UNIVERSITY

of the
WEST of SCOTLAND

School of Business and Enterprise

Module:
Research Methodology and Proposal

Module Code:
BUSN 11094

Session 2017-18
Cohort 13

Teaching Staff:

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Dr. Uma Mohan
Room 16, 1 Floor,
UWS London Campus
Pocock House, London
Email: uma.mohan@uws.ac.uk

Module Coordinator
Dr Stephen Gibb
Paisley Campus
Email; Stephen.gibb@uws.ac.uk

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1. AIM, LEARNING OUTCOMES, TEACHING METHODS, ASSESSMENT, DEADLINES AND
TEXTBOOKS

MODULE AIMS:

This module is the final taught element and the bridge for you moving on to the research phase. This means that the assignments
you produce for this module are more than the usual assignments, because the work you do for them goes with into the future and
the research phase. Assessment in this module is then not just about completing assignments but developing the mindset and skills
of a doctoral researcher. The outcome will be a well-structured, coherent, realistic, achievable and well-argued proposal for a
programme of professional research and development. To attain that you will need to define a topic and produce a
aim/questions/objectives for that. You will need to decide what approach you adopt to your research, and the methods and data
collection appropriate for that. These approaches and designs can vary, affecting the common elements of literature review,
justification of methodology and ethical considerations. There are different paths to the same outcome, providing clear answers to
complex questions.

MODULE LEARNING OUTCOMES:

At the end of this module, you should be able to:

 Identify the 3Ss by self-assessment and being an effective doctoral researcher able to provide clear answers to complex
questions
 Define and justify a research topic
 Demonstrate a critical understanding of the positivist and phenomenological approaches to business and management
research;
 Identify an appropriate research design, methodology and data collection methods;
 Describe a plan to critically appraise, evaluate and summarise the literature for your chosen programme of study and
approach;
 Create a proposal of your programme of research following the prescribed structure.

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TEACHING METHODS:

The module will be taught using a combination of tutors, including Professorial input, lectures, workshops and assigned tasks. Doctoral
researchers are expected to take a pro-active approach to the module, in seminars/tutorials particularly aimed at encouraging
debate and discussion between students. Focused group discussions, syndicated breakout discussions and individual support
during tutorials will be strategies aimed at ensuring a quality student experience on the module.

ASSESSMENT:

As well as constituting the formal assessment for this module, it is expected that your research proposal will provide the foundation on
which the DBA thesis topic – undertaken from year 2 – will be built upon. Therefore the importance of this assignment for both the
module and your success on the overall programme is very high. Support and advice in guiding you to develop and prepare for this will
is provided throughout the duration of this module.

Assessment involves a presentation and an assignment.

A Formal presentation based on your proposed research topic for thesis constitutes 30%.The presentation will take place in week 9 of
the module. The purpose of this assessment is to allow students to demonstrate that they have a viable research topic that can form
the basis of a doctoral thesis. Feedback will be provided when assessing the presentation.

Assignment in the form of a report will outline the research proposal in 5,000 words will account for 70% of the overall mark for the
module. The submission date for this will be.

You are reminded that to pass this module, you must obtain an overall mark of 50%. Final marks are not agreed until the subject panel
exam board meets and considers the moderated results submitted to the panel. Until that process is complete tutors are unable to
discuss the outcome.

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Your presentation and assignment must be submitted no later than the date and time specified, unless an extension has been
requested through your Tutor and endorsed obtain by the Module Coordinator, in advance of the submission date. Extensions will
only be given for reason of illness. In all cases a medical certificate/letter signed by a doctor must be submitted. Marks will be deducted
for late submission of work without permission, according to the University regulations. Please plan your work carefully.

Further help and advice for the presentation and assignment will be provided in class.

As well as constituting the formal assessment for this module, it is expected that your proposal will provide the foundation on which the
DBA thesis topic – undertaken from year 2 – will be built upon. Therefore the importance of this assessment for both the module and
the overall programme cannot be understated. Regular support and advice in helping you prepare for this assessment will be provided
throughout the duration of this module, including a special session in week 12 of the trimester.

Presentation (30%)

You should cover the following in your presentation

• Your 3Ss
• Title, introduction and rationale for the proposed research
• Research aim/questions/objectives
• Research approach, design and methodology
• Draft Conceptual framework
• Plan for Literature review
• Access issues and ethical considerations
• Timeline/milestones
• Conclusion

In the presentation the research approach and methods component follows on from the outline of your aim/questions/objectives; so
that the alignment of these can be more easily checked.

Assignment (70%)

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You are required to compile a research proposal that will allow you to demonstrate the application of your selected methodological
approach to a well structured, coherent, realistic, achievable and well-argued proposal for a programme of professional research and
development.

The research proposal should be written in the form of a report and should cover specific areas (see below) that will have been covered
during the delivery of the module. The report should be structured along the following lines that could also be used as the basis for
sub-headings:

• Executive summary
• Table of contents
• Title, introduction and rationale for the proposed research
• Research aim/questions/objectives
 Conceptual framework; Illustration
• Indicative Literature review
• Research approach, design and methodology
• Access issues and ethical considerations
• Timeline/milestones
• Conclusion
• References

Note that in the report assignment the ‘research approach’ component follows after the ‘literature review’, reflecting the structure and
style of the project plan and structure of a typical thesis. The detailed guidance on what is being assessed is given as an appendix.

MODULE REVIEW: Various opportunities are given for student feedback on the module. If you have any issues then please raise
them, in the first instance, as appropriate with your tutor or the module coordinator. A module review questionnaire will be circulated at
the end of the module.

MODULE READING: Core

Sekaran, U., Bougie, R. (2016) Research Methods for Business, Chichester: John Wiley & Sons

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Module Reading; Other

Anderson , L., Gold, J., Stewart, J. and Thorpe, R. (2015) A Guide to Professional Doctorates in Business and Management.
London: Sage.

Baker, S.E. and Edwards, R. (2012) How many qualitative interviews is enough? National Centre for Research Methods Review
Paper. Southampton, ESRC National Centre for Research Methods.

Bettis, R., Gambardella, A., Helfat, C. and Mitchell, W. (2014) Quantitative Empirical Analysis in Strategic Management. Strategic
Management Journal. Vol 35, pp. 949–953.

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

Burnard, P., Gill, P., Stewart, K. Treasure, E. and Chadwick, B. (2008) Analysing and presenting qualitative data. DOI:. British
Dental Journal. Vol 204 (8), pp. 429-432.

Cassell, C. and Symon, G. (2012) Qualitative Organisational Research: Core Methods and Current Challenges. London: Sage.

Creswell, J.W., l Plano Clark , V.L. (2007) Designing and Conducting. Mixed methods Research, Thousand Oakes, CA: Sage
Publications.

Creswell, J.W., Klassen, A., Plano Clark, V.L., Clegg Smith, K., (2011) Best Practices for Mixed Methods Research in the Health
Sciences. Office of Behavioral and Social Sciences Research (OBSSR).

Davis, G.F. (2015) What Is Management Research Actually Good For ? Harvard Business Review [online] Available;
https://hbr.org/2015/05/what-is-management-research-actually-good-for[Accessed 1st September 2017].

Dewberry, C. (2004) Statistical Methods for Organizational Research. London: Routledge.

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De Vaus, D.A. (2013) Surveys in Social Research. 6th edition. London: Routledge.

Denzin, N and Lincoln, Y. (Eds) (2013) Collecting and Interpreting Qualitative Materials. 4th edition. Thousand Oaks, California:
Sage.

Hammersley, M., Atkinson, P. (2007) Ethnography: Principles in Practice. London: Routledge.

Moutinho, L.A., Hutcheson, G.G.(eds) (2011) The SAGE Dictionary of Quantitative Management Research. 1st Edition. London:
Sage
Mukhopadhyay, S. and Gupta R. K. (2014) Survey of Qualitative Research Methodology in Strategy Research and Implication for
Indian Researchers Vision. Vol 18(2), pp. 109–123.

Saunders, M.N.K. and Rojon, C. (2011) On the attributes of a critical literature review. Coaching: An International Journal of
Theory, Research and Practice. Vol 4 (2), pp. 156-162.

Thorpe, R., Holt, R. (eds) (2008) The SAGE Dictionary of Qualitative Management Research. London: Sage

Vargas Hernández, J.G., Arandia Pérez, O, E. and Rangel, A, C (2016) A Review of Research Methods in Strategic Management;
What Have Been Done, and What is Still Missing. Journal of Knowledge Management, Economics and Information Technology. Vol
6(2), pp. 1-42.

VITAE (2012) Researcher Development Framework. [Online] Available: https://www.vitae.ac.uk/researchers-professional-

development/about-the-vitae-researcher-development-framework. [Accessed 27th July 2017].

Yin, R. (2013) Case Study Research: Design and Methods. 5th edition. Thousand Oaks: Sa

Journals; You should consult journals on research methods, and those relevant to your topic area.

E Journal of Business Research methods http://www.ejbrm.com/issue/current.html

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Organizational Research Methods; http://journals.sagepub.com/home/orm

Journal of Business Research; https://www.journals.elsevier.com/journal-of-business-research/

Other

Margaret Roller Blog; https://researchdesignreview.com/about-rdr/

Ethnographic Research ; http://blog.usabilla.com/top-ethnographic-research-videos/

Journal of Organizational Ethnography

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 2. TAUGHT PROGRAMME
Sessio Workshops and activities
TOPICS
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1 Introduction to module; the 3Ss- science, Assigned task. Scientific, sensibility and situational influences on being a doctoral researcher
sensibility and situation and choosing research topics. Individual Self-assessment of sensibility. 250 words on trust and
truth and 250 environmental constraints
2 Topics and titles; Research questions, aim, Read and compare a good example and a bad example.. Generating and refining topics, writing
objectives and hypothesis testing an aim. Generating questions and objectives. Exercise in groups of 4.
3 Research approaches and choices The scientific method and Positivist and Interpretivist approaches; comparison, choice and
consequences. The DBA and ‘Action’ Context
4 Research design and methodological approach to Read and review 3 Articles on quantitative and qualitative and mixed method designs.
research Discussion of these.
5 Data collection and analysis Quantitative data collection and analysis. Qualtrics. SPSS. Demonstration only
Illustration; Working with or creating large datasets
6 Data collection and analysis Qualitative data collection and analysis. Note-taking. NVIVO. Demonstration only. Illustration;
ethnographic studies
7 The literature review and published accounts of Planning a doctoral level literature review. Critical literature review checklist. Search engines.
research Endnote.
8 Social Media options for doctoral researchers Dialogue, Interaction, storage, reflection, community engagement, keeping informed
9 Presentations As per template. Assessed for 30% of overall mark
10 Assignment preparation No taught class; development of previous assigned tasks to refine all components
11 Assignment completion; research proposal and its Class workshop and further guidance, queries and advice. Mixed Methods Issues
components
12 Module review 3S summary and review; Progress towards being a doctoral researcher; 1 minute statements on
“I am a doctoral researcher who..”
Professorial inputs and/or specialist guest inputs will be scheduled throughout, to be notified.

SEMINAR/WORKSHOP PROGRAMME; Seminar workshops will take place every week following the lecture. Full details of the topics
to be covered during the tutorials will be provided at each tutorial on a week by week basis and/or via Moodle. The tutorial topics will
build on areas covered at the lectures, and assist in the completion of assigned but not assessed tasks. Tutorials will be highly

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 interactive with students expected to be active participants in debate and discussion. Students will be expected to be fully prepared for
tutorials, having read the identified materials or completed the relevant assigned tasks outside the class.
Sess PREPARATION in advance of the class
ion
1  Download and read the module handbook.
 Read the article 'What is research for ?'
 Bring a 15 word description of your topic
2  Have read and be able to discuss the two
examples of RMP past proposals
3  Have read material on research
philosophies and be able to discuss your
project with respect to research
philosophy
4  Have identified keywords for your topic and
used at least one search engine to source
articles
 Have identified the three leading journals in
your topic area
 Have identified the major debates and any
controversies in your topic area
5  Read the three articles provided on different
research design approaches
 Identify the research design approach which
you are thinking about adopting for your topic;
provide a 250 word description of why this is
appropriate
OUTCOMES What you are expected to have by the
end of each session
 A draft 15 word title for your topic
 A draft problem statement and rationale for researching
this topic
 Glossary of key term
 Revise the draft title, problem statement and rationale
 Identify and Plan your own assignment and proposal
 A statement of the overall approach to theory-data in
terms of positivism or interpretivism/phenomenology
 A description of what the alternative approach would
entail.
 An initial pilot of a critical literature review, evaluated
using the critical literature review checklist
 A plan for the development of a full literature review;
sources and focus
 Correct formatting of all references
 Plan for using software to support your literature review;
Endnote or other
 A description of the aim, questions and objectives (how
you will research) for your topic
 An explanation of the design to be adopted as
quantitative, qualitative or mixed method
 An outline of the population(s), sampling, variables and
hypotheses or themes to explore
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6  Re-Read quantitative data analysis paper,  Description and explanation of a quantitative data
familiarise with SPSS collection and analysis plan
 Identification of tools and techniques to be used to
collect and analyse data
7  Re-Read qualitative data analysis paper  Description and explanation of a quantitative data
 ,familiarise with NVIVO collection and analysis plan
 Identification of tools and techniques to be used to
collect and analyse data
8  Have set up a linked in and twitter account  Have an established profile on linked in
 Options for adopting social media to conduct
research
9  Submit presentation  Compile all previous outcomes and present using the
template provided- 10 minutes maximum
 Feedback on the presentation
10  Develop assignment draft

11  Re-read the mixed methods paper  Have a clear view on if mixed methods is
 Identify queries and issues for group appropriate, and what this means for your project
discussion on completing the assignment
12  Prepare a 1 minute statement on ‘I am a Knowledge necessary to complete the written assignment
Doctoral Researcher…’
Submit RMP assignment by deadline

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 3. MODULE ASSESSMENT

Specific submission requirements

Presentation

Use the template provided, presenting for 10 minutes. A copy must be provided in advance to the tutor by 5.00 two days prior to the
presentation date.

Assignment

 Maximum word count is 5000 words (+/- 10%). Marks maybe deducted for submissions that are excessively long or short.
Please indicate the word count on your report.
 Your report should be typed in word format and submitted via turnitin on or before the due date.
 Please use a minimum font size of 12 and line spacing of either 1.5 or 2. Don’t forget to insert page numbers into your
document.
 Your report should be submitted no later than the date and time specified, unless an extension has been obtained from the
module coordinator in advance of the submission date. Extensions will only be given for reason of illness. In all cases a
medical certificate/letter signed by a doctor must be submitted. Marks will be deducted for late submission of work without
permission, according to the University regulations.

Marking Criteria and Breakdown of Marks for Presentation and Assignment

In assessing your presentation and assignment, the following criteria will be applied:

 Knowledge and Understanding: Is the research area/problem clearly outlined? Is a credible rationale for the area of
investigation provided? Are appropriate research questions identified and/or objectives? Is the plan for the review of
literature critical and does it demonstrate wider understanding of research area and appropriate theories and frameworks?
Overall, does the student demonstrate knowledge of chosen research area? (40%).

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  Skills and Application: Does the proposal demonstrate a doctoral researcher mindset ? And an understanding of research
approaches, methods and their use in the design of the proposed research; including taking account of sampling, access
and ethical issues and challenges? Overall, does the student demonstrate a grasp of the skills required in the application of
research methods and approaches in the design of a specific programme of research? (40%).
 Structure/Organisation and Presentation: Is the presentation/report word-processed, grammatically correct and of the
appropriate length? Does it follow the suggested structure? Are all key areas covered? Does the presentation/report
acknowledge sources and use the Harvard system of referencing? Is there a robust conclusion? Overall, does it adhere to
the specific submission requirements? (20%).

Note that for any re-submission required following a fail on first submission the student will be expected to also include
and re-submit in their assignment the format shown below, on the feedback they were provided on their initial
submission and an indication of the changes they have made to take that feedback into account.

Aspect Feedback given on first submission Changes made in resubmission

Knowledge and Understanding

frameworks? Overall, does the

Skills and Application:

Structure/Organisation and
Presentation:

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 Appendix 1; Marking Criteria

Knowledge and Understanding-40

A 90- Exceptional A fresh and exciting research area which has tremendous and substantial merit in the field of leadership and management. An aim and
1 100 rationale for studying this which clearly identifies a value for academic investigation, presenting a lucid conceptual framework for this.
Excellent questions and objectives are set. The literature review is critical in the sense set outlined in associated guidance. Theories are
explicitly and cogently identified and analysed. Extensive knowledge of the themes involved is demonstrated.
A 80-89 Outstanding A research area which has substantial merit in the field of leadership and management. An aim and rationale for studying this which
2 Significantly clearly identifies a value for academic investigation presenting a lucid conceptual framework for this. Excellent questions and objectives
exceeds are set. The literature review is critical in the sense set outlined in associated guidance. Theories are explicitly and cogently identified and
standard for a analysed. Extensive knowledge of the themes involved is demonstrated.
pass
A 70-79 Excellent A research area which has general merit in the field of leadership and management. An aim and rationale for studying this which clearly
3 Very much identifies a value for academic investigation presenting a good conceptual framework for this. Excellent questions and objectives are
exceeds set. The literature review is critical in the sense set outlined in associated guidance. Theories are explicitly and cogently identified and
standard for a analysed. Extensive knowledge of the topic is demonstrated.
pass
B 60-69 Very good A research area which has general merit in the field of leadership and management. An aim good rationale for studying this which
1 Above standard considers well the value for academic investigation. Good questions and objectives are set. The literature review is in some respects
for a pass critical in the sense set outlined in associated guidance. Theories are explicitly identified and considered. General academic knowledge of
the topic is demonstrated.
B 50-59 Good A research area which has some merit in the field of leadership and management. An aim rationale for studying this which considers
2 Meets standard aspects of the value for academic investigation presenting a good conceptual framework for this. Good questions and objectives are set.
for a pass The literature review is in some respects critical in the sense set outlined in associated guidance. Some theory is explicitly identified and
considered. General academic knowledge of the topic is demonstrated.
C 40-49 Does not meet A research area which has little or no merit in the field of leadership and management. No aim and/or rationale for studying this which
threshold considers aspects of the value for academic investigation or conceptual framework for this. Inappropriate or unclear questions and
standard for a objectives are set. The literature review is not critical in the sense set outlined in associated guidance. Little or no theory is explicitly
pass identified and considered. General academic knowledge of the themes involved is poor.
D 30-39 Well below A research area which has no merit in the field of leadership and management. No aim and/or rationale for studying this. Inappropriate or
threshold unclear questions and objectives are set. The literature review is inadequate in the sense set outlined in associated guidance. No theory is
standard for a explicitly identified and considered. General academic knowledge of the themes involved is very poor.
pass
E 1-29 Significantly Inappropriate research area in the field of leadership and management. No aim or rationale. No questions and objectives are set. The
below threshold literature review is wholly inadequate. No theory is identified and considered. General knowledge of the themes involved is very poor.
standard for a
pass

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Skills and Application-40
A 90- Exceptional Themes in research methods are all cogently and concisely identified, described and analysed for the topic and project proposed. Concrete
1 100 proposals which relate to sampling, access and ethics are given which are robust and credible. Research design is clearly interconnected
with the actual project proposed, and is wholly valid and reliable. The personal and academic skills required to complete this project are
acknowledged, and either demonstrated or a plan for developing them is evident. The scope and focus of research is inspiring, realistic,
credible and robust. Well articulated expected contribution from the study
A 80-89 Outstanding Themes in research methods are all cogently and concisely identified, described and analysed for the topic and project proposed. Concrete
2 Significantly proposals which relate to sampling, access and ethics are given which are robust and credible. Research design is mainly interconnected
exceeds with the actual project proposed, and is wholly valid and reliable. The personal and academic skills required to complete this project are
standard for a acknowledged, and either demonstrated or a plan for developing them is evident. The scope and focus of research is realistic, credible and
pass robust. Well articulated expected contribution from the study
A 70-79 Excellent Themes in research methods are mainly cogently and concisely identified, described and analysed for the topic and project proposed.
3 Very much Concrete proposals which relate to sampling, access and ethics are given which are robust and credible. Research design is well
exceeds interconnected with the actual project proposed, and is largely valid and reliable. The personal and academic skills required to complete
standard for a this project are acknowledged, and either demonstrated or a plan for developing them is evident. The scope and focus of research is
pass realistic, credible and robust. Well articulated expected contribution from the study
B 60-69 Very good Themes in research methods are well identified, described and analysed for the topic and project proposed. Some Concrete proposals
1 Above threshold which relate to sampling, access and ethics are given which are robust and credible. Research design is interconnected with the actual
standard for a project proposed, and is valid and reliable. The personal and academic skills required to complete this project are acknowledged, and
pass either demonstrated or a plan for developing them is evident. The scope and focus of research is mainly realistic, credible and robust. Well
articulated expected contribution from the study
B 50-59 Good Themes in research methods are identified, described and analysed for the topic and project proposed. General ideas and proposals which
2 Meets threshold relate to sampling, access and ethics are given which are robust and credible. Research design is interconnected with the actual project
standard for a proposed, and is largely valid and reliable. The personal and academic skills required to complete this project are understood, and a plan
pass for developing them is evident. The scope and focus of research is mainly realistic, credible and robust. Some articulated expected
contribution from the study
C 40-49 Does not meet Themes in research methods are identified, described and analysed for the topic and project proposed. General ideas and proposals which
threshold relate to sampling, access and ethics are given which are robust and credible. Research design is interconnected with the actual project
standard for a proposed, and is largely valid and reliable. The personal and academic skills required to complete this project are understood , and a plan
pass for developing them is evident. The scope and focus of research is mainly realistic, credible and robust. Lacks an articulated expected
contribution from the study
D 30-39 Well below Themes in research methods are inappropriate, unclear or confused. No ideas and proposals which relate to sampling, access and ethics
threshold are given. Research design is not considered in any depth. No appreciation of the personal and academic skills required to complete this
standard for a project. The scope and focus of research is entirely unrealistic, not credible and not robust. No articulated expected contribution from the
pass study
E 1-29 Significantly Themes in research methods are not considered. No ideas and proposals which relate to sampling, access and ethics are given. Research
below standard design is not considered . No appreciation of skills required to complete this project. The scope and focus of research is entirely

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 for a pass unrealistic, not credible and not robust. No articulated expected contribution from the study
Structure/Organisation and Presentation-20
A 90-100 Exceptional All elements of structure present, and all sections completed with conscientious consideration of the particular project proposed. Clear
1 and strong interconnection between questions, literature and methods. Literature research extensive, critically appraised resources on
theory, constructs and methods. Grammar, spelling and formatting correct. Aim, objectives, sub-questions and conceptual framework all
outstanding.
A 80-89 Outstanding All elements of structure present, and most sections completed with conscientious consideration of the particular project proposed. Clear
2 and strong interconnection between questions, literature and methods. Literature research extensive, critically appraised resources on
theory, constructs and methods. Grammar, spelling and formatting correct. Some aspects of Aim, objectives, sub-questions and
conceptual framework outstanding.
A 70-79 Excellent All elements of structure present, and most sections completed with conscientious consideration of the particular project proposed. Clear
3 and strong interconnection between questions, literature and methods. Literature research extensive, good use of resources on theory,
constructs and methods. Grammar, spelling and formatting correct. Aim, objectives, sub-questions and conceptual framework all
excellent.
B 60-69 Very good All elements of structure present, and most sections completed with conscientious consideration of the particular project proposed. Good
1 interconnection between questions, literature and methods. Literature research good, good use of resources on theory, constructs and
methods. Grammar, spelling and formatting correct. Some Aim, objectives, sub-questions and conceptual framework excellent.
B 50-59 Good Meets All elements of structure present, and all sections completed with general consideration of the type of project proposed. Limited
2 standard for a interconnection between questions, literature and methods. Literature research good, good use of resources on theory, constructs and
pass methods. Grammar, spelling and formatting correct. Most aspects of aim, objectives, sub-questions and conceptual framework good.
C 40-49 Does not meet Some elements of structure not present, and /or sections completed without sufficient consideration of the type of project proposed.
standard for a Lacking interconnection between questions, literature and methods. Literature research limited, poor use of resources on theory,
pass constructs and methods. Grammar, spelling and formatting incorrect. Aim, objectives, sub-questions and conceptual framework not
adequate
D Structure not present, and /or sections completed without sufficient consideration, no use of resources on theory, constructs and methods.
No interconnection between questions, literature and methods. Many errors with grammar, spelling and formatting. Lacks Aim,
objectives, sub-questions and conceptual framework
E 1-29 Significantly Structure not present, sections completed without sufficient consideration of the topic at hand, no use of resources on theory, constructs
below standard and methods. No interconnection between questions, literature and methods. Extensive errors with grammar, spelling and formatting.
for a pass Lacks Aim, objectives, sub-questions and conceptual framework

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