A GUIDE TO WRITING RESEARCH

PROJECTS
CBA 4007
 Introduction
• The purpose of this presentation is to discuss the
essential ingredients of writing a good research
proposal and the final output thereof, the project.
• These ingredients are research topic, research
background and gap(s), research aim/problem
and objectives, research methodology, research
significance/importance, research program, and
references, which are treated in the custom and
tradition of the Department of Banking at NUST.
 The module context and RESEARCH
definitions
• Research is a careful, systematic, and patient investigation in
some field of knowledge, undertaken to establish facts or
principles; it is a structured inquiry that utilises an
acceptable scientific methodology to collect, analyse, and
interpret information to solve problems or answer
questions and to create new knowledge that is generally
applicable (Burns, 1997; Grinnell, 1993; Kumar, 2011).
• Similarly, according to Research Assessment Exercise (2005),
research is an original and systematic enquiry or
investigation into a subject to gain knowledge and
understanding of a phenomenon.
• Research can, therefore, simply be described as a journey
embarked upon that leads to the discovery of new
knowledge or revision of facts, theories, and applications.
• There are two main types of research, which are
scientific/academic research and research that is
more or less carried out by people in their daily
lives, known as common sense research.
• In distinguishing between these two types of
research, Lundberg (1942) explains that nearly all
people in the course of their daily lives may
systematically observe, classify, and interpret
data, which is a form of research.
• For instance, a potential purchaser of a particular
model of a phone may systematically investigate about
the performance of the phone before finally making a
decision to purchase it and this constitutes research.
• Lundberg, however, observes that this type of research
is different from scientific research because of the
degree of formality, rigorousness, verifiability, and
general validity of the latter.
• The essential features of academic research are that it
should, as far as possible, be controlled, rigorous,
valid and verifiable, empirical, critical (Kumar, 2011),
reliable, systematic, arguable, and challengeable
• Regarding the concept of control, in real life, many factors can affect an
outcome and, therefore, in exploring the causality in relation to, for
example, two variables, it is important that the study is set up in a manner
that minimizes the effects of other factors affecting the relationship
(Kumar, 2011) [Hence the concept – ceteris peribus in Principles of
Economics].
• This, Kumar notes, can be achieved to a large extent in the physical
sciences because most of the research is conducted in a laboratory setting.
He, however, opines that in the social and business sciences, it can be
extremely difficult to control external factors as the research is carried out
on issues relating to human beings living in a society where such controls
are impossible and it will, thus, be necessary to quantify their impact. It
appears, Kumar assumes, that such impacts can always be quantified.
However, it might not be possible in all cases and even where they can be
quantified, an issue that may arise will relate to the appropriate technique
to be used and these constitute some of the challenges in the research
process
• In terms of the rigorousness of academic
research, scrupulousness on the part of the
research is required to ensure the procedures
followed to address problems or find answers
to questions are relevant, appropriate, and
justifiable (Kumar, 2011; Lundberg, 1942).
These authors observe that the degree of rigor
will vary markedly between the physical and
social sciences.
• The concept of validity and verifiability implies
that the conclusions, which are made based on
the research findings, should be correct and can
be verified by both the researcher and others
(Kumar, 2011).
• Validity is about the study’s success at measuring
or investigating what the researcher sets out to
measure or investigate (internal validity) and the
extent to which the research findings can be
applied to new settings or duplicated (external
validity) (Bell & Bryman, 2011; Bryman, 2012)
• Reliability refers to the extent to which a test or any
measuring procedure yields the same results on repeated
trials (Bell & Bryman, 2011; Bryman, 2012; Creswell, 2003,
2009; Creswell & Miller, 2000; Curtis & Curtis, 2011; Farrell,
2011; Krippendorff, 2013; Lincoln & Guba, 2000).
• It is, therefore, about consistency. It is when research
procedures or tools used by different researchers yield
consistent measurements that researchers are able to
satisfactorily draw conclusions, formulate theories, or make
claims about the generalizability of their research findings
(Creswell, 2003, 2009). Thus, the importance of reliability in
academic research cannot be over-emphasized as it
determines the validity of research findings
• In terms of empirical issues, any conclusions
drawn should be based on hard evidence
collected from real-life experiences or
observations (Kumar, 2011). It, however,
needs to be noted that in conducting
academic research, not all data will be based
on real-life experiences or observations as
there can be desktop research.
• Regarding critical issues, critical scrutiny of
the procedures or methods used is crucial to a
research inquiry; that is, the process and
procedures adopted must be able to
withstand critical scrutiny (Kumar, 2011).
Academic research is also systematic, arguable, and challengeable. This is
because what is to be addressed or investigated [that is, the research problem
or question(s)] must,
✔ first of all, be established based on the research gap(s) identified in the
relevant literature.
✔ Second, how the research problem or question(s) are to be addressed has
to be determined.
✔ Third, data will be collected, presented, and analysed using appropriate
data analysis tools and the research findings discussed.
✔ Finally, conclusions and appropriate recommendations will be made. Thus,
conducting research is a systematic process that involves the realization of
milestones and deliverables. As aptly observed by Kumar (2011), the
procedures adopted to undertake an investigation follow a certain logical
sequence and, therefore, the different steps cannot be taken in a
haphazard manner—some procedures must follow others
 How it Works
• A candidate comes up with a research topic of his/her own
• If a candidate has problems formulating a topic, they can seek help from a
lecturer(s) of their choice. Please note that the onus to produce the said topic
lies squarely with the candidate. Show resourcefulness by making a decent
attempt to craft one, and use the lecturers only as a last resort.
• Chosen topic must be submitted to the Chairman through an email address
that will be communicated (by 1500, of Friday , December ddd 2021)
• Academic members of staff in the Dept (supervisors) will choose/may be
allocated topics they are comfortable at supervising.
• Supervisors’ names & contact details will be communicated to candidates
before end of day; dddddd, 2021.
• Once supervisor is known, a candidate should initiate communication & start
working on their research
• Deadline for submission of dissertations shall be advised with or before the
allocation of supervisors.
• NB: Supervisor clears dissertation before submission. No candidate shall be
allowed to do their dissertation without supervision!
 Supervision
• Academic research is done under guidance &
supervision of a scholar/lecturer.
• Working with a supervisor can provide disciplinary
insight, oversight and direction to your research
endeavor.
• Your Supervisor has at least 4 responsibilities:
✔ To advise student in the management and
execution of project
✔ To guide student through research process
✔ To ensure scientific quality is achieved
✔ To provide emotional & psychological support
when needed.
 Supervisor expects supervisee to:
✔ Adhere to research contract at all times
✔ Initiate contact & request meetings.
✔ Know NUST rules & regulations on pursuit of
studies and scholarship
✔ Remain interested & committed to their work
• Supervisee should observe the following moral
principles to encourage a healthy
supervisor/student relationship:
✔ Dignity, Respect & Courtesy
✔ No harassment/abuse (emotional, intellectual
or sexual) should enter into the relationship.
 Moral Principles
✔ Privacy – respect the privacy & personal space
of supervisor and avoid undue demands on
their time (especially after hours!!!!)
✔ Honesty and integrity – aim to be honest
about your work (progress, lack of progress or
any aspect of the academic endeavour)
 Misdemeanours by Candidates:
Common Cases
• Leave it too late to select research titles
• Late submission of research titles
• Taking a sabbatical before beginning (Proposal)
• Resurrecting dead bodies
• Proceeding before supervisor’s approval
• Failure to heed supervisor’s advice
• Doing dissertation without supervision
• Wanting to do whole dissertation in shortest time, e.g 1 month, 1
week etc
• Plagiarism
• Laziness
• Failure to revise (proof read) own work before submission
• Failure to meet deadline
 RESEARCH PROPOSAL
• The goal of a research proposal is to present and justify a research
idea you have and to present the practical ways in which you think
this research should be conducted. The forms and procedures for
such research are defined by the field of study, so guidelines for
research proposals are generally more exacting and less formal
than a project proposal.
• Research proposals contain must provide persuasive evidence that
there is a need for the research study being proposed. In addition
to providing rationale for the proposed research, a proposal
introduces a brief methodology for conducting the research
consistent with requirements of the professional or academic field
and a clear statement of the research problem and on anticipated
outcomes and/or benefits derived from the study
 WRITING A RESEARCH PROPOSAL
• A marketing document that satisfies your supervisor that
you know where you want to go and how to get there. It
seeks to accomplish the following;
✔ Develop your skills in thinking about and designing a
comprehensive research study.
✔ Help you learn how to conduct a comprehensive review of
the literature to ensure a research problem has not already
been answered [or you may determine the problem has
been answered ineffectively] and, in so doing, become
familiar with scholarship related to your topic.
✔ Improve your general research and writing skills.
✔ Practice identifying what logical steps must be taken to
accomplish one's research goals.
✔ Nurture a sense of inquisitiveness within yourself and to
help see yourself as an active participant in the process
of doing scholarly research.
• The goal of a research proposal is to present
and justify a research idea you have and to
present the practical ways in which you think
this research should be conducted. The forms
and procedures for such research are defined
by the field of study, so guidelines for research
proposals are generally less exacting and less
formal than a project proposal.
• Research proposals contain a brief but intensive
literature reviews and must provide persuasive
evidence that there is a need for the research
study being proposed.
• In addition to providing rationale for the proposed
research, a proposal provides a brief methodology
for conducting the research consistent with
requirements of the professional or academic field
and a statement on anticipated outcomes and/or
benefits derived from the study.
 •The Aim is to convince your supervisor/reader that:
✔ There is need for research in the chosen area of study
✔ The study is original
✔ The topic is feasible in terms of availability of funding,
equipment and data and execution
✔ The research can be completed in the expected (5-6
months) time period
✔ Ethical issues have been considered
✔ The topic matches your interests and capabilities
• Before writing any research project, you need
to establish a research question (hereinafter
called a Statement of the Problem), scholarly
enquiry, or creative endeavour which you are
propositioning to explore.
• A proposal should contain all the key elements
involved in designing a complete research study, with
sufficient information that allows readers to assess the
validity and usefulness of your proposed study.
• The only elements missing from a research proposal
are the results of the study and your analysis of those
results.
• Finally, an effective proposal is judged on the quality of
your writing. It is, therefore, important that your
writing is coherent, clear, and compelling.
• Regardless of the research problem you are investigating
and the methodology you choose, all research proposals
must address the following questions:
• What do you plan to accomplish? Be clear and succinct in
defining the research problem and what it is you are
proposing to research.
• Why do you want to do it? In addition to detailing your
research design, you also must conduct a thorough review
of the literature and provide convincing evidence that it is a
topic worthy of study. Be sure to answer the "So what?
question.
• How are you going to do it? Be sure that what you propose
is doable.
 The Research Proposal Genre
• A proposal has a unique genre & is unlike most
other writing. It possesses a unique form of
voice, much like a classic research paper.
Common Mistakes to Avoid
• Failure to be concise; being "all over the map" without a clear
sense of purpose.
• Failure to cite landmark works in your literature review.
• Failure to delimit the contextual boundaries of your research [e.g.,
time, place, people, etc.].
• Failure to develop a coherent and persuasive argument for the
proposed research.
• Failure to stay focused on the research question; going off on
unrelated tangents.
• Sloppy or imprecise writing. Poor grammar.
• Too much detail on minor issues, but not enough detail on major
issues.
 Choosing a research topic
• A topic is the main organizing principle
guiding the analysis of your research paper.
Topics offer us an occasion for writing and a
focus that governs what we want to say.
Topics represent the core subject matter of
scholarly communication, and the means by
which we arrive at other topics of
conversations and discover new knowledge.
 • Choosing your topic is the first step in the research
process. Be aware that selecting a good topic may not
be easy. It must be narrow and focused enough to be
interesting, yet broad enough to find adequate
information
• There are generally two main ways you might develop
your research topic:
✔ Propose an original research topic. This option is the
preferred route in the Department of Banking at NUST.
✔ Alternatively, you may choose from a list of available
research topics provided by a supervisor. This option is
not always available but is not inconceivable
How to develop an original research topic
• Read a wide range of materials to find a subject that you are
passionate about.
• Immerse yourself in journal articles and theses associated with
your topic.
• Narrow your focus to a single research question. Be specific,
original and realistic about what you're able to achieve.
• Take a flexible approach. As your research develops it is likely that
some of your initial ideas will be challenged. You might need to
change or modify your question if necessary.
• Make sure you stay up-to-date with the most recent developments
in your field. This will ensure your idea is achievable and that it has
not already been addressed by another researcher
 Brainstorming Topic Ideas
Ask yourself the following questions to help you
generate topic ideas:
• Do you have a strong opinion on a current
banking, finance or economics controversy?
• Did you read or see a news story recently that has
interested you?
• Do you have a personal, yet decidedly academic
issue, problem or interest that you would like to
know more about?
• Is there an aspect of one of your modules that you
would like to learn more about?
• Thinking early leads to starting early. If the student
begins thinking about possible topics when the
assignment is given, she has already begun the
arduous, yet rewarding, task of planning and
organization. Once she has made the assignment a
priority in her mind, she may begin to have ideas
throughout the day.
• Brainstorming is often a successful way for students to
get some of these ideas down on paper. Seeing one's
ideas in writing is often an impetus for the writing
process. Though brainstorming is particularly effective
when a topic has been chosen, it can also benefit the
student who is unable to narrow a topic.
• Brainstorming consists of a timed writing session
during which the student jots down—often in list
or bullet form—any ideas that come to his mind.
• At the end of the timed period, the student will
peruse his list for patterns of consistency.
• If it appears that something seems to be standing
out in his mind more than others, it may be wise
to pursue this as a topic possibility.
• It is important for the student to keep in mind
that an initial topic that you come up with may
not be the exact topic about which you end up
writing.
• Research topics are often fluid, and dictated
more by the student's ongoing research than
by the original chosen topic. Such fluidity is
common in research, and should be embraced
as one of its many characteristics
 Structure of the Research Proposal
✔ Title
✔ Introduction
✔ Background to the Study
✔ Statement of the Problem
✔ Objectives of the research
✔ Research questions
✔ Hypothesis
✔ Justification of the research
 Structure of Research Proposal cont’
✔ Scope of the study
✔ Literature review (brief)
✔ Research methodology (brief)
✔ Data analysis plan
✔ Proposed time table for each part of the
project (Gantt Chart)
✔ References and bibliography
 Beginning the Proposal Process
A good place to begin is to ask yourself a series of
questions:
• What do I want to study, and why?
• How is it significant within the subject areas covered in
my class?
• What problems will it help solve?
• How does it build upon [and hopefully go beyond]
research already conducted on my topic?
• What exactly should I plan to do, and can I get it done
in the time available?
 Introduction
• This represents the initial pitch of an idea or a
thorough examination of the significance of a
research problem.
• After reading the INTRODUCTION your readers
should not only have an understanding of your
intentions, but they should also be able to
determine your passion and commitment to
the topic chosen
• Treat your introduction as the initial pitch of
an idea. After reading the introduction, your
readers should not only have an
understanding of what you want to do, but
they should also be able to sense your passion
for the topic and be excited about its possible
outcomes.
 • See your introduction as a narrative written in
one to three paragraphs that succinctly
answers the following four questions:
✔ What is the central research problem?
✔ What is the topic of study related to that
problem?
✔ What methods should be used to analyse the
research problem?
✔ Why is this important research, what is its
significance, and why should we care about
the outcome of the study?
 An example…
• Consider the topic An investigation of the
puzzles in financial development and economic
growth.
• Introduction and motivation: Persisting mixed
views within literature
Walter Bagehot (1873) …’developments in
finance enabled the industrial revolution.’
Joan Robinson (1952)…’where enterprise leads,
finance follows.’
 Background/Significance to/of the
•
Study
Gives any pertinent information that helps put the problem in its proper
context or perspective
• Identifies & describes the history and current nature of the problem,
highlighting important issues to be addressed
• Should show understanding & genesis of the problem
• Indicates root of the problem, its scope, and the extent to which
previous studies have gone in investigating the problem.
• Differs from LR because it doesn’t thoroughly examine pertinent
literature
• Provides reader with essential context needed to understand the
research problem
• Cover global, followed by regional and then local dimensions, hence
takes the form of a fennel/inverted triangle
• Facts and figures must be quoted [must be objective]
• Builds towards statement of the problem
 Background recap
• Various terms are used to describe the research
background or background to research problem, for
example, “broad discussion” (Holt, 1998), “rationale”
(Hart, 2001; Naoum, 2013), “purpose” (Naoum, 2006),
and “introduction.”
• Research is conducted to address an existing problem
or question(s), which has not been addressed before
and, therefore, irrespective of the terminology that is
used to describe the section, it provides a context for
the research, by identifying the research problem or
research question(s), which requires a kind of mini
literature review or up-to-date assessment of the
environment in which the research question is posited.
• In other words, it is a process of searching and
describing or critically analyzing any secondary
data that relate to a particular subject, field,
discipline, or topic.
• Thus, a literature review is simply about making
references to the works of other people either in a
descriptive or critical and analytical manner. It is a
process and there are two types: descriptive
literature review and critical and analytical
literature review
• In the tradition of the Department of Banking,
your Background to the Study is anchored on
the descriptive type of literature review.
 Forms of contextualisation
• Depending on problem being studied, background may include one
or more of the following:
✔ Cultural – behaviour of specific groups of people
✔ Economic – systems of production & management of wealth and
business activities
✔ Gender – behavioural, cultural or psychological traits associated
with being male or female
✔ Historical – when something took place & how it influences your
interpretation of it
✔ Physical/spatial
✔ Political
✔ Social
✔ Temporal – issues or events of, related to, or limited by time
 Statement of the Problem
• Clear description of the problem that is to be
investigated
• Issue exists in literature, theory or practice
• 3 conditions for a problem to be researchable:
✔ Perceived difference (discrepancy) between
what exists and the ideal or planned situation.
✔ Reason for this discrepancy should be unclear
✔ More than one possible solution/explanation
to the problem
 Statement of the Problem cont
• Should include concise description of the
nature of the problem, its size, distribution
and severity (who is affected, where, since
when, & consequences for those affected)
• The SoP is also known as the research aim. it is
basically a purpose statement that defines the
trajectory or route and destination of research. It
is simply a catchy re-statement of the research
topic and, thus, when the research topic has been
appropriately phrased and very clear, it is easy to
state the research aim.
• The research aim/SoP is meant to address the
research problem or question(s). It needs to be
clearly stated in one to three sentences.
 An example….
• Consider the following hypothetical topic:
Competition and Bank Fragility in the Zimbabwe
financial sector: 2000- 2017
• Questions (the research problem) to ask
would include:
✔ Has the pendulum moved too far towards
unleashing competitive forces in banking? OR
✔ Does the concentration in the banking
industry pose a threat to societal welfare? OR
✔ Do we not need to worry about public
intervention and competition policy because
ICT innovation and globalisation have made
banking contestable?
 • Regardless of the research problem you are
investigating and the methodology you choose, all
research proposals must address the following
questions:
✔ What do you plan to accomplish? Be clear and
succinct in defining the research problem and what it
is you are proposing to research
✔ Why do you want to do it? In addition to detailing
your research design, you also must conduct a
thorough review of the literature and provide
convincing evidence that it is a topic worthy of study.
Be sure to answer the ‘So what?’ question.
✔ How are you going to do it? Be sure that what
you propose is doable. Formulating a
compelling research problem constitutes a
substantial part of the research.
 Research Objectives
• The realization of the SoP/research aim will, require the pursuit of
individual measurable objectives, which should also be clearly
stated.
• Research objectives, therefore, are a translation of the research
problem into operational statements and indicate to the reader
how the overall research aim will be realized or achieved.
• In the statement of research objectives, specificity and
unambiguity are important; that is, the objectives need to be
specific and should be stated in an unambiguous manner.
• In addition, research objectives need to be realistic and it should
be possible to investigate them within a specified period of time
because the research will have to be carried out within a given
time frame. The research objectives should leave the reader in no
doubt as to what the proposed research precisely seeks to
investigate.
• Specify the measurable outcomes of the
research project
• Should fully address the problem
• General objective states what you expect to
achieve in general terms
• Specific objectives are primary objectives that
have been broken down into smaller, logically
connected parts
 Research objectives help you:
✔ Focus the study
✔ Collect data that is relevant and important in
understanding and solving the problem
✔ Organize the study in clearly defined parts
✔ Formulate appropriate research methodology
✔ Identify and collect relevant literature
✔ Properly analyse, interpret and utilize data
 When stating objectives, make sure:
✔ Research aim and objectives are appropriately phrased
using verbs such as “to investigate,” “to examine,” “to
evaluate,” “to assess,” “to determine,” “to develop,”
“to measure,” “to explore,” and so on. Such verbs are
used to show that the research is “doable” (Farrell,
2011) and will be critical and analytical in nature
rather than descriptive.
✔ You use action verbs that are specific enough to be
evaluated eg to determine, to compare, to verify, to
establish, to describe, to evaluate, to examine etc.
✔ You avoid use of vague non-action verbs eg, to
appreciate, to understand, to study, to draw
awareness etc.
✔ They are SMART. [specific, measurable,
achievable, relevant/realisable,
testable/timely]
✔ They fully address the problem.
• It is not uncommon to see statements such as the
following: “to gain knowledge and understanding or to
understand . . .” (see, for example, Farrell, 2011) and
“to make recommendations” as statements of research
objectives.
• However, such statements cannot be research
objectives. Regarding the first phrase, the overarching
purpose of conducting research is to gain knowledge
and understanding of a phenomenon or to understand
a phenomenon or issue but that knowledge and
understanding is gained after research objectives have
been investigated and it is those objectives that need
to be formulated and stated.
• Similarly, in terms of the second phrase,
recommendations are made after research
objectives have been investigated and based
on the research findings.
• Thus, recommendations are an end product of
investigating objectives. When research is
conducted and reported, recommendations
will be made any way and so it is needless to
tell the reader the obvious.
 Research Questions
• Are objectives that have been turned into
questions
• Identify the phenomenon to be studied or
researched.
• Should be specific, measurable and the
driving force behind the entire research
process
 Research Hypotheses
• A hypothesis has been defined by Kinnear and Gray
(1994, 2008) as a provisional supposition that a
variable has a causal effect on another variable.
• It is a suggested explanation for a group of facts or
phenomenon either accepted as a basis for further
verification or accepted as likely to be true (Holt,
1998).
• Fellows and Liu (2008) also define it as a statement,
conjecture, speculation, or an educative guess, which
is a reasonable suggestion of a causal relationship
between two variables.
• Based on the above definitions, a hypothesis can be described as a
testable proposition about the relationship that exists between two or
more variables, concepts, or events.
• A null hypothesis [H0 = Null hypothesis – what is there; the norm; no
relationship; no difference] means there is no relationship between the
variables, concepts, or events. Ha = Alternative hypothesis – the alternative
to the null hypothesis
• It is a research objective that is re-phrased as a research hypothesis and
vice versa.
• For example, an objective such as “to examine the impact of loan pricing
on the demand for microfinance services” (which can also be phrased as
“to investigate the extent to which loan price affects the demand for
microfinance services”) could be re-phrased into a hypothesis such as “loan
price affects the demand for microfinance services” or “loan price is a
determinant of demand for microfinance services.”
• Relationship Between Research Topic, Aim, and
Objectives.
Research topic Registration, and ownership of MFIs
and accessibility to formal capital for SMEs: A
comparative study of Masvingo and Matebeleland
North Provinces
Research aim The aim of the study is to investigate
the impact of MFI ownership registration on SMEs’
accessibility to formal capital on a comparative basis
between Masvingo and Mat North Provinces in Zim.
Research objectives The achievement of the above research
aim will require the pursuit of the following objectives:
✔ To examine the nature of capital constraints among SMEs in
the two provinces;
✔ To assess the impact of MFI ownership registration on SMEs’
access to capital;
✔ To evaluate the factors responsible for rejecting SMEs’
capital demand by MFIs and other financial institutions and
the importance of MFI ownership registration relative to
other factors; and
✔ To investigate the differences (if any), which exist between
the two provinces regarding the effects of MFI ownership
registration on SMEs’ access to capital.
 Example
Objective Hypothesis

1. To determine the effect of board 1. H0: A higher proportion of independent

independence on bank performance in board members increases bank performance
Zimbabwe

2. To determine the effect of a board’s ethnic 2. H0: A higher representation of directors

mix on bank performance from minority tribes increases bank
performance.

3. To determine the effect of a board’s 3. H0 : A higher representation of female

gender mix on bank performance board members increases bank performance

4. To determine the effect of CEO duality on 4. H0 : CEO duality negatively affects

bank performance performance of commercial banks in
Zimbabwe
 Justification of the Study
• How your research will refine, revise or extend
existing knowledge
• Such refinements, revisions, or extensions
may have substantive, theoretical, or
methodological significance.
• Theoretical and practical value of the research
project
• Who may benefit from study and how?
 Justification Cont’d
• Effect on scholarly research, theory, practice,
educational interventions, policy etc.
• Answer following questions:
✔ What will results mean to the theoretical
framework that framed the study?
✔ What will results mean to the practitioner?
✔ Will results influence programmes, methods,
and/or interventions?
 Justification Cont’d
✔ Will results influence policy decisions?
✔ What will be improved or changed as a result
of the proposed research?
✔ What innovations will come out of results of
the study?
 1.9 Delimitations/Scope of the Study
• Sets the limits or outer markers in terms of
your study’s coverage
• Indicates the conceptual and geographical
bounds of the study
• Researcher defines all the parameters of the
study
• Include the subject, geographical and time
bounds of the study
• Defined scope should be commensurate with
the problem and objectives of the study
 Scope of the Study Cont’d
• should not define too narrow a scope for the
job at hand, otherwise faulty findings can be
made leading to irrelevant solutions
• explain things that will be done/not done and
why you have chosen to do/not do them
• Limit your scope to issues that a reader may
reasonably expect you to do and that you, for
clearly explained reasons, have decided to
do/not do
NB. A proposal should contain all the key elements
involved in designing a completed research study,
with sufficient information that allows readers to
assess the validity and usefulness of your proposed
study. The only elements missing from a research
proposal are the findings of the study and your
analysis of those results. Finally , an effective
proposal is judged on the writing and, therefore, it
is important that your writing is coherent, clear,
and compelling
 Common mistakes to avoid
✔ Failure to be concise; being ‘all over the place’
like a runny egg…… without a clear sense of
purpose
✔ Failure to cite landmark works in your brief
literature search
✔ Failure to delimit the contextual boundaries of
your research [e.g. time, place, people etc]
✔ Failure to develop a coherent and persuasive
argument for the proposed research
✔ Failure to stay focussed on the research
problem; taking off on unrelated tangents
✔ Sloppy or imprecise writing
✔ Too much detail on minor issues, but not
enough detail on major issues
 Brief (mini) Literature Review
• The term mini literature review is used in the present context to
differentiate it from the main analytical and critical literature
review that will be presented in Chapter Two of your study.
• The mini literature review provides an overview of the key
literature sources from which the ultimate main research will
draw. Thus, it is the mini literature review that will finally be
expanded when the dissertation or thesis is being written.
• Research background is the heartbeat of a research proposal and
the researcher needs to demonstrate his knowledge of the
relevant literature and trends, both past and present by clearly
articulating what other researchers have done in relation to the
topic to be investigated, what they have found, and what aspects
have not been researched, known as research gap(s). The brief
literature review anchors the proposal in the realm of academic
writing.
• A clear line between previous studies that have been
carried out and the research to be undertaken must be
shown.
• In short, the proposed research should be the point of
departure from the existing knowledge; that is, what
the proposed research will do that is different from
what has been done before must be demonstrated.
• The overarching aim of the research background
section and the attendant mini literature review is,
therefore, to establish research gap(s), which will then
form the basis of the research problem or question(s)
to be addressed.
 • Research gap(s) may take two main forms as
follows.
✔ A Situation Where No Research Has Been
Conducted in Relation to the Topic Under
Consideration
✔ A Situation Where Research Has Been
Conducted Into a Topic Under Consideration
but to a Certain Extent or From a Particular
Perspective
 Research Methodology
• The research aim and objectives or hypotheses that are
based on the research problem or question(s) will tell the
reader what exactly the researcher intends or wants to
investigate. This section offers the researcher the
opportunity to explain how the research will be carried out.
• Thus, research methodology (also known as research
approach) is the strategy of investigation, which is about the
whole dissertation or thesis from the beginning to the end
including how the research objectives have been founded
from the research problem, how the literature review has
been carried out, pilot studies, data collection, analytical
methods, and the process of developing findings and
conclusions (Farrell, 2011).
 • It is, therefore, a gamut of various issues that are:
(a) strategies of inquiry;
(b) theoretical/secondary and primary data collection;
(c) sampling issues;
(d) construction of research instrument for primary data collection
(design of questionnaires and interview schedules or guides),
data collection procedures (research methods), ethics, and pilot
studies;
(e) data presentation, analysis, and discussion; and
(f) validation of research findings.
• In this section, the elements of research methodology are treated
at a theoretical level first to provide an appropriate context before
a consideration of what needs to be incorporated in the research
methodology section in a research proposal.
• In the social and business sciences, there are three research
methodologies that can be used to conduct academic
research. These are:
(a) quantitative research methodology, also known as the
traditional, positivist, or empiricist research approach;
(b) qualitative research methodology, which is variously
referred to as the constructivist, naturalistic, interpretative,
post-positivist, or postmodern perspective approach; and
(c) mix methodologies and the other terminologies for it are
multi-methodology and pragmatic approach—it is an amalgam
of quantitative and qualitative research methodologies in one
study.
What to Include in the Research Methodology
Section
• Under the research methodology section, a
detailed treatment of all the research
methodological issues is not needed since it will
be considered in the research methodology
chapter (3) during the write-up stage of the
project. What is required in this section is for the
researcher to laconically demonstrate awareness
of the research methodology process in the
business sciences in a logical manner
• Focus is therefore on the salient issues that
will inform how the research will be
conducted. The research methodologies
available in the business sciences should be
briefly explained and a justification provided
for the choice of a particular methodology.
• The selection of a research methodology needs to be
explicitly linked to the research objectives or
hypotheses. There is the need to explain clearly how
each of the research objectives will be investigated.
• If it is one research methodology that will be adopted
to investigate all the stated research objectives, then
the linkage will be obvious and does not need an
explanation.
• However, where the multi-methodology will be
adopted, there has to be an explanation regarding
which research methodology will be used to address
which of the research objectives.
 References
• Relevant references will have been cited in-text where necessary
to this point, in accordance with a particular referencing style.
NUST uses the Harvard style referencing.
• It is in this section that the full references will be provided in
accordance with the same referencing style used for the in-text
citations. The references should be listed in an alphabetical order.
• It is not advisable to rely heavily on websites as they are often not
considered a good source of materials. Thus, websites should be
used sparingly or not at all.
• The most highly regarded sources of materials are academic
journals (including online journals) and research monographs,
followed by text books. Quantity, quality, and currency of
references are of importance here
• There can also be a bibliography section, which should be titled
“Bibliography” after the references section. The dictionary
definition does not differentiate between references and
bibliography.
• However, in academic writings, there is a difference between the
two albeit some authors use them interchangeably perhaps based
on the dictionary definition. As Farrell (2011) explains, references
are everything cited in the dissertation. Thus, references that are
specifically cited in-text will be fully listed under references.
• However, Farrell describes bibliography as everything that has
been read or browsed, which is relevant to the subject area but
has not been cited. It is, therefore, any material that is consulted
to help shape the ideas of the researcher but has not been used in
a manner to warrant in-text citation.
• For example, if a student consults somebody’s
dissertation or thesis to gain ideas regarding how to
appropriately phrase a research topic or the structure
of the project, the student cannot cite that person in
stating his research topic in his dissertation or thesis.
• However, to acknowledge that person, the full
reference to that dissertation or thesis will be listed
under bibliography. Similarly, references that may be
relevant to the research but have not been used in a
manner to warrant in-text citation will be listed under
bibliography for further reading.