Academic Skills Centre

Writing And Study Skills

Identifying a research area/topic Postgraduate Seminars

1 Establish context: what is known 2 What still needs to be researched

Historical Main concepts, Eminent scholars/ Previous Gaps Inconsistencies Controversies Differences in
Context terminology etc. researchers research interpretation

Acknowledge/evaluate
contribution

Methods Theory

Most Individual Most commonly Individual 3 Define and limit research plan
commonly approaches used approaches
used

Research Type of Focus

pattern research

Review Implement/ Replicate Test Quantitative Qualitative Combined

research apply theory prior hypothesis
research

Theory Method Interpretation Policy Other

1) ESTABLISH THE CONTEXT: WHAT IS KNOWN
a) Survey the relevant historical context: this varies depending on your subject, for example, if you are studying the development of literary criticism, you would go back as far as Aristotle’s
Poetics, written in the fifth century BC, whereas if you are looking at cloning, you would focus (I presume) on developments in the late twentieth century.

b) Familiarise yourself with any terminology you do not already know, and make sure you understand the main concepts; you may need to define some terms and concepts, since
operational definitions are sometimes different from nominal ones (for example, the definition of ‘poverty’ may be defined according to different criteria: it is important that you are clear
about what you mean when you use such terms).

c) Make sure you know who the most important scholars and commentators are in your field, and what their contribution is—this should be acknowledged and evaluated: in which areas is
their contribution most valuable? does their research point to areas needing further exploration? are there aspects of the field that they do not address? what are the strengths and
weaknesses of their contribution?

d) What are the most important previous studies in your particular field? Find out what sorts of methods and theories have been used in researching the area: which ones are most
commonly applied? Does anyone have a particularly unusual approach, using a method or applying a theory that is distinctively different? Evaluate both the usual and the unusual
examples you find. What are the advantages and disadvantages of the various approaches?

This survey should help you

2) Discover and identify what still needs to be researched
a) As you go through the literature, particularly when evaluating the research that has already been done, be alert to indications that there are
i) gaps: areas that warrant research but none has been conducted
ii) inconsistencies: places where similar research has yielded different results, or where you feel that people have reached conclusions that are not consistent with the evidence (this
applies to arguments as well as primary research)
iii) controversies: are there any issues on which opinion is divided, or there is marked disagreement among scholars?
iv) differences in interpretation are often a sign that further research could help clarify the issues or show how these varying interpretations can be reconciled.

At this stage you should have enough material to demonstrate to your reader that your topic is viable and original, or if you intend replicating some research, it is justified.

3) Define and limit your research plan

a) Identify the research pattern you will be using: what, specifically, will you be doing:
i) reviewing research: this would involve a detailed, exhaustive exploration of all the previous steps. You would also concern yourself with identifying patterns and trends in the field)
ii) implementing or applying a theory
 iii) replicating prior research: you would normally do this to confirm or refute previous findings, to resolve a controversy, to iron out or explain inconsistencies, or to resolve differences in
interpretation
iv) testing a hypothesis: the most common type of research

b) Specify what type of research it will be:

i) quantitative
ii) qualitative
iii) a combination of the two
 Thesis Design: Quantitative and Qualitative Studies Compared
From Anderson, Jonathan and Millicent Poole. Assignment & Thesis Writing. 3rd
Element of design Quantitative Study
Characteristics Experimental, and results are usually expressed
numerically
Hypothesis Research questions usually framed as testable
hypotheses. The relationship between the
hypothesis and previous research must be
apparent.
Assumptions Identify and state whichever assumptions
underlie the research project.
Limitations Includes time and funding constraints, as well
as limits on length of study. Check also access
to equipment and resources.
Delimitations (restricting the study to Limiting the study to certain groups, types of
make it manageable) data, etc.
Definition of terms Define all key terms and variables. The latter
are defined in terms of how they are measured
quantifiably.
Appropriateness of research design Outline and justify selection of statistical tests of
hypotheses. Establish significance levels for
rejecting null hypothesis.
Description of population and sample Define population and establish appropriate
Edition. Brisbane: Wiley, 1998. p24-28.
Qualitative Study
Focus is on contextual meaning rather than
measurable data
The hypothesis is usually framed as a specific
argument or thesis based on fairly general
definitions that are refined and developed as
research progresses. It is advisable to make this
explicit at the outset, to allow for these changes.
Include cultural assumptions, and any personal
bias you are aware of.
In addition to the limitations listed for
quantitative research, include an
acknowledgement that interpretations of data
may vary according to the context in which they
are viewed (culture, historical period, different
perspectives, etc.)
Controlling the number of subjects, time taken,
general scope of the research.
Define all key terms. Expect some definitions to
change as study progresses.
Describe research methods selected on the basis
of an evaluation of their advantages and
disadvantages.
Describe method of selection and justify it. In
 sampling procedure. Justify it. Basic potential
problem is bias.
Control of error Consider variables and establish which ones can
be controlled. All others are usually randomised.
Describe both controls and variables.
Reliability and Validity Of test instruments. This must be decided
before data gathering begins. Methods must be
able to be replicated.
social research later selection methods depends
on earlier results so are not predictable. In
analytical case studies focus is on significant
patterns. Guard against bias.
Main source of error is experimenter’s personal
bias. This may be accounted for in terms of
theoretical framework.
Must be determined before research begins.
Ethical approval, control of personal bias, check
that interpretation is sound.
 FEASIBILITY CHECK FOR THESIS Academic Skills Centre

TOPICS Writing And Study

Skills

Provisional thesis statement, hypothesis, problem or question.

Significance of proposed research (justification for writing this thesis). Include results of
database search identifying similar studies and detailing how your research will differ from
them.

Necessary skills and subject knowledge What acquiring them will involve (if needed)
Facilities and materials needed (includes Accessibility
laboratories, equipment, library resources, funding,

travel, other).

Relevant Literature (note titles and authors of major relevant studies or articles)

Theoretical framework and, if relevant, proposed methodology

Expected outcome of research: its significance and implications

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Academic Skills Centre

Writing And Study Skills
Thesis proposal checklist

TITLE

 Is the title short and specific, giving a clear idea of the topic?

 Does it allow for your focus to alter?

ABSTRACT (IF REQUIRED)

 What is the situation being considered?

 What is the research question or hypothesis?

 How is the proposed research justified? What is the rationale for the research?

 If applicable, what method(s) will be used? Procedures? Sample? Instruments?

 Have you outlined the theoretical framework?

 What is the expected outcome of the research?

INTRODUCTION

 What is the problem? What is its background, or context?

 Why does it need to be investigated?

 What is the purpose of your research? (to identify; to measure; to develop; to

determine; to analyze; to evaluate)

 What is your thesis or hypothesis (your proposed solution)? How does it relate to the
problem

 What are the applications and implications of the research?

 What are your subsidiary questions? How do they relate to the main research
problem?
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KEY TERMS

 Have you provided operational definitions of any terms that are unusual, unfamiliar,
or being used in a specific way in your research?

LITERATURE REVIEW

 Does your review of the literature relate your topic and your research objectives to
the most significant literature and research (both previous and current) in the field?

 Does the review establish the relevant context for your proposed research?

 Does it demonstrate awareness of relevant similar or related research? (What

research has been done? What are the results of the research? What theories have
arisen from the results?)

METHOD AND/OR THEORETICAL FRAMEWORK

 Have you described in detail the design of your proposed study?

 Have you specified the population and sampling procedure? Why have you chosen
this particular sample?

 Have you described the measuring instrument(s) you plan to use?

 Can the procedure be replicated from what you have written?

 Is there a detailed account of the procedure and time frame of data collection?

 Have you explained how you will analyze the data you collect?

 Is it clear that you know of alternative methods you could use, and that you have
good reason for having chosen the one(s) you intend using?

 Have you specified clearly the criteria by which you expect to judge the success of
your project?

 Have you identified the theoretical approaches commonly taken in your topic?

 Which one do you intend to use? Why?

 If there are several possible approaches, which one(s) will you use in your conceptual
framework?
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SOURCES OF EVIDENCE AND AUTHORITY

 Have you specified where you expect to find your data?

 Have you checked to confirm their accessibility?

 Have you verified their reliability and validity?

LIMITATIONS

 Have you clearly identified which elements in your study will restrict the
generalizability of your study?

KEY ASSUMPTIONS

 Have you established what assumptions you are making and stated them clearly?

RESOURCES

 What resources will you need? Have you verified their availability?

ETHICAL CONSIDERATIONS

 If your research requires ethical consent, have you obtained it?

PLAN AND TIMETABLE

 Have you drawn up a tentative chapter outline which can be presented as a draft
contents page with brief annotations about expected content?

 Have you prepared a research timetable with major milestones noted on it?

BIBLIOGRAPHY

 Have you included a bibliography listing the publications referred to in your proposal?

 Have you included relevant annotations if required?

 Have you formatted the bibliography in the appropriate style?

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COMMON MISTAKES TO AVOID WHEN WRITING A THESIS PROPOSAL

(by Paul T.P.Wong)
 Failure to provide the proper context to frame the research question
 Failure to delimit the boundary conditions for your research
 Failure to cite landmark studies
 Failure to present accurately the theoretical and empirical contributions of other
researchers
 Failure to stay focused on the research question
 Failure to develop a coherent and persuasive argument for the proposed research
 Too much detail on minor issues, but not enough detail on the essentials
 The proposal is not well-organized … [and lacks] a clear sense of direction
 Writing [that] is neither clear nor concise.