicts.

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

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

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


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

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

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

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


25


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

The Objectives give an idea of the types of areas you will address within the dissertation. As a rough
guide, between three and seven Objectives is a sensible number.

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

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

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


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

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

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

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

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


Ethical Considerations
Your proposal should provide an account of any Ethical Considerations that are pertinent for your
dissertation. And you should be aware of the need to act in an ethical manner in the various stages of the
project:

Formulating the research questions;
Data collection (informed consent);
Confidentiality and/or anonymity when presenting results;
Storage/destruction of data at the end of the dissertation.

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



26


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

Will the selected methods be:

the most appropriate way of collecting the data?
feasible in terms of time and resources?
possible?

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

You should indicate specifically how your Methods relate to your Aims and Objectives, and why they are
appropriate for achieving them. You need to demonstrate an understanding of what your chosen methods
involve, and to indicate what some of the limitations might be. All research designs involve making
decisions about what method to adopt; what to include; what to leave out. This is inevitable. And as long
as your chosen method is appropriate for what you want to achieve, you will not be wrong in how you
approach your data gathering.

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

Research Design
Your overall Research Design relates to questions of methodology: is it appropriate to pursue a
quantitative, qualitative or mixed approach? Debates about quantitative versus qualitative approaches to
gathering and analysing data can become very detailed with no consensus in sight. Indeed, this
characterises much debate on the issue. You are not expected to resolve long-running debates. Just
consider what is likely to be the best way of gathering sufficient useful data for your project and be
prepared to reflect on the process.

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

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

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



27


vii) List of References
All material texts, articles, reports, websites, media you have drawn on for your proposal must be cited
correctly in the main body of the proposal and the full reference must also be placed in a dedicate
Bibliography.

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




28

Dissertation Proposal Marking Criteria





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

Project Rationale (20%)

Thorough, but concise overview of the problem/
issue under investigation, including why it is a
significant study and why/ how it may impact on
theory and/ or practice.
Aims, hypotheses/research questions, key
variables, and brief explanation of method included.

Not identified (0%)

OR

Major omissions to the
requirements as laid out
in the dissertations
guidelines.


An attempt has been
made, but some areas
may be missing or
lacking in substance.
All areas covered, but
some areas may be
weaker than others.
All areas covered, well-
articulated. It is clear what
the dissertation is about,
and why it is being
undertaken.
All areas covered to an
extremely high standard.


Literature review (30%)

Critical review, analysis and integration of the
relevant literature(s).
Review of past research.
Definition and explanation of concepts and
constructs.



Not addressed (0%)

OR

Descriptive in nature,
with many elements
which are not relevant to
the research questions.


Partially addressed,
although insufficient
literature considered and
this is not critically
analysed or integrated
into a coherent whole.
Sufficient literature
considered, some
attempt at analysis, but
lacking in critical focus
and only partially
integrated into a
coherent whole.
Extensive literature
considered and analysed,
good integration of
literature and some critical
content.
Overall critical review of
relevant and up-to-date
literature. Breadth and
depth of literature reviewed
is appropriate, and
integrated into a coherent
whole.

Research Design: (25%)

Appropriate choice, justification of method(s) and
methodology.
Not addressed (0%)

OR

Totally inappropriate,
inconsistent, confused
approach.
Choice of method would
work, but not necessarily
the most appropriate.
No/poor rationale given
for method(s).


Competent choice of
appropriate method(s).
A rationale is given for
the method(s), but this is
of an average standard,
requiring greater
explanation.
Good choice of
appropriate method(s)
under the identified
constraints of the study,
with clear, unambiguous
rationale given.
Excellent choice of
appropriate (even
innovative) method(s).
Robust justification, with
consideration of
implications.














29







































CRITERIA < 40% 40 - 49% 50 - 59% 60 - 69% > 70%
Distinction Level
Project Plan: (15%)

Project management provision,
Consideration of ethical access, resource issues;
Ethics form included.
Not addressed (0%)

OR

No, or very little
discussion of project
plan. No consideration
of access, ethical and
resource management
issues.
Descriptive discussion
and/or limited project
plan. Inconsistent
consideration of access,
ethical and resource
management issues.
Some critical discussion
of a complete project
plan. Come thoughtful
consideration of access,
ethical and resource
management issues..

Good critical discussion of
a detailed project plan.
Methodical approach to
access, ethical and
resource management
issues.
Insightful critical discussion
of a thorough project plan.
Insightful and systematic
consideration of access,
ethical and resource
management issues.

Referencing, Presentation & Communication:
(10%)

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

NB: a reference section was requested, NOT a
bibliography.
General writing style i.e. academic style and
adherence to required presentation.
Presentation of material, argument and structure
No referencing (0%).

OR

Poor or inconsistent
referencing throughout.

Lacking in academic
style, has not followed
the requirements, and/or
muddled structure.
Some referencing, but
patchy e.g. many
instances where
references are required.
Reference section may
be attempted, but
contains errors, and
some may be missing.
Style is generally poor,
presentation needs
improvement, and
unclear structure.
Satisfactory referencing
throughout, with some
errors or missing
references; generally
sound.
Inconsistent style i.e.
some parts better than
others and clear
structure
Good referencing, with the
occasional error or
missing references.
Good academic style,
presentation and clear and
sensible structure.
Excellent, precise
referencing throughout.
Excellent academic style
and pristine presentation
and structure (as laid out in
the requirements).

30




Reading List

All of the texts listed below are available from the Civic Quarter and Headingley Campus libraries.

Whilst Xstream provides an extensive set of central learning resources, students should contact
their tutor for advice on contextually relevant texts and/or journal articles.

There are some general texts offering help and advice with regards to dissertation preparation and
writing. Among the best of these are:

Lomas, R (2011) Mastering Your Business Dissertation: How to Conceive, Research and Write a Good
Business Dissertation London: Routledge

Fisher, C.M. (2010) Researching and Writing a Dissertation: An Essential Guide for Business Students
Harlow: FT/Prentice Hall

Biggam, J (2008) Suceeding With Your Masters Dissertation: A Step-by-Step Handbook Maidenhead:
Open University Press

Brown, R (2006) Doing Your Dissertation in Business & Management: The Reality of Research and Writing
London: Sage

Fisher, C.M. & Buglear, J (2004) Researching and Writing a Dissertation for Business Students London:
Sage

White, B (2003) Dissertation Skills for Business and Management Students London: Continuum

White, B (2002) Writing Your MBA Dissertation London: Continuum

Riley, M (2000) Researching and Writing Dissertations in Business and Management London: Thomson
Learning

White, B (2000) Dissertation Skills for Business and Management Students London: Cassell


There are a large number of texts available which offer Postgraduate students an introductory
insight into Research Methods. For example:

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

Saunders, M.N.K., Lewis, P. & Thornhill, A. (2009) Research Methods for Business Students (5th ed.)
Harlow: FT Prentice Hall

Quinton, S. & Smallbone, T. (2006) Postgraduate Research in Business: A Critical Guide London: Sage

Easterby-Smith, M., Thorpe, R. & Lowe, A. (2002) Management Research: An Introduction (2
nd
ed) London:
Sage

Sekaran, U. (2003) Research Methods for Business: A Skills-Building Approach Hoboken: John Wiley &
Sons

Alvesson, M. & Deetz, S. (2000) Doing Critical Management Research London: Sage


31

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

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

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

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

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

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


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

Keegan, S (2009) Qualitative Research: Good Decision Making Through Understanding People, Cultures
and Markets London: Kogan Page

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

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

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

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

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

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

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

Mariampolski, H (2001) Qualitative Market Research Thousand Oaks: Sage

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

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

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

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

Black, T (1999) Doing Quantitative Research in the Social Sciences: An Integrated Approach to Rsearch
Design, Measurement and Statistics London: Sage

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

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

32


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

Hart, C (2002) Doing a Literature Review London: Sage

Arksey, H. & Knight, P. (1999) Interviewing for Social Scientists: An Introductory Resource with Examples
London: Sage
Megrove, C. & Robinson, S.J. (2002) Case Histories in Business Ethics New York: Routledge

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

Barry, N (1998) Business Ethics Basingstoke: Macmillan Business

Chryssides, G.D., & Kaler, J.H. (1993) An Introduction to Business Ethics London: International Thomson
Business Press

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


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

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

Robson, C (2002) Real World Research Oxford: Blackwell