BOTSWANA COLLEGE OF DISTANCE AND OPEN LEARNING

SCHOOL OF BUSINESS AND MANAGEMENT STUDIES

UNDERGRADUATE RESEARCH PROJECT GUIDELINE

© 2016 SCHOOL OF BUSINESS AND MANAGEMENT STUDIES

Table of Contents

.................................................................................. Error! Bookmark not defined.

CHAPTER 1 ............................................................................................................................................. 3
1.1.0 Introduction .............................................................................................................................................. 3
1.1.1 Some Questions ..................................................................................................................................................... 3
1.1.2 The Academic Slant ............................................................................................................................................. 3
1.1.3 Types of research ................................................................................................................................................. 4
1.1.4 Basic research ........................................................................................................................................................ 4
1.1.5 Applied research ................................................................................................................................................... 5
1.1.6 Action research ..................................................................................................................................................... 5
1.1.7 Development research ....................................................................................................................................... 5
1.1.8 Research approaches .............................................................................................................................. 6
1.1.9 Quantitative approach........................................................................................................................................ 7
1.2.0 Qualitative Approach ....................................................................................................................................... 14
1.2.1 Mixed-methods approach .............................................................................................................................. 15
1.2.2 Data Sources in Triangulation ..................................................................................................................... 16
1.2.3 Methods and instruments of data collection ................................................................................... 17
1.2.4 Validity and reliability of a questionnaire ........................................................................................... 21
CHAPTER 2 ........................................................................................................................................... 24
GUIDELINES TO REGIONAL OFFICES ............................................................................................ 24
2.1.0 Introduction ........................................................................................................................................... 24
CHAPTER 3 ........................................................................................................................................... 28
3.1.0 PROJECT REPORTS FORMAT ..................................................................................................... 28
3.1.1 Overview of the reports Structure ............................................................................................................. 28
CHAPTER 4 APA .................................................................................................................................. 31
4.1.0 APA Referencing Style ........................................................................................................................ 31
APPENDIX 1: PROJECT COVER OUTLAY ........................................................................................ 41
APPENDIX 2: BBE – BUSINESS PLAN GUIDE .................................................................................. 42
APPENDIX 3: BBA- CASE STUDY .......................................................................................................... 44
APPENDIX 4: DIPLOMA RESEARCH (Project Delivery dates) ...................................................... 46
APPENDIX 5: DEGREE RESEARCH (Project Delivery dates) ........................................................ 48

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 CHAPTER 1

1.1.0 Introduction
This Study Guide is prepared for students at certificate, diploma, undergraduate and graduate
levels. This is only a general Guide, and does not replace the modules that may be part of the
different programmes offered by the University. It is meant to introduce students, who have not
conducted any research before, as well as reinforce research skills for those students who have
done some research previously. The content is simplified in order to make ideas about research
accessible.

1.1.1 Some Questions

Research is an interesting facet of your studies, and helps you develop an investigative approach
to your studies. Many students, especially those who are doing research for the first time will ask
several questions, hence the purpose of the guide is to attempt answers to some of the questions.
Before you read on, jots down any two questions you may have about research in the space
below.

• ________________________________________________________________________
__________________________________________________________
• ________________________________________________________________________
__________________________________________________________

Now, combine them with the following questions so as to lay foundation for the exciting study
about research:

i. What is research?
ii. Why is it necessary to conduct research?
iii. What is a research problem?
iv. How does study of relevant literature help me carry out my research?
v. What are the different types of research available to researchers?
vi. What is research methodology?
vii. What are the different methods of collecting data?
viii. How are research data analysed?

The Study Guide is applicable to different subjects, which are academic in nature.

1.1.2 The Academic Slant

It is noteworthy that from the academic point of view, research notions and ideas are generic.

The term generic means they are applicable to any discipline being studied, including business
studies and human resources. When you run your eyes through a research guide, you will come
across a number of notions such as:

• Definition of research

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 • The research process
• Ethics in the conduct of research
• Research problem,
• Hypothesis,
• Research design,
• Methodology, etc.

You are advised to raise questions for discussion with your tutor and peers at the next tutorial so
that you attain a fuller understanding of these research concepts.

In the following notes, your attention is drawn to some issues about research.

Warm up activity

What are the different types of research?

_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________
Make note of your response in writing, and keep it in mind as you read on.

1.1.3 Types of research

Different authors have presented different classifications of research, and presently our
discussion of types of research is influenced by ideas raised by van As and van Schalkwyk
(2001) who based their views on classification according to the aim of research. The authors
identify five types, namely:

• Basic research
• Applied research
• Action research
• Development research
• Team research

It is noted that there are other classifications such as evaluation research and survey research,
which will not be discussed but can be accessed in other resources on the subject. We now
discuss each one separately, bearing in mind that the two major types are basic research and
applied research.

1.1.4 Basic research

Basic research is also known as pure research or fundamental research. Its aim is the expansion
of knowledge by the development of theories. It is performed with the aim of increasing
scientific and technological knowledge. Psychologists like B. F. Skinner who pioneered
behaviourism theories can be said to have engaged in pure research about the processes that take
place when a child learns. If you were to conduct research about how human resources scholars
conduct experiments, and come out with original results leading to the generation of a theory,

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that would be a typical example of basic research.

What other examples of basic research can you think of as a researcher in your field?

1.1.5 Applied research

The primary aim of applied research is the designing of specific practical applications, that is, it
aims at knowledge development by applying theory to a specific problem leading to the
improvement of practice. It is often specific and concrete and aims at finding a solution for an
immediate problem faced in human resources management. A typical example would be
applying theories about management processes in an organization. What further examples of
applied research can you think of as a researcher in management?

1.1.6 Action research

This is a branch of Practitioner research, and is aimed at the immediate application of research
results to find a solution to a problem that emerges in the here-and-now. As an example,
investigating a specific problem such as the alarmingly high staff turnover rate at a given
organisation falls into the category of action research. The research results may not be valid in
general, but can be trustworthy because the same high demands regarding scientific character
and good research are also required in conducting this type of research. What examples of action
research can you think of as a researcher in the field of management?

1.1.7 Development research

A newly established organisation may decide to carry out an investigation about a number of
things, e.g. what policies would be required to run the organization more efficiently, or what
products/services are demand-driven. We refer to this as development research. Its aim is to
establish new projects, customs, or policies.

Team research

Under normal circumstances, an individual conducts research. However, there are cases when a
number of researchers work on a specific problem collaboratively. This type of research is
known as team research. One good example is a project on post-conflict reconciliation where
politicians, educators, psychologists, and doctors may work as a team. In human resources
management, two or more practitioners situated at different organisations can choose to
investigate a specific problem as it occurs in the respective companies, pool findings together,
analyse them to determine any patterns and regularities, and come up with solutions that will
help the institution to deal with the problem should it arise in the future. The advantage of team
research is that, compared with individual research, it makes possible the exchange of ideas and
theories when varying expertise is pooled together.

What examples of team research can you think of in the organization you are attached to? To
check your understanding of the types of research, work on this activity.

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Activity

Match each of the types of research with the

Development research, action research, applied research, team research, basic research.

Statement Research Type

Aims at putting into place new systems for the first time.

Involves researchers with different competencies addressing a

problem jointly.

Aims at gathering data on a local problem with the view to making

decisions to improve the situation.

Is preoccupied with the generation of new theories.

It is concrete and demonstrates how ideas can be consciously used to

address an issue.

To determine whether your response is correct, revise the definition of each type of research
carefully and make a decision. If you are still not quite sure, check with a colleague.

1.1.8 Research approaches

Research in Management disciplines shares the two commonly used approaches with other
disciplines, namely, quantitative and qualitative approaches. Experience in guiding
Business/Entrepreneurship/ HR practitioners engaged in research studies shows that many of the
students are quick to say that their particular study is qualitative rather than quantitative. Their
reason has proved to be the fear of using statistics. As our starting point, let us make a distinction
between the two notions.

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Activity

In the second column, write a brief explanation of your personal understanding of each of the
two concepts.

Approach Your Personal Understanding

Quantitative

Qualitative

Bear your personal understanding in mind as you reflect on what follows. Basically, quantitative
research deals with data that can be counted numerically, while qualitative research describes
events, persons, and situations without the use of numerical or statistical data. Coolican
(1990:36-37) explains the difference between qualitative and quantitative approaches in these
words:

Quantification means to measure on some numerical basis. Whenever we count or

categorise, we quantify. A qualitative approach, by contrast, emphasises meanings,
experiences, and descriptions. Raw data will be exactly what people have said (in
interviews or recorded conversation), or a description of what has been said. We now
explain each approach in some detail.

1.1.9 Quantitative approach

Traditionally, this has been referred to as the experimental approach to research, which uses
quantification and measurement to examine contributions of different factors to the behaviours
studied. As an example, suppose you wanted to compare the scores of two different groups of
workers in an in-service course (one taught using lecture method, and the other taught using
group work). The measure should either provide a numerical score for each employee, or tell you
how many fall within each of a set of defined categories. Data of this sort can be interpreted with
the aid of quantitative comparison between the two schemes, using statistics. What do you
understand by the term statistics? This is fairly straightforward, as explained presently.

The commonest statistic is the use of numbers to signify how many workers, for example, scored
55% in a test. In that case if 12 workers are identified, then that is a statistic. Also, 55% is a
statistic. Descriptive statistics is the term we use to refer to statistical methods and techniques
designed to reduce data sets to make interpretation easier. Some of these are briefly described
below.

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Data distribution

One way you can display data is by distributing it in tables or graphs. A distribution is simply a
collection of numbers e.g. where ten employees sat an examination you could have the following
scores.

Table 1 Data distribution

Student Score %

A 82

B 54

C 61

D 61

E 47

F 82

G 68

H 74

I 61

J 54

To make the numbers presented above more manageable, you could arrange the data in a
frequency distribution as illustrated below.

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Table 2 Frequency distribution of scores

Score %
Frequency

47
1

54 2

61 3

68
1

74
1

82
2

The difference between the two tables is that in Table 2, data begin to show a pattern, namely,
that so many workers scored a certain mark. The same data can also be presented in graphs. It is
not the intention to go into detail about statistics. The idea is to give a brief introduction. For
more detailed study on research statistics, you are referred to the many sources at your disposal,
including the following.

Black, T.R. (1999). Doing quantitative research in the social sciences. London: Sage
Publications. Neuman, W.L. (2000). Social research methods (qualitative and quantitative
th
approaches) 4 edition. USA: Library of Congress Cataloging-in-publication Data.

It should be noted that these are not prescribed books. You are free to source any others that
address the subject.

For now, it will suffice to briefly highlight some of the statistical methods of presenting data.

i. The histogram

This is a graphical representation consisting of two perpendicular lines, the x- axis (horizontal)
and the y-axis (vertical). The histogram is also known as a bar chart, in which vertical bars
represent frequencies

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ii. The frequency polygon

Frequency polygons are drawn when the frequency (number in a particular category) for each
interval of a frequency distribution is represented graphically against the midpoint of the class
interval concerned. The midpoint is the real lower limit + the real upper limit. When constructing
a frequency polygon the frequencies are concentrated at the midpoints of the class.

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iii. The normal distribution curve

Frequency curves are described in relation to the normal curve, a symmetrical bell curve (e.g.
scores in a test). Measurements follow a certain pattern, indicating above average, average and
below average. The mode, median, and the arithmetic mean coincide and fall at the centre of the
distribution.

iv. Pie chart

Pie charts are circle graphs divided into sectors, each pie sector displaying the size of some
related piece of information. Pie charts are used to show the relative sizes of the parts of a whole.

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v. Measures of central tendency

There are a number of different central values, each of which separately tells us something about
the distribution of values in the group as a whole, namely, the mode, median, and arithmetic
mean. The researcher in distance education needs to be familiar with these.

a. The mode is the value having the highest frequency in a distribution. We illustrate this with
reference to scores represented in Table 2.

Score % Frequency

47 1

2
54

61 3

68 1

74 1

2
82

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Inspection of the table shows that 61% features three times, that 54% and 82% feature two times,
respectively, and that the frequency of the other scores is lower. The mode of the distribution of
marks in Table 2 is, therefore, 61.

b. The median

When scores are arranged in rank order (i.e. from the highest to the lowest or from the lowest to
the highest), the median is the value occurring exactly in the middle of the list. If the total
number of values (N) is an odd number, the median is that middle value having exactly equal
values above and below. However, if the number of values is an even number as is the case with
statistics in our Table 2, the median is the average of values lying just above and below the
boundary dividing the group of values into two halves. This is illustrated below.

47 54 54 61 61 61 68 68 82 82

In this case, the values lying just above and below the boundary dividing the group of values into
two halves are 61 and 61. The average of these two is 61, so our median is 61.

c. The arithmetic mean

The most important measure indicating the central value is the arithmetic mean, commonly
referred to as the average. To calculate the arithmetic mean, we add all the values in the
distribution and divide by the number of values in the distribution.

Activity

Following the guidelines given above, calculate the arithmetic mean of the ten scores from Table
2 above.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
After adding the 10 values, you should have got 638. When you divide that by the number of
values, your answer is 63.8. That represents your arithmetic mean. Some of the statistical
measures include the range, the standard deviation, to name but a few.

The whole point of drawing your attention to these statistical aspects is a reminder that they can
be readily used to make your research more systematic and illustrative. Before moving on to
qualitative approach, let us sum up the main characteristics of the quantitative approach, among
which are the following:

• Data are in the form of numbers

• The focus is normally concise
• Data are normally collected using structured research instruments
• Results provide less detail on behaviour
• The research can easily be replicated given its high reliability
• Analysis of findings is more objective

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 • The basis of knowing is the relationship between cause and effect
• It is easier to control variables when testing a hypothesis

Activity

As a researcher, what do you consider to be the advantages and disadvantages of using the
quantitative approach?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
The most obvious advantage is probably that research following the quantitative approach is
objective. The validity of findings is more assured in view of the fact that it is possible to control
variables. On the other hand, it is difficult to study behaviour more objectively, given that in
business the issue of behaviour is central to many studies. For that reason, we now turn to the
alternative commonly known as the qualitative approach.

1.2.0 Qualitative Approach

Take a moment to reflect on this question before reading on.

Activity

What do you personally understand by the qualitative approach with regard to research in
business studies?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

According to Neuman (2000), qualitative research is complex, and involves various methods of
data collection and data analysis. It involves fieldwork for prolonged periods as well as reaching
audiences receptive to qualitative approaches. The long time spent in the research field and the
potential of the findings to influence comparable situations contributes to what we refer to as
trustworthiness of a given study, and the verification methods you use will influence the
accuracy of your findings. Typically, the research process involves collecting words, views,
information, pictures, and analysing these but focusing on participant views. Put differently,
qualitative research is research undertaken to gain insights concerning attitudes, beliefs,
motivations and behaviours of individuals to explore a social or human problem. Qualitative
research is, therefore, closely linked with what the Business/Entrepreneurship/HR practitioner
comes across when dealing with issues. There are attitudes, beliefs, and motivations about
managing humans to contend with on a daily basis.

Whereas research in the quantitative domain has its roots in natural sciences, the qualitative
approach, also known as the understanding approach draws more on anthropology manifested in
social situations and contexts where a management problem has been identified. A variety of
methods can be used, and these include:

i. Observation

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You spend time in a real life Business/Entrepreneurship/ HR situation watching and listening to
it, trying not to affect it by being there. For example, as practitioner you may want to observe
how middle managers interact with members in their team (non participant observation), or you
may want to observe how you manage your own team (participant observation).

ii. One-to-one interviews

As researcher, you try to gain information from individuals on a one-to-one basis by asking
questions about their feelings, attitudes, views, behaviour, etc.

iii. Group interviews/focus groups

Here, you interview several people at once, possibly asking the same questions to everybody, or
listening to a more general discussion on given topics.

iv. Analysis of documents

Also known as content analysis, in this method you might require access to documents such as
examination results, diaries, enrolment records, policy documents, minutes of meetings, etc.
These can shed light on the problem you are investigating.

The strong point in favour of the qualitative approach is that if you do your job well, then you
can describe what is really going on in an organisation when, for example, there is a restructuring
exercise. By establishing patterns and regularities from the population, you get trustworthy
information about what the insiders of the situation think (the insiders’ story).

The study of a situation, also known as phenomenology, requires that the researcher should:

• Gain access to and build rapport with participants and protect their confidentiality
• Be clear whether or not the researcher’s presence will be disruptive
• Clarify what the participants will benefit from the study
• Have a clear reason for selecting a group of research participants. This is referred to as
purposive sampling. This type of sampling is based on the understanding that the
researcher chooses a site that is convenient, representative, and able to yield expected
data.

It is also to be noted that the qualitative approach is associated with ethnography (the study of a
social situation, e.g. interaction among workers in an organisation), phenomenology (the study of
an issue in context), and case studies (the study of a human resources management case to
establish its significance in solving a problem). Which of the two approaches do you prefer to
use for the study you propose to undertake? Reflect on that, and then go on to the next section of
our discussion, which shows that the two can be mixed.

1.2.1 Mixed-methods approach

In recent years, more and more researchers (e.g. Creed et al. 2004:60-61) have come to the
conclusion that it is better to select a variety of research approaches when approaching a
problem, rather than any one single approach. This is particularly the case when, for example,

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you want to establish the cause of a high turnover rate of employees in a company. Put simply,
you should gather information about numbers of employees who leave employment (quantitative
data), then establish what they think about leaving the company (attitudes and perceptions).
Combined together, these two procedures are likely to yield broad-based information. The term
Triangulation is now commonly used to describe this state of affairs. Duffy (1987) defines
Triangulation as the combination of two or more data sources, investigators, methodological
approaches, theoretical perspectives, or analytical methods within the same study.

Thurmond (2001:254) discusses five types of triangulation, namely: Data source Triangulation,
Investigator Triangulation, Methodological Triangulation, Theoretical Triangulation, and Data
analysis Triangulation. Due to the centrality of Triangulation in human science research, a brief
explanation of each type is given.

1.2.2 Data Sources in Triangulation

Three types of data sources are time, space, and person. Data sources can vary based on the times
the data were collected, the place, or setting and from whom the data were obtained. Time
triangulation indicates collection of data at different times to determine if similar findings occur.
Variance in events, situations, times, places, and persons add to the study because of the
possibility of revealing atypical data or the potential of identifying similar patterns, thus
increasing confidence in the findings.

i. Investigator Triangulation

Investigator triangulation involves using more than one observer, interviewer, coder, or data
analyst in the study. Confirmation of data among investigators, without prior discussion or
collaboration with one another, lends greater credibility to the observations (Denzin, 1970).

ii. Methodological Triangulation

Methodological triangulation has also been called multi-method, mixed-method, or methods

triangulation and generally refers to the use of quantitative and qualitative approaches. For
quantitative approaches, the procedures could consist of administering survey questionnaires and
using pre- existing information from a database. In qualitative approaches, nonparticipant
observations could be combined with focus group interviews.

iii. Theoretical Triangulation

Theoretical triangulation is the use of multiple theories or hypotheses when examining a

phenomenon (Denzin, 1970). The intent is to conduct the study with multiple lenses and
questions in mind, to lend support to or refute findings. In theoretical triangulation, the
perspectives or hypotheses used in the study may be related or have opposing viewpoints,
depending on what the researcher hopes to accomplish (Denzin, 1970). Theoretical triangulation
may be used to test various theories by analyzing information from the same data set (Boyd,
2000).

iv. Data-Analysis Triangulation

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Data-analysis triangulation is the combination of two or more methods of analyzing data. These
techniques can include different families of statistical testing or different statistical techniques to
determine similarities or validate data.

The benefits of triangulation can include increasing confidence in research data, creating
innovative ways of understanding a phenomenon, revealing unique findings, challenging or
integrating theories, and providing a clearer understanding of the problem. These benefits may
pertain to each type of triangulation. The DE researcher will need multiple methods because
different facets of a given problem are best addressed in different ways. You are more likely to
describe a complex social phenomenon accurately if you set about measuring it from several
points.

Activity

Briefly explain what you understand by each one of the three approaches discussed above,
bearing in mind research in human resources management.

Approach Brief Explanation

Quantitative

Qualitative

Mixed-methods

This activity is meant to help you consolidate your understanding by revising the sections where
detail has been given. Share your views with colleagues and then apply the ideas to typical
research areas of interest to you. We now move on to an important section dealing with
instruments and data collection methods used to do so. Methods are influenced by the approach
taken by the researcher.

1.2.3 Methods and instruments of data collection

There is a wide range of tools/instruments and methods at your disposal in collecting data for
your topic. These include:

• Audio recordings,
• Video recordings,
• Focus group,
• Interview schedules,
• Questionnaires,
• Analysis of documents, and
• Observation of activities.

Within the limited scope of this discussion, it is admittedly difficult to discuss each method in
detail. However, there is one method that nearly every researcher in most disciplines tends to

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use, namely, the questionnaire. In many cases, students have problems coming up with a valid
questionnaire instrument. Let us now share ideas about how best to develop a questionnaire. A
questionnaire is a data collection instrument that has advantages and disadvantages. One
advantage is that the researcher can reach many respondents. On the other hand, its disadvantage
is that people identified to respond, may not do so.

The Questionnaire

Let us begin with a warm up activity based on your personal understanding. As you respond,
bear in mind your personal experience in the use of questionnaire to source data.

Activity

Tick either YES/NO against each item.

Item Yes No

1. I can define what a questionnaire is

2. The questionnaire is related to the aims of a

particular study

3. In designing a questionnaire, instructions are

optional

4. Questions should help respondent give

information, which the researcher would like to
hear.

5. You should avoid questions that either irritate

or are emotionally sensitive.

6. Both open and closed questions can be asked in

a questionnaire.

7. Answers to multiple-choice questions should

be mutually exclusive.

8. I know what a dichotomous question is.

9. An ambiguously phrased question will give the

clearest response.

10. The wording of the question should be kept as

brief as possible

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Look at the ticks you have given against each item, and by reading what follows try and figure
out the answer to each of the ten items from the table above.

i. Compiling Questionnaires

A questionnaire is a list of questions on a specific topic, which is compiled by a researcher, and

on which answers or information is required. A distinction is made between a situation in which
respondents complete the responses themselves in writing, and a situation in which an
interviewer asks the questions, and then writes down the responses.

ii. The problem being investigated

The first aspect on which you should have clarity before compiling a questionnaire is the
problem being investigated. As researcher you must be clear what you want to know, and why
you want to know it. You then compile a questionnaire bearing in mind that there are basically
four reasons for using questionnaires (cf. Naidu, 2003):

• to describe phenomena,
• to explain phenomena,
• to plan policy, and
• to predict behavior.

Bearing in mind these four basics, revert to the topic of study you intend to carry out. Which of
these four will your questionnaire be based on?

iii. Instructions

The questionnaire should have some heading, and this should be followed by instructions,
indicating clearly which questions should be answered, and by which respondents.

iv. Feasibility of questions

There is no point asking a shopkeeper those questions intended for a human resources manager,
unless the shopkeeper is interested in the Business/Entrepreneurship/ HR problem you propose to
solve. In that respect your questions should be directed at those respondents who:

• Might be able to answer them;

• Will remember events and issues related to the topic you are dealing with; and
• will understand what the issues is about.

v. Questions to avoid

A good topic is often spoiled by inappropriately asked questions. The following are typical
examples:

• Questions soliciting respondents to tell you what you want to hear.

• Questions leading respondents to exaggerate or understate an issue.
• Questions that may irritate respondents, and may prevent them from continuing to

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 participate in the study.

Question types

There are two basic questions that are generally used, namely, open question (also called free-
response or unstructured question), and closed question (also called structured, e.g. , True/False,
multiple-choice question).

i. Open question

When open questions are asked, respondents are expected to give personal views on topics put to
them. The questions are usually the why type, aimed at soliciting the individual’s opinions and
attitudes. Analysis of responses is usually interpretative, therefore, qualitative.

ii. Closed question

A closed question contains specific and mutually exclusive response categories from which the
respondent must select a category, which best fits his/her answer. In other words, the questions
are phrased in such a way that the respondent is guided to choose an answer from two or more
alternatives. The most typical example is the yes/no response. It is possible to reduce to
numerical values such responses, thus responses can be readily quantified statistically.

iii. Multiple-choice questions

In this type of question, there is usually a choice of three or more answers. Here are some
guidelines on formulating multiple-choice questions.

• There should not be too many options, because the aim is to encourage the respondent to
give an answer.
• The response alternatives should be mutually exclusive. Like closed questions, responses
to multiple-choice questions are easily quantifiable.

iv. Other guidelines on formulating questions

In addition to the foregoing, the following are further guidelines on formulating questions.

• Exactness: A common weakness reflected in questions set by researchers is that they

tend to ask a general question when they expect a specific response. The wording should
call for exactness of response.
• Language: You are advised to keep the words and phrases as simple and descriptive as
possible, without sacrificing the specific information you require.
• Ambiguity: If a question is unclear, we say it is ambiguous. In that respect, different
respondents will interpret it differently, and will answer something different from what
you expected. This will result in having no meaningful analysis of the findings.
• Questions containing assumptions: Your questions should not make any implicit
assumptions about the opinions held by the respondent or his/her likes and dislikes. This
means your questionnaire items should not assume that the respondent necessarily knows
anything about the subject that causes him/her to behave in a certain way.

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 • Embarrassing questions: Questions that require the respondent to discuss intimate
personal issues can cause embarrassment, and are, therefore, best avoided. Subjects about
sexual behaviour, or the individual’s political inclinations will cause problems for you.
• Length of question items: You should keep the wording of the question as brief as
possible because:
- This compels you to express your thoughts clearly
-This reduces the possibility of information overload for the respondent
-With long questions, respondents tend to forget the first part of the question.

1.2.4 Validity and reliability of a questionnaire

By adhering to the guidelines discussed above, you are likely to produce a data collection
instrument that is valid and reliable. A valid questionnaire is one that yields accurate results of
the topic being studied. On the other hand, a reliable questionnaire is one that has internal
consistency, and can be used in comparable situations to obtain more or less similar results.
Piloting the questionnaire before applying it to the experimental group is one of the most
important steps, however, it is sometimes omitted by researchers. It should be done as follows:

• Firstly, before piloting, identify an experienced researcher to go through your

questionnaire and make suggestions for changes or modifications.
• Secondly, incorporate the suggested changes and modifications.
• Thirdly, identify individuals, who are not going to take part in the study, but possess a
similar profile, and ask them to complete the questionnaire.
• Fourthly, go through the responses and verify whether the questionnaire items are clear,
appropriate and doing what they are designed to do (data collection).
• Fifthly, modify the question items in light of the feedback from the pilot.

The questionnaire will now be ready for use in collecting data. It will be noted that we
discussed the questionnaire in some detail, not because the other instruments are not important.
The motivation was that the questionnaire is the most commonly used instrument in distance
education, and as for the other instruments, you are requested to access relevant literature, some
of which has already been cited. Here now is an activity to help you reflect on some of the ideas
we have already shared.

Activity

a. Ask examples of each of these question types reflecting on your experiences either as
researcher or as respondent to some research study.

Type Example

Open question

Closed question

Multiple-choice question

21
b. Ask a question against each item, and in the third column explain why you would avoid asking
such a question. In the fourth column ask the appropriate question item.

Question type Example Explanation Improved

question
item

A question that is not exact

A question whose language is not

simple enough

A question that is ambiguous

A question containing an assumption

An embarrassing question

A question, which is rather too long

Share your answers to Question (a) and (b) with colleagues or with your tutor, but most
importantly, apply the new knowledge to the research you are working on. Summary In this
discussion some important areas were focused on, together with their appropriate sub sections.

§ The five types of research were discussed

§ Three approaches to research (quantitative, qualitative, and mixed-methods) were

briefly explained

§ Data distribution, touching on histogram, frequency polygon, and normal distribution

curve were explained

§ The measures of central tendency (mean, mode and median) were described and
illustrated

§ The different methods at the disposal of the researcher for purposes of data collection
were cited

§ Focus was given on the most commonly used research instrument/tool, the
questionnaire, in order to shed light on best ways to come up with valid and reliable
instruments.

22
 Questions Checklist Here are several questions to help you test what you have learned in this
topic. Answer these questions and place yourself on the grid. If you cannot answer these
questions, at least satisfactorily, you would be well advised to go back over the relevant part of
the Guide and revise.

Item Can do it well Can do it Need to

satisfactorily revise

1. Making a distinction of the four

types of research

2. Explaining the differences between

quantitative and qualitative
approaches

3. Spelling out the advantages of

mixed-methods research

4. Explaining the different techniques

that can be used for data distribution

5. Calculate the three different

measures of central tendency

6. Identify the different methods that

can be used to gather qualitative data

7. List and justify best ways of

formulating the questionnaire

8. Explain ways of ensuring validity

and reliability of a questionnaire

23
 CHAPTER 2

GUIDELINES TO REGIONAL OFFICES

2.1.0 Introduction
The purpose of the present document is to provide handy guidelines to the Regional Director,
and research supervisors (the tutors) for research projects. It is not meant for students. The
School has developed two other documents, namely:
• The Study Guide to be issued out to students and tutors; and
• A brief summary of the American Psychological Association (APA) referencing system.
This should be shared with both tutors and students.

Rationale
The guidelines presented here are given so as to ensure uniformity in the way all regional offices
handle research projects.

Assumptions
The School of Business and Management Studies assumes the following will have been fulfilled
at regional level:
1. That students engaged in the research project have been provided with all the necessary
information, documents, research guide document, and the 6th edition of APA referencing
system.

2. All tutors, serving as project supervisors tasked by the Regions have been appointed by
the Human Resources Department after the standard processes of being recommended by
the School, and communicated back by the Regions where they function.
3. The maximum number of students per supervisor has been set at 15, and not more, for
both diploma and degree levels.
4. That all research projects follow the set standard as stipulated in the Research Guide
distributed to all students at the regions.

24
 5. Tutor and students, to the satisfaction of regional coordinators, sign off all stages
systematically. This signed step-by-step document to accompany each final research
write-up to headquarters.

Training of Supervisors
The School requested names of supervisors, together with the names of students they supervise
from the Regions. The School is still waiting for full submission so that arrangements can be
made for weekend training of identified tutors in each region. Due to the delayed feedback, and
due to the fact that time is ticking off fast, the School proposes the following:
1. That each region submits the number of tutors to be trained on a Saturday and Sunday
(before Easter).
2. That an indication of students under each tutor be given for logistical purposes before
Easter.
3. That the Regional Offices schedule the first two weekends of April (that is after Easter)
for training of supervisors.
4. In turn, the two HoDs at Headquarters will prepare an itinerary for the training and advise
the regions before Easter.
Deadlines
• Supervisors are expected to submit all students’ projects they supervised to the Regional
Office where they operate by 11 May 2015.

• Regional Offices are to submit the projects, together with supporting documents to
Academic Registry, Headquarters by 18 May 2015

25
Acceptance of projects by the Region
Regional offices should only accept supervised projects that have the required signatures of the
supervisor and the student on the prescribed supervision form, as instanced below.

Research Project Action Plan

Date Action
Stage 1
…………………………………………………………………………..
Action taken:

Student’s signature_____________________________
Tutor’s signature _______________________________
Stage 2
…………………………………………………………………………..
Action taken:

Student’s signature_____________________________
Tutor’s signature _______________________________
Stage 3
…………………………………………………………………………..
Action taken:

Student’s signature_____________________________
Tutor’s signature _______________________________

Stage 4
…………………………………………………………………………..
Action taken:

Student’s signature_____________________________
Tutor’s signature _______________________________
Stage 4
…………………………………………………………………………..

26
 Action taken:

Student’s signature_____________________________
Tutor’s signature _______________________________

Marking of Projects
• All projects will be marked and moderated at Headquarters, that is, NO projects will be
marked at the Region.
• Tutors invited for marking, will mark different projects from those they supervised.
• The two HoDs will advise on supervision and marking remuneration in due course.

27
 CHAPTER 3

3.1.0 PROJECT REPORTS FORMAT

3.1.1 Overview of the reports Structure

Research reports usually contain common elements and follow the basic format, particularly in
the area Business disciplines. We use the term “write-up” to refer to the final product you hand
in for marking to your tutor. The structure is, as a general guide, divided into five sections thus:

1. Title: Should be brief, specific and informative, indicating the nature and scope of your
report.
2. Abstract: a concise summary that enables readers to quickly assess the contents and
direction of your report. It should be brief, perhaps about 5% of your total project
contents. Written in a single paragraph and should cover: the scope and purpose of your
report; an overview of methodology; a summary of the main findings or results; principal
conclusions or significance of the findings; and recommendations made.
The information on the abstract must be presented in the same order as it is in your
report. The abstract is usually written last when you have developed your arguments and
synthesised the results.
3. The introduction: a very important part of your report as it sets the context for your
research agenda. It should allow sufficient background to allow reader to understand and
evaluate your study without needing to refer to previous publications. In this
chapter/section you spell out the problem, research questions, aims /objectives of your
study, rationale, brief explanation of literature reviewed, theory used, and methodology.
4. The literature review: a literature review is a critical survey of recent relevant research
in a particular field. Its purpose is both to offer the reader an overview of the current state
of research and situate your paper within that research. The review is NOT simply a
summary of all you have read, but rather, it must develop an argument or a point of view
that supports your chosen methodology and research questions. In this section you,
summarise relevant literature about the problem you will be addressing.

28
5. Methodology (Materials and Methods): The purpose of the methodology section is to
detail how you conducted your research so that others can understand and replicate
your approach. You need to briefly describe the subjects (if appropriate), along with any
equipments or materials used and approach taken. This chapter covers the research design
you used, sampling procedures, methods used for data solicitation, ethicality, how you
propose to analyse data. The methodology, though in the proposal is written in the future
tense, it changes once the research is conducted into the past tense in the final project
report.
6. Results (Findings): You need not to discuss your findings here. Any analysis of your
results occurs in the discussion section. This section presents results/findings obtained in
the attempt to answer questions asked earlier.

7. Discussion: a major component of a research report and it is expected that you will
demonstrate a high level of analysis. In the discussion, links strongly with the issues
identified in the introduction and is of similar importance and length. This section is
where you interpret your results and explain the significance within the context of the
research. This final chapter can be named differently, but in it the following are expected:
brief summary of your findings, conclusions drawn from findings, limitations of the
study, contribution of your study, recommendations, and further research
8. Appendices
Supplementary materials added to the end of a report.

9. References
A list of reference materials such as books and articles used for research.

29
References

Boyd, C.O. (2000). “Combining qualitative and quantitative approaches”. In P.L. Munhall &
C.O. Boyd (Eds.), Nursing research: A qualitative perspective (2nd ed., 454-475). Boston: Jones
& Bartlett.

Coolican, H. (1990). Research methods and Statistics in psychology. London: Hodder and
Stoughton.

Creed, C. et al. (2004). Practitioner Research and Evaluation Skills Training in Open and
Distance Learning. Commonwealth of Learning. Daniel, J. (2002). “Why research in distance
learning?” Paper at CRIDALA Conference. Hong Kong.

Denzin, N.K. (1970). The research act: A theoretical introduction to sociological methods.
Chicago: Aldine.

Duffy, M.E. (1987). “Methodological triangulation: A vehicle for merging quantitative and
qualitative research methods”. Image: Journal of Nursing Scholarship, 19, 130-133.

Naidu, S. (2003). “Research, scholarship and publishing in Distance Education”.

http://www.tandf.co.uk/journals/carfax. (Retrieved 22/08/2009).

Neuman, W.L. (2000). Social research methods: Qualitative and quantitative approaches.
Boston: Allyn & Boston.

Van As, M. and van Schalkwyk, M. (2001). Research and information management and
research methodology. Technikon S.A.

30
 CHAPTER 4 APA

4.1.0 APA Referencing Style

Referencing using the APA (American Psychological Association)

style
About this resource
This resource explains some of the more common applications of the APA style. It is based on
the Publication Manual of the American Psychological Association (6th ed.) (2010), pp. 169–
224.
You should always check your unit guide and/or with academic staff (unit chair, lecturer or
tutor) to make sure that this is the recommended referencing style for your unit.
You must reference all material you use from all sources and acknowledge your sources in the
body of your paper each time you use a fact, a conclusion, an idea or a finding from someone's
work. This establishes the authority of your work and acknowledges the researchers and writers
you have drawn upon in your paper.
It is necessary to cite your sources each time you:
• Reproduce an author's exact words (quote), that is, copy word for word directly from a
text. A page number must be given.
• Use your own wording (summarise or paraphrase) to explain or discuss what someone
has said. You are encouraged to provide page numbers.
If you copy an entire table, chart, diagram or graph or if you take only some of the data
contained in such sources, you must provide a reference.
Sources such as journals, books, encyclopedias, computer programs and software, information
from the internet, reports, newspapers, interviews, radio and television must be cited in the body
of your paper and detailed in a reference list at the end. Information from Deakin study guides
and readers must also be acknowledged.
The APA style
The APA style of referencing consists of two elements:

31
(1) In-text citations giving author, year and sometimes page number in the body of the paper
(2) a reference list at the end of the paper providing the complete details for each in-text citation.
Part 1 of this resource deals with in-text citations.
Part 2 of this resource shows how to present the related reference list entries for the in-text
citations.
Part 1: In-text Citations
One author
When you refer to a single author, include the author's family name and year of publication,
using one of the forms shown here.
Clay (2003) argues that having a planned approach to writing essays can be of great benefit.
or
Essay writing can be made much more manageable if a planned approach is taken (Clay, 2003).
For citing an author or authors more than once in any one paragraph, see instructions under
Repeat citations of a study within one paragraph.
Multiple authors
For two authors, include the family name of both authors and year as required.
According to Antonakos and Kazanis (2003) there are advantages to keeping design and research
methods simple.
or
There are advantages to keeping design and research methods simple (Antonakos & Kazanis,
2003).
Use 'and' when family names are outside parentheses; use '&' when family names are inside
parentheses.
In the case of three, four or five authors cite all authors the first time, then in subsequent
citations of this work use the family name of the first author plus 'et al.' and the year as required.
Gagliardi, Frederickson and Shanley (2002) argue that in order to provide consistent care,
healthcare professionals often face the dilemma of finding similarities in patient responses to
illness while at the same time respecting the uniqueness of each individual patient. However,
despite any apparent similarities in symptoms or limitations, Gagliardi et al. contend all patients
should be treated differently. Furthermore, according to the Roy Adaptation Model (Roy &
Andrews, 1999), nurses need to make comprehensive assessments of each patient.

32
After the first citation of an author or authors in the narrative (i.e. the author's name does not
appear in parentheses), you need cite only the family names/s in the same paragraph (i.e. no
date required).
For six or more authors use only the family name of the first author plus 'et al.' in all citations
including the first. Use date as appropriate.
Mahon et al. (1997) reviewed how nursing diagnosis content is presented in nursing textbooks.
Repeat citations of a study within one paragraph
In any one paragraph, if you cite an author or authors more than once in the narrative (i.e. the
author's name does not appear in parentheses), include family name/s and year the first time. In
subsequent citations in the narrative in the same paragraph you need to cite only the family
name/s, provided studies cannot be confused.
According to Savage (2004) little attention has been given to the way a nurse might identify and
.... Savage argues that in an environment of evidence-based practice ...
In discussing ways of researching emotion, Savage (2004) highlights the importance of…
When the name of the author/s and year are in parentheses in any one paragraph, the year is
included in subsequent citations.
Little attention has been given to the way a nurse might identify and ... (Savage, 2004). Savage
(2004) argues that in an environment of evidence-based practice ...
Secondary source
Sometimes you read one author (secondary) who cites another (primary).
In the example that follows, you have read Savage who referred to a publication by Lupton, but
you did not read Lupton yourself.
Lupton (as cited in Savage, 2004) distinguishes between "emotional labour" and "emotional
work".
Note: The entry in the reference list is under Savage.
Article or chapter in an edited book
An edited book is one that consists of chapters or articles written by different authors.
You need to acknowledge the author of the chapter or article you used. This author is cited in
text (that is, in the body of the paper) in the same way as for one or more authors.
In the example that follows, Naidoo has written a chapter in a book edited by Thorogood and
Coombes. In the body of your assignment cite only Naidoo.

33
Naidoo (2000) claims that risk factor simulation models...
Note: The entry in the reference list gives full details of the publication. Under the name of the
author (Naidoo) you need to give the details of the chapter you read plus the details of the book.
Group or organisation as author
Where the author is a government agency, association, corporate body or the like, which has a
familiar or easily understandable acronym, it is cited as follows:
Obesity in Australian men and women increased during the 1980s (National Health and Medical
Research Council [ NHMRC ], 1997).
A single cause for obesity ……. ……. ( NHMRC , 1997).
Note: The entry in the reference list is under National Health and Medical Research Council.
No author name provided
If no author is designated, cite the first few words of the title, and the year. Full title details are
provided in the reference list entry.
Studies suggest that many IVF couples would donate excess embryos to scientific research
("Embryo study," 2004).
Use double quotation marks around the title of an article, chapter or webpage. Use italics and
no quotation marks in text for the title of a periodical, book, brochure or report with no author.
Two or more publications by the same author in the same year
If an author has published two or more works in the same year, a lower case letters a,b,c and so
forth are used after the date to distinguish between them. Letters are assigned according to the
alphabetical order of the title.
According to McDonald (2007c) ...
McDonald (2007a) first suggested …
However it has also been noted that … (McDonald, 2007b).
No year of publication provided
If there no year is given for a source, use n.d. (which stands for no date) after the author's name.
In a detailed analysis, Jones (n.d.) argues …
Personal communication
Personal communications can include letters, emails, personal interviews, telephone
conversations and the like. Cite personal communications in text only; they are not included in a
reference list.

34
J. Robinson (personal communication, May 11, 2010) indicated …

… (L. Frazer, Manager, Heathville Community Centre, personal communication, June 4, 2009)
Electronic sources
The principles for in-text citation of print sources also apply to electronic sources. All electronic
sources should therefore be cited according to the name of the author/s. As for print sources, cite
by title if there is no author.
Many online articles are pdf files, i.e. copies of print documents, so they usually indicate page
numbers. Use these page numbers when you cite information from such sources.
Some articles are not pdf files and do not have page numbers. In these cases use paragraph
numbers, if these are provided.
Smith (2003, para. 3) claims …
If paragraph numbers are not provided and the document includes headings, use these headings
and count the number of paragraphs.
Smith (2003, Conclusion section, para. 3) claims …
Quotes
Short quotes (fewer than 40 words) should run on as part of your sentence with double
quotation marks to signal where the quote starts and finishes. The page where the quote comes
from must be included.
Clay (2003) argues that students experience writer's block because "they have not given
sufficient thought to reviewing course content and developing their ideas" (p. 47)..
Alternatively,
Students experience writer's block because "they have not given sufficient thought to reviewing
course content and developing their ideas" (Clay, 2003, p. 47).
Long quotes, known as 'block quotes' (more than 40 words) should:
• Start on a new line
• Be indented about 5 spaces from the left hand margin
• Be double spaced
• Omit quotation marks.
For example:
An important stage in assignment writing is planning. Clay (2003) comments that:

35
Some students are tempted to plunge into writing their assignment, beginning with the
introduction but soon find that they experience "writer's block" and cannot decide what to write
next. The problem occurs because they have not given sufficient thought to reviewing course
content and developing their ideas about relating the theory to their practice.(p. 47)
There are a variety of ways that students can plan ...
Part 2: Collating a reference list
An important purpose of the reference list is to enable readers to locate sources. Therefore details
must be correct and complete. Each in-text citation and the related reference list entry should be
identical in spelling and year. A work is listed only once in the reference list, regardless of how
many times it is cited in text. Works not cited in the text should not appear in the reference list.
In compiling your APA reference list, you should:
• List references on a new page with a centred heading titled 'References'
• Include books, journal articles, online sources etc. in one alphabetical listing
• Order entries alphabetically by family name of author or name of organisation
• List works with no author under the first significant word of the title
• Indent second and subsequent lines of each entry (5-7 spaces)
• Use double spacing.
Some examples follow; others can be found at www.apastyle.org
Note: The examples are separated and placed under subheadings here to show each form. In a
reference list, however, they would be all together in alphabetical order with no subheadings.
Book
Author, A., & Author, B. (year). Title of book (edition if not first). City: Publisher.
Capitalise only the first letter of the first word of a book title and any proper nouns. The first
letter of the sub-title (if any) is capitalised also.
Example:
Burton L.J. (2010). An interactive approach to writing essays and research reports in
psychology
(3rd ed.). Milton, Qld: John Wiley & Sons.

Chapter or article in an edited book

Author, A., & Author, B. (year). Title of chapter. In C. Editor, & D. Editor (Eds.), Title of

36
book (pp. xx–xx). City: Publisher.
Capitalise only the first letter of the first word of an article or chapter title, and any proper
nouns.
Example:
Naidoo, B. (2000). Evaluating the use of public health risk factor simulation models. In M.
Thorogood, & Y. Coombes (Eds.), Evaluating health promotion: Practice and methods (pp.
99–109). Oxford: Oxford University Press.
Book, online
Author, A., & Author, B. (year). Title of book. [details about the format if available].
Retrieved from web address or doi
If a digital object identifier [DOI] is provided then it should be given; if no DOI is available then
the web address or uniform resource locator [URL], should be given. Date of retrieval is not
required.
Example:
Munsterberg, H. (1916). The photoplay: A psychological study. Retrieved from
http://www.gutenberg.org/files/15383/15383-8.txt
Journal article
Author, A., & Author, B. (year). Title of article. Title of Journal, volume number(issue
number), page numbers.
• The issue number should be indicated only if each issue of a journal begins on page 1.
• Capitalise only the first letter of the first word of an article title and subtitle, and any
proper nouns.
• Capitalise the first letter of every main word in the journal title.
• Include a digital object identifier (DOI) if provided.
Examples:
Antonakos, C. L., & Kazanis, A. S. (2003). Research process in the health sciences: A focus on
methods. Research and Theory for Nursing Practice, 17, 257–264.
Clay, G. (2003). Assignment writing skills. Nursing Standard, 17(20), 47–52.
Journal article, online
Author, A. (year). Title of article. Title of Journal, volume number (issue number), page
numbers. doi or Retrieved from web address

37
If a digital object identifier [DOI] is provided then it should be given; if no DOI is available then
the home page web address of the journal, or uniform resource locator [URL], should be given.
Date of retrieval is not required.
Examples:
Ekwall, A., Gerdtz, M. & Manias, E. (2008). The influence of patient acuity on satisfaction with
emergency care: perspectives of family, friends and carers. Journal of Clinical
Nursing, 17, 800–809. doi:10.1111/j.1365-2702.2007.02052.x
Midford, R. (2005). Australia and alcohol: Living down the legend. Addiction, 100,
891–896. Retrieved from http://www.addictionjournal.org/
Newspaper article
Author, A. (year, month day). Title of article. Title of Newspaper, p. x.
Example:
Wroe, D. (2004, June 24). Canberra enlists GPs in war on smoking. The Age, p. 3.
Newspaper article, no author
Title of article. (year, month day). Title of Newspaper, p. x.
Example:
Embryo study nod, OK say IVF couples. (2004, May 31). Herald Sun, p.10.
Newspaper article, online
Author, A. (year, month day). Title of article. Title of Newspaper. Retrieved from home
page web address
Example:
Nader, C. (2009, June 19). Mental health issues soar among children. The Age. Retrieved from
http://www.theage.com.au/
Group or organisation as author
Organisation Name. (Year). Details of the work as appropriate to its form.
When the author and publisher are the same, use the word Author as the name of the publisher.
Example:
Australian Bureau of Statistics. (2007). Migration Australia, 2005-06 (Cat. No. 3412.0).
Canberra:Author. Retrieved from http://www.ausstats.abs.gov.au/ausstats
/subscriber.nsf/0/E0A79B147EA8E0B5CA2572AC001813E8/$File/34120_2005-06.pdf
Up to seven authors

38
Author, A., Author, B., Author, C., Author, D., Author, E., Author, F., & Author, G. (year).
Details of the work as appropriate to its form.
Provide family names and initials of all authors.
Eight or more authors
Author, A., Author, B., Author, C., Author, D., Author, E., Author, F., ... & Author, M. (year).
Details of the work as appropriate to its form.
Provide family names and initials of the first six authors followed by three ellipses points and the
last author's family name and initial.
Web page
Author, A., (year). Title of page. Retrieved Month, day, year from web address
The title of a web page is not italicised.
Retrieval date is given if it is believed the information could change over time.
Example:
Diabetes Australia. (2010). Gestational diabetes. Retrieved July 22, 2010 from
http://www.diabetesaustralia.com.au/Understanding-Diabetes/What-is-Diabetes
/Gestational-Diabetes-/
A sample reference list in APA style
References
Antonakos, C. L., & Kazanis, A. S. (2003). Research process in the health sciences: A focus on
methods. Research and Theory for Nursing Practice, 17, 257–264.
Australian Bureau of Statistics. (2007). Migration Australia, 2005-06 (Cat. No.
3412.0).Canberra:
Author. Retrieved from http://www.ausstats.abs.gov.au/ausstats/subscriber.nsf
/0/E0A79B147EA8E0B5CA2572AC001813E8/$File/34120_2005-06.pdf
Clay, G. (2003). Assignment writing skills. Nursing Standard, 17(20), 47–52.
Burton L.J. (2010). An interactive approach to writing essays and research reports in
psychology
(3rd ed.). Milton, Qld: John Wiley & Sons.
Diabetes Australia. (2010). Gestational diabetes. Retrieved July 22, 2010 from
http://www.diabetesaustralia.com.au/Understanding-Diabetes/What-is-Diabetes
/Gestational-Diabetes-/

39
Ekwall, A., Gerdtz, M. & Manias, E. (2008). The influence of patient acuity on satisfaction with
emergency care:perspectives of family, friends and carers. Journal of Clinical
Nursing, 17, 800–809.doi:10.1111/j.1365-2702.2007.02052.x
Embryo study nod, OK say IVF couples. (2004, May 31). Herald Sun, p.10.
Midford, R. (2005). Australia and alcohol: Living down the legend. Addiction, 100, 891-896.
Retrieved from http://www.addictionjournal.org/
Munsterberg, H. (1916). The photoplay: A psychological study. Retrieved from
http://www.gutenberg.org/files/15383/15383-8.txt
Nader, C. (2009, June 19). Mental health issues soar among children. The Age. Retrieved from
http://www.theage.com.au/
Naidoo, B. (2000). Evaluating the use of public health risk factor simulation models. In M.
Thorogood & Y. Coombes (Eds.), Evaluating health promotion: Practice and methods
(pp. 99–109). Oxford: Oxford University Press.
Northern Territory Department of Justice. (2007). Step forward: Getting help about sexual
violence. Retrieved from http://www.nt.gov.au/justice/documents/stepforward.pdf
Wroe, D. (2004, June 24). Canberra enlists GPs in war on smoking. The Age, p. 3.
Further reading
Details of all referencing styles used at Deakin can be accessed at
www.deakin.edu.au/referencing and in printed form from the Division of Student Life.
Burton L. J. (2010). An interactive approach to writing essays and research reports in
psychology
(3rd ed.). Milton, Qld: John Wiley & Sons.
Publication manual of the American Psychological Association (6th ed.). (2010). Washington,
DC: American Psychological Association.

40
APPENDIX 1: PROJECT COVER OUTLAY

Title: Font size 18

Others: font size 16.
Do not use BOCODOL Logo on the cover page of the project report.

I. Project Title: Influence of Alcohol abuse on violent behaviours

among mineworkers in Orapa

II. Name: Boitumelo Mmolawa; Student ID No: 20130090

III. Supervisor Name: Dr. George Jones

Project submitted in partial fulfilment of the requirements of the Bachelor of

Commerce in Human Resources Management and Industrial Relations to
Botswana College of Distance and Open Learning.

41
APPENDIX 2: BBE – BUSINESS PLAN GUIDE

BACHELOR OF BUSINESS AND ENTREPRENEURSHIP (BBE)

RM212 - CERTIFICATE YEAR PROJECT – BUSINESS PLAN GUIDE 01/2016

Following the material addressed in your modules regarding the most effective ways to write a
business plan, while adhering to the advice on what to avoid in your business plan, write a basic
Internal/personal use business plan. The plan should consist of two primary sections
1. The General Business Overview section to include: an executive summary, table of
contents, the body of your plan (what your products and or services are, market
environment/competition, business location, etc), (Refer to sample business plans given
in your modules for various layouts relative to your particular business), and
st
2. The Financial Section to include: 1 year income projections, 12-Month Cash Flow, 12-
Month Sales Forecast, 2 or 3 year projection.

Recommended Business Plan Assignment Guidelines

• The General Business Overview section to include: 8 – 15 Pages dependent upon the size
and scope of your business (not including: appendices, table of contents, financial sections),
• The Financial Section to include: 4 – 8 Pages,
• Be sure to include a 0.5 – 1 page Executive Summary,
• Include appendices, table of contents addressing the financial section and other relevant
information related to your business.

Project Format
• Word Limit – your project (excluding index, cover page, acknowledgements, appendices,
table of contents, financial sections and references) must NOT exceed 3 000 words.
• Your project must include a table of contents section
• Text: Times New Roman, size 12, 1.5 Spacing, justified

42
• References – at least 8 sources of reference (textbook, journals, press reports, internet,
etc) must be included.
• The APA system of referencing must be used.
• Ensure that there is no plagiarism of any kind in the project. Original comments and
views are to be assessed.
• You must proof-read and edit your project before submitting it. Your Project is expected
to be free from errors and to exude professionalism in all respect.

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APPENDIX 3: BBA- CASE STUDY

BACHELOR OF BUSINESS ADMINSTRATION – LEADERSHIP AND CHANGE

MANAGEMENT (LCM)

RM 212 - CERTIFICATE YEAR PROJECT – LEADERSHIP CASE STUDY GUIDE

01/2016

Following the material addressed in your first year modules regarding the most effective ways to
lead an organisation, while adhering to the advice on what to avoid in leadership, write a basic
case study FOCUSING ONLY ON LEADERSHIP ISSUES of a company or organisation of
your choice. Your report on that company/organisation should consist of three primary sections
3. The introduction : an executive summary/introduction, table of contents
4. The body : the body of your essay (refer to TIPS ON ESSAY WRITING BELOW)
5. Conclusion

Recommended Case Study Assignment Guidelines

• The General Business Overview section to include: 8 – 15 Pages dependent upon the size
and scope of your choice of company or organisation (not including: appendices, table of
contents, financial sections),
• Include appendices, table of contents, references, and any other relevant information related to
your case study.

Case Study Format

• Word Limit – your project (excluding index, cover page, acknowledgements, appendices,
table of contents, and references) must NOT exceed 3 000words.
• Your case study must include a table of contents section
• Text: Times New Roman, size 12, 1.5 Spacing, justified
• References – at least 8 sources of reference (textbook, journals, press reports, internet,
etc) must be included.

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• The APA system of referencing must be used.
• Ensure that there is no plagiarism of any kind in the project. Original comments and
views are to be assessed.
• You must proof-read and edit your project before submitting it. Your Project is expected
to be free from errors and to exude professionalism in all respect.

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APPENDIX 4: DIPLOMA RESEARCH (Project Delivery dates)

DIPLOMA RESEARCH PROJECT 2016

In order to enhance the quality of research projects, and to avoid the last minute embarrassment
from various quarters, the position of the School of Business is hereby forwarded in the
following guidelines for the effective monitoring and implementation, which is at your disposal.

1. All the learners and supervisors of the project must know that they need to have regular
consultation and ensure that they go through all the processes/stages as clearly spelt out
in the supervisor’s guidelines, and other documents that are at your disposal.

2. The concerned regional officers are advised to make sure that learners are informed
accordingly that no project will be marked without the completion of all stages, signed
and dates according to the template in the Research Project Supervision Guide.

3. A declaration from learner (to show that the project is his own work), project
supervisor (to show that he/she has supervised the said project of the learner), and the
Regional Manager or LTC (to state that the project has gone through all the stages and
ready for assessment), should form part of the project. The specimen copy of the same is
attached herewith.

4. The following action plan will help learners and supervisors, to ensure the timely
completion of the project.

TASKS DEADLINES

1 Approval of research Topic by supervisor 30th September

Proposal: (introduction, research problem,

2 objectives/hypothesis, research questions, November /December
data collection methods etc.

29th
3 Literature review
November/December

Verification and approval of questionnaire &

4 January
data collection

Data presentation, analysis, and

5 20th February
interpretation

Discussion, evaluation, conclusion,

6 31st March
recommendation, appendix, references etc.

46
 7 Verification and finalisation of the final draft 5th of April
of project with the guidance of the
supervisor

5. The following time schedule should be observed regarding submission of projects:

TASK DUE DATE

1 Project submission by learner to Supervisor 7th April

2 Projects submission by supervisor to region 12th April

3 Projects submission by regions to Head Quarters 15th April

for marking

6. Make sure that we follow the above guidelines and schedule to ease the management of
project work.

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APPENDIX 5: DEGREE RESEARCH (Project Delivery dates)
In order to enhance the quality of research projects, and to avoid the last minute embarrassment
from various quarters, the position of the School of Business is hereby forwarded in the
following guidelines for the effective monitoring and implementation, which is at your disposal.

1. All the learners and supervisors of the project must know that they need to have regular
consultation and ensure that they go through all the processes/stages as clearly spelt out
in the supervisor’s guidelines, and other documents that are at your disposal.

2. The concerned regional officers are advised to make sure that learners are informed
accordingly that no project will be marked without the completion of all stages, signed
and dates according to the template in the Research Project Supervision Guide.

3. A declaration from learner (to show that the project is his own work), project
supervisor (to show that he/she has supervised the said project of the learner), and the
Regional Manager or LTC (to state that the project has gone through all the stages and
ready for assessment), should form part of the project. The specimen copy of the same is
attached herewith.

4. The following action plan will help learners and supervisors, to ensure the timely
completion of the project.

See page 49 the table of schedule.

48
 TASKS DEADLINES

1 Approval of research Topic by supervisor 30th March

Proposal: (introduction, research problem,

2 objectives/hypothesis, research questions, 30th April
data collection methods etc.

3 Literature review 29th July

Verification and approval of questionnaire &

4 20th August
data collection

Data presentation, analysis, and

5 20th September
interpretation

Discussion, evaluation, conclusion,

6 31st March
recommendation, appendix, references etc.

7 Verification and finalisation of the final draft 15th October

of project with the guidance of the
supervisor

©2016

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