2 Ebook Writing Research Proposal PDF

The Practical Guide into Writing a Research Proposal
Zainudin Awang, Mahadzirah Mohamad
Preface
Writing a research proposal is always the most difficult task in life for any
researcher, especially for beginners. However, no research project would be
allowed to proceed without passing the proposal stage. It is believed that once
the researcher passed this stage, the proposed research is almost 40% done.
The other 60% would consist of data collection, data analysis, and the write-up of
the whole report.
This book is designed to provide practical guides for students in writing a

research proposal. The introduction of the book begins with the Q & A format
containing the most frequently asked questions concerning a research proposal.
Chapter two explains the layout and the style of writing citations in a research
proposal. Chapter three provides the complete outline of a research proposal.
The outline consists of three chapters, namely the introduction of the study, the
literature review, and the research methodology. Each of the chapter consists of
several subtopics that require a certain amount of clarification about the
proposed research. The book explains the information that is required for every
subtopics under the respective chapter.
In making the explanation more effective and easily understood, the book
provides empirical examples obtained from the previous proposals. It is hoped
that after going through all the chapters in this book, the readers would obtain
precious knowledge and skills concerning a research proposal. At the end of the
day, the authors hope that this small book would enable the reader to begin
writing their own research proposal.
Zainudin Awang, PhD

Mahadzirah Mohamad, PhD
Contents
Preface i
Chapter 1: Introduction to Research Proposal 1

What is a Research Proposal? 1
Why is Research Proposal so important? 2
Frequently Asked Questions (FAQ) concerning Research Proposal 2
Distinctions Between “Action” and “Philosophical” research 10
Action Research 10
Philosophical Research 11
Theoretical Framework of the study 12
Examples of How Different Constructs (Independent, Mediator, Moderator 15
and Dependent Constructs) are Assembled in a Model
Chapter 2: Layout and Style Of Writing Citations 19

Title Page 19
Page Layout 19
Page Numbering 19
Spacing and Justification 20
Font Face and Font Size 20
Citing References 20
Writing Bibliography 22
Chapter 3: Chapter Outlines in a Research Proposal 25

Brief Explanation for Each Item Under the Respective Chapter 26
Chapter I: Introduction of the Study

Introductory Paragraph 26
i
Problem Statement of the Study 29
Objectives of the Study 32
Research Questions of the Study 35
Research Hypothesis of the Study 37
Contribution of the study 48
Chapter II: Literature Review of the Study 51

Discuss the Results of Previous Studies in the Same Area 53
Critical Reading of Literature 53
Discuss the Variables Involved in Previous Studies 55
Discuss and Compare the Findings by Previous Researchers 62
Define the Terms for Every Variable Involved in the Study 64
Chapter III: Research Methodology 65

Target Population and Unit of Analysis (UOA) of the Study 65
Procedure for Sampling and Data Collection of the Study 66
Theoretical Framework of the Study 68
The relationship between Research Objective, Research 70
Question, Research Hypothesis, and Contribution
Measuring Instrument for Each Construct in the Study 71
An example of a questionnaire used in the study 76

Scales Employed to Measure Item Statement in a Questionnaire 83
Determination of Sample Size to be used in the Study 84
Assumptions Required for Statistical Distribution 84
Another Example of How to Determine the Sample Size 85
Procedure for Data Analysis in the Study 88
Statistical Method to be Employed for Hypothesis Testing 90
Scope and Limitations of the Study 92
Tentative Schedule for the Study 93
ii
Appendices
Appendix 1: The theoretical model for the study showing the three main hypotheses. 94
Appendix 2: The theoretical model for the study converted into AMOS Graphic 95
Appendix 3: Test of hypotheses for the selected moderating variables in the study 98
Appendix 4: The measurement model for patients‟ service quality 99
Appendix 5: The output for measurement model of patients service quality 100
Appendix 6: The inter-relationship among constructs in the model 101
Appendix 7: The output of Structural Model 102
Appendix 8: The output of Structural Model 103
Appendix 9: The Foolproof Research Proposal Template 104
Appendix 10: Theoretical Framework of the study 105
References 109
iii
Chapter 1
Introduction to Research Proposal
The objectives of this chapter are:
 To provide the proper definition of a research proposal

 To highlight the importance of a research proposal
 To address the frequently asked questions about research proposal
 To explain the distinction between action and philosophical research
 To describe the theoretical framework of the study
WHAT IS A RESEARCH PROPOSAL?
Research proposal is a detailed document that you, as a researcher, submit to

your lecturer, your supervisor, the approval committee, government departments,
or private organizations with the purpose of convincing them that you have a
worthwhile research project to carry out.
Remember: You are submitting the proposal with the hope that the other party
would approve it so that you could carry out the proposed project.
The most important element in your proposal is to present in writing to the

approval party that the proposed research is very important, and you have the
competence to carry out that research. The importance of a research proposal is
determined by the significance of the research it proposes. The significance of
research can be in terms of cost saving to the organization, as well as the
efficiency of the process that could satisfy customers. At this point, you want to
win their trust. Hence, you have to prepare a detailed work plan for that particular
research from the beginning to the end. This is because by reading your
proposal, the other party could make their own judgment on you!
Scientifically speaking, a research proposal is a „blueprint‟ of the proposed

project. Thus, it must contain every single item of the research project.
1
Specifically, the research proposal should be able to address the following
questions:
What do you propose to study? Why do you propose to study it?

What is the issue? What is wrong with the present system? Is
there any ambiguity arise? What do you want to highlight? Are
you trying to propose certain improvements to the present
system? What is the problem statement? What is the literature
gap? What is lacking in the literature? How are going to do it?
Who is your target population? How will you obtain the sample?
What are the main variables or constructs in this study? What
are you trying to prove through this study? Have you done
preliminary studies on the issue? What is the importance of your
research? What will be the contribution of your research to the
existing body of knowledge? Who will benefit from your
research? When is the expected completion time of your
research?
The above questions are considered worth millions of ringgit. As a

researcher, you should be able to answer each and every question with
confidence in order to win the approval from your supervisor or from the
research committee if you are doing the postgraduate study.
WHY IS RESEARCH PROPOSAL SO IMPORTANT?
Research proposal is so important because it reflects the quality of the proposed

research, but more importantly, it would reflect the competence of the researcher
in the first place. On the other hand, a bad research proposal simply shows that
the researcher is not sufficiently competent to carry out that particular project or
at least he is not completely sure of doing it successfully from the beginning to
the end. Those who read your research proposal will have a perception whether
the proposed research is viable, worthwhile, and more importantly, meaningful.
FREQUENTLY ASKED QUESTIONS (FAQ) CONCERNING RESEARCH

PROPOSAL
In order to make the explanation straightforward and easily understood, the

authors would like to highlight the importance of research proposal by addressing
the most frequently asked questions by the supervisor concerning a study:
2
1. What do you want to research? In other words, what is the issue?
This simply means what is the title of your research project. What issue or
problem that you identified from the existing situation that requires you to
perform research? Is that actually a problem in the first place? Alternatively, is
it just a symptom to a problem? Is it worth doing research based on the
proposed budget? Your research title should be concise and comprehensive.
Avoid the title that reflects something that is too general because it cannot
catch the audience‟s attention since it has no specific focus.
Example 1.1: Phrasing the research title
An examination of quality dimensions in service industry …

This title should be avoided because it is too broad, it has no specific focus,
and it fails to catch the reader‟s attention.
Instead, you should change the title to:
An examination of service quality dimensions in higher education…
On the other hand, if you want to focus specifically on the behavioral

intentions of the respondents, you could change the title to:
An assessment of service quality dimensions in higher education and
its influence on the behavioral intentions of the outgoing students.
Alternatively, a slight change in the wordings could still carry the same
meaning; you could change the title to:
The influence of service quality dimensions on the behavioral intentions
of the outgoing students in higher educational institutions.
In order to make the topic more impressive, another approach on the same
subject that you could use is as follows:
The importance of behavioral intentions for the long-term growth and
survival of higher educational institutions in Malaysia.
Alternatively, if you want to make your topic look more commercial, you could
use the following topic:
The importance of service quality on the long-term growth and survival

of higher educational institutions: The study on the outgoing students.
3
Remember, the title should clearly indicate the independent and dependent
variables involved in the study.
Example 1.2: Phrasing the research title
The relationship between service quality, customer satisfaction, and

customer loyalty in the higher education industry.
Remember, the topic should highlight the importance of your research
because it will bring a certain impression to your audience.
Do not let your audience say, “I don’t see the urgency of this research for
the time being” or “You need to make a clear focus regarding the
proposed project”.
2. Why do you want to carry out the research?
Is there any issue? Any debates in the literature regarding this issue? Do you
have an existing model to examine based on debates in the literature?
Sometimes, the existing model is no longer valid due to rapid changes in the
characteristics of the population. You should be able to explain the
consequences to the industry in general if the research is not done to address
the underlying problem. The gaps in the literature could occur due to changes
in socio-economic of the population (education, occupation, and income),
changes in lifestyle, changes in perception, and changes in government‟s
policy.
Issues: can be part of the objective or an initiative of the study.
Example of an issue:
1. The increasing pressure for the government to study the effectiveness of

certain policies in handling the problem of jobless graduates. Thus, the
objective here is to examine the effectiveness of the government‟s policy
in handling the problem of jobless graduates in the country.
2. The growth of demand for higher education, thus the government needs
to make initiatives to make Malaysia an education hub in the region.
Therefore, the objective here is to study the possibility of making Malaysia
as a service provider for higher education in the region.
4
3. The increasing trend of foreign tourists seeking medical treatment

overseas. Thus, the government needs to promote Malaysia as a
healthcare tourism destination in the region since this is a lucrative
business. The objective of the study may be to assess the
competitiveness of Malaysia among countries in the region in providing
medical treatment for tourists.
What is your rationale for conducting this research? What is the

impact of the current situation on the economy, productivity,
competition, or the delivery system if the research is not carried out?
If possible, highlight the effect of the “existing problem” to the growth and
survival of the organization in the future if the existing problem is not solved.
Another look into the issue:
Higher education has become a commodity in Malaysia after the

parliament passed the Private Higher Education and Institution Act in 1996
(PHEIA, 1996). Thus, research is needed since the existing marketing model
does not include higher education as one of the commercial products in the
service industry. This may be due to the fact that providing education to the
people is considered the government‟s responsibility.
Alternatively, you might want to carry out the research to model certain
theory on the phenomena you observe, or you want to model and test your
theorized framework to describe the behavior of certain variables.
Most research studies are conducted not because of certain problems in
the current setting, but studies are carried out to determine the possibility of
improvements on the current practice to make it more efficient, more
economical, more effective, and more environmental friendly. The point is you
need to provide the rationale to justify the need for your research. If you fail to
justify the need of your research, then the audience will feel that your
proposed research is unnecessary. Your audience will be sorry to say,
“I think your proposed research is just a waste of time and resources!”
5
3. How do you plan to carry out your research?
This is your research methodology. You need to explain in detail how you
would carry out your proposed study.
A competent researcher will be able to explain exactly how he will

carry out the research from the beginning to the end. The researcher
has a thorough knowledge on the existing problem, the research
objectives to achieve, the research questions to address, the
proposed hypotheses to prove, the target population, the unit of
analysis, the sampling method, the main variables involved, the
method of sampling, the method of data collection, the method of
data analysis, the scope of the study, and the limitations for the
research. This section reflects the ability of a researcher to carry the
proposed research successfully.
Hence, you have to explain in detail in order to convince your audience to

trust you. Remember; do not let your audience to doubt your competence and
say,
“I don’t think you have the ability required to carry out this research
completely…”
4. When do you expect your research will be completed?
This refers to your research schedule. A capable researcher knows exactly

how much time it takes to accomplish each and every step in the research
project. More importantly, the researcher should be able to convince the
readers that the research will complete on time. Remember, failure to
analyze, plan, execute the plan, and monitor the progress will cause long
overdue research! Do not let your audience have a wrong judgment on you
and say,
“I don’t think your research can be completed on time…”
5. What problems are you trying to fix using your research?
This refers to the significance of your study or the contribution of your

research. A competent researcher is able to identify the problems that
require research, write a proposal to rectify or remedy the problem, and state
6
the significance of the research to the organization. If you fail to highlight that
there is actually a problem with the current situation, then there is no need for
doing research! Unless if you want to carry out research in order to examine
the possibility to improve the current process by making the process more
efficient in terms of process, as well as more effective in terms of service to
the customer.
At this stage, you need to provide your “anticipation” regarding the

potential problem that might arise in the future due to some changes in the
population characteristics such as change in socio-economic status (SES),
change in lifestyle, change in political landscape, and others.
Example: Changes in the method of communication due to the advancement

in information and telecommunication technology might affect the existing
business model. Thus, the current business model needs to get another look
at the model so that changes can be made to suit online business.
The researcher could discover the research problem either from

his/her own observation, from an informal interview on the field, from
the exploratory study, from the literature, from the comments made
by experts in the field, and also from the annual report released by
certain organizations. Sometimes, from critical reading of literature,
one will be able to figure out whether the methodology used is
correct, the target population is right, the sampling procedure is valid,
the instruments to measure variables are reliable, and whether the
statistical methods employed for data analysis meet the required
assumptions.
You might discover that previous researchers failed to achieve or provide a

proper solution to the problem. In this case, you are proposing to rectify the
“unfinished business” from past studies. You could also highlight the “gap in
the literature” in a specific area, in which your study could add to the existing
literature.
7
A competent researcher will read critically and attentively to identify

flaws so that they can propose research to fix them. The flaws in
previous study normally occur when important variables are missing
or are not considered by previous researchers. Sometimes, previous
researchers did not properly define the target population, the findings
obtained might be too general, and the sampling procedure used is
invalid. Sometimes, the statistical methods used for data analysis
overlooked the required assumptions, and hence the finding is invalid
under certain conditions.
Another possibility is that previous research might be no longer valid

due to certain time frame lapsed and when certain characteristics of
the population have changed due to changes in other variables such
as lifestyle, technology, and socio-economic variables of the
population. Hence, the need of new research is justified.
Do not let you audience make their generalization and say,
“After going through your proposal, I don’t think a new research is

urgently needed at this moment…”
6. Who will benefit from your research project?
This question refers to the importance of your proposed research.
What is the contribution of your research to the organization? What is

the solution to the current problem that your research will provide?
Who will benefit from your research? Does your research help to
identify factors that cause certain problems in the organization,
society, or country? Does your research provide an alternative
solution to a problem, or provide recommendations to improve the
situations such as increased transaction, increased profits, reduced
operating costs, or help the long-term survival of an organization?
8
Does your research contribute something to the existing body of knowledge in
the particular area? Remember, this section will expose the value of your
research. Some researchers propose certain research projects, which do not
carry much value or importance to any organization except for the sake of
doing research! Do not let your audience have bad perception on your
proposal, and say,
“I don’t think your research will bring much value to our organization…”
7. What is your direction for future research?
A good researcher knows that he cannot solve everything from a single

research. At the same time, he does not want a new researcher to “re-invent
a wheel” by doing exactly what he has been doing. Thus, by providing the
direction for future research, he guides the new researcher to begin where he
ends.
The direction for a future research is the suggestions from the

existing researcher who has completed the research. The
suggestions give directions on what new researchers should do in
the future based on what his research has achieved and also based
on the limitation of his research. The researcher normally suggests
the variables to include, whether the methodology employed needs
changes on certain aspects, whether the similar method is still valid
to be applied in different circumstances, as well as whether the new
researchers should extend into different target populations, different
types of industries, or to include the population consisting of different
socio-economic background.
The direction for future research is important to ensure that the new research
begins where the previous research ends. Furthermore, this direction is also
important to ensure that the same wheels are not being re-invented.
9
DISTINCTIONS BETWEEN ACTION RESEARCH AND

PHILOSOPHICAL RESEARCH
Action Research
This research normally contributes towards solving the existing problem in

an organization or in a community. At the end of the research, the researcher
would come out with recommendations for certain parties such as the
management, the organization, or the government to adopt and adapt the
recommendations when facing a certain problem. Some of the common
objectives of an action research are:
1) To identify the factors that contributes to the failure of Malaysian-made

products when competing in the European market.
2) To study the impact of fuel price increase on the well-being of low -income
earners in the country.
3) To determine the main factors that cause severe losses to Barisan Nasional
in the previous general election.
4) To measure the relationship between certain variables and the underlying

problem so that an improvement could be proposed.
5) To examine the effectiveness of National Service Program in fostering unity

among the multiracial society in Malaysia.
6) To discover issues and elements that contribute towards the worsening of a

current problem, and to determine the best solution to the problem.
7) To compare the effectiveness of different policies in minimizing the problem

in the short term and long term planning.
8) To evaluate the influential factors that contribute towards poor demand for
Proton cars among the Malaysians.
9) To develop the Key Performance Indicator (KPI) of the service provided by

organizations such as government departments, banks, car service centers,
fast-food restaurants, private hospitals, airlines, public transportation systems,
or the performance of „wakil rakyat‟.
10
Philosophical Research
This is an academic research. The research normally contributes towards

the enrichment of the existing body of knowledge in a particular area. The
researcher will propose his own theoretical framework to describe the current
phenomena and intends to establish the relationships among variables of interest
in his framework. The researcher could also test the validity of his theoretical
framework in different environments in order to determine if the theory can be
generalized under different industries or populations.
For example, the researcher develops his theoretical framework to

describe the relationship among service quality, customer
satisfaction, and customer loyalty based on the underlying theory
found in the literature. He supports his framework using some
comprehensive literature. The literature described research done in
other environments such as health care industry, hospitality
management, and financial services such as banking and
insurances, but not in the industry of higher education, since the
industry is quite new, at least in the developing countries like
Malaysia.
He intends to test whether his framework is also valid in the higher

education environment. In this case, he is doing a philosophical research since
his research would enrich the literature of service quality, customer satisfaction,
and customer loyalty in the higher education industry. For this type of research,
the researcher normally needs to come out with his own theoretical framework of
the study. The framework should relate his expected relationship between the
independent variables and dependent variables in the study. The researcher
should clearly define his independent, dependent, and moderating variables, and
how these variables should relate to each other in the study.
Remember: Theoretical framework is a schematic diagram that shows how

the variables of interest in the study are related to each other as theorized by the
researcher or the researcher uses the existing framework in service marketing
and includes certain variables to the model. In this case, he needs to justify and
argue the rationale (with support from the literature) for the proposed inclusion of
certain variables/constructs to the existing model. Then, the new model
(improved) is considered as his contribution.
11
THEORETICAL FRAMEWORK OF THE STUDY
Service Quality Customer Customer

Performance Satisfaction Loyalty
Independent Mediating Dependent

Variable Variable Variable
Figure 1.2a: The theoretical framework of the study showing how the main
variables are theorized to relate to each other
In Figure 1.2a, the main variables are service quality performance, customer
satisfaction, and customer loyalty. However, each variable consists of several
components as shown in Figure 1.2b. For example, service quality performance
consists of three components, namely functional quality, technical quality, and
image quality.
Functional Technical Image Market Positive

Quality Quality Quality Retention Recommendation

Satisfaction Satisfaction
with With
Process Outcome
Figure 1.2b: The components for each main variable in the study
12


Moderating
Variables
1) Duration of using the service

2) Gender, age of respondents
3) Socio-economic status of respondents
(Income, education, occupation)
Figure 1.2c: The theoretical framework shows the theorized relationship

among independent variable, mediating variable, dependent
variable, and also the moderating variables in a diagram
In the above theoretical framework, the study theorizes that service

quality performance of an organization would have a positive and
significant effect on customer satisfaction towards that particular
organization. The study also theorizes that customer satisfaction
would have a positive and significant effect on customer loyalty
towards an organization. At the same time, the study also theorizes
that the relationship between customer satisfaction and customer
loyalty is moderated by certain moderating variables, namely
customers‟ duration of using the service, their gender, age, and
socio-economic status.
13
Another method of presenting the theoretical framework is shown in Figure 1.2d.
In Figure 1.2d, the researcher is interested to test the effect of customer
satisfaction as a mediating variable linking service quality performance and
customer loyalty. At the same time, he intends to assess the effects of certain
moderating variables in the relationship between service quality performance and
customer loyalty.
SWP SWO
Customer
Satisfaction
FQ TQ IQ MR PR
SQ Customer
Performance Loyalty
Duration
Gender
Age
Income
Education
Key: SQ = Service Quality

FQ = Functional Quality
IQ = Image Quality
SWP = Satisfaction with Process
SWO = Satisfaction with Outcome
MR = Market Retention
PR = Positive Recommendation
Figure 1.2d: Modeling the influence of service quality performance on

customer loyalty using customer satisfaction as a mediating
variable.
14
Examples of how different constructs (Independent, mediator, moderator

and dependent constructs) are assembled in a model
Example 1: Modeling two independent constructs, one mediator, and one

dependent construct in a model
Figure 1.2e: Modeling parent loyalty in high educational institutions
Table 1.0: The constructs involved in the model

Corporate image is an independent construct
Service quality is an independent construct
Parent satisfaction is a mediator construct
Parent loyalty is a dependent construct
15
Example 2: Modeling two independent constructs, two mediator constructs, and
one dependent construct in a model
Figure 1.2f: Hospitality management for selected green hotels in Malaysia

EMP is an independent construct
Green image is an independent construct
Customer satisfaction is a mediator construct
Attitudinal loyalty is a mediator construct
Behavioral loyalty is a dependent construct
16
Example 3: Modeling three independent constructs, two mediator constructs, and
Figure 1.2g: The interrelationships among constructs in a leadership model

Spiritual leadership is an independent construct
Transformational leadership is an independent construct
Transactional leadership is an independent construct
Normative commitment is a mediator construct
Affective commitment is a mediator construct
Loyalty intention is a dependent construct
17
Example 4: Modeling five independent constructs, one moderator construct, and

Innovativeness is an independent construct
Pro-activeness is an independent construct
Competitive aggressiveness is an independent construct
Autonomy is an independent construct
Self-renewal activity is an independent construct
Risk management practices is a moderator construct
Firm performance is a dependent construct
18
Chapter 2
Layout and Style of Writing Citations
 To highlight the layout normally applied in a research proposal

 To address the style of citing references from the literature
 To highlight the style of writing bibliography
TITLE PAGE
All text on the title page of a research proposal is centered vertically and
horizontally. Remember, the title page has no page number and it is not counted
for page numbering.
PAGE LAYOUT
The page layout for a research proposal is as follows:
1. Left margin: 1.5 inch

2. Right margin: 1 inch
3. Top margin: 1 inch
4. Bottom margin: 1 inch
PAGE NUMBERING
Pages are numbered at the top right. There should be 1 inch of blank space from
the top of the page number to the top of the paper. Numeric page numbering
begins with Chapter 1 (although page number 1 is not placed on page 1).
19
SPACING AND JUSTIFICATION
All pages should be single-sided. The text is double-spaced, except for the long
quotation and bibliography, which are single-spaced. There should be a „one
blank line‟ between a section heading and the text that follows. Never justify the
text to the right.
FONT FACE AND FONT SIZE
Use fonts that are easily readable. The font should be 10 points or larger. The
same font should be used throughout the proposal, except for:
1) Tables and graphs that may use a smaller font.

2) Chapter titles and section headings that may use a bigger font.
CITING REFERENCES
You should use APA format to cite references within your paper.
1. If you name the author in your sentence, then follow the name with the year
of the literature in parentheses.
Example 2.1
The study done by Zainudin (2004) on adult students found the significant
relationship between….
Zainudin and Zaihan (2004) revealed the significance of relationship
between corporate image and perceived quality….
2. If you do not want to include the author‟s name as part of the text, then both
of the author‟s name and year must be enclosed in parentheses.
Example 2.2
Another researcher (Zainudin, 2005) discovered the influence of corporate

image on customers‟ perception of service quality…
20
3. If two authors are involved in the study, then include their names and
followed by the year of the study in parentheses.
Example 2.3
Zainudin and Zaihan (2004) in their study on healthcare customers found

that …..
Or Researchers (Zainudin and Zaihan, 2004)……
4. If more than two authors are involved in the study, then use et al. and
followed by the year in parentheses.
Example 2.4
Zainudin et al. (2005) found the significant influence of ……..
5. If you find more than one group of authors describing the same issue in
different studies, then include their names separated by a comma and the
year, and followed by other names.
Example 2.5
The relationship between service quality and customer satisfaction in higher

education is significant (Lau et al., 2001; Zainudin & Zaihan, 2004; Zainudin
et al., 2005).
Example 2.5a
Various studies by previous researchers in this area have proven the

significant relationship between organizational image and service quality
(Bloemer et al., 1998; Javalgi et al., 1992; Peters, 1999; Zainudin and
Zaihan 2004; Kang and James 2004). However, their studies measure the
image of an organization as a variable.
21
Example 2.5b
Several studies have examined the fundamental aspect of how certain

demographic variables influence customers‟ attitude concerning overall
satisfaction (Webster, 1989; Well and Prensky, 1996; Hadikeomoro, 2001;
Leugina, 2003; Zainudin et al., 2005).
In this study, the researcher intends to examine the influence of certain

demographic variables (length of time in the program, gender, age, family
status, family income, educational background, student‟s choice of
university, and types of university) on the management effectiveness
(overall satisfaction) of the university.
WRITING BIBLIOGRAPHY
A complete list of bibliographies that you refer to in preparing your proposal must
be attached at the end of your proposal. It is written in double-spaced, except for
a multiple line reference where a single space is used. Table 2.1 below provides
the complete guidelines of writing bibliography using the American Psychology
Association (APA) format style.
Table 2.1: The APA format style of bibliographies

BOOKS AND BOOK CHAPTERS
An entire book:
Springer, S. P. & Deutsch, G. (1985). Left brain, right brain (Rev. ed.). New York: W. H.
Freeman.
Brand, M. & Harnish, R. M. (Eds.). (1986). The representation of knowledge and belief. Tucson,
AZ: University of Arizona Press.
An anonymous book:
The American heritage dictionary (2nd college ed.). (1991). Boston: Houghton Mifflin.
22
A chapter in an edited volume:
Nadel, L., & Zola-Morgan, S. (1984). Infantile amnesia: A neurobiological perspective. In M.

Moscovitch (Ed.), Infant memory (pp. 145-172). New York: Plenum.
Levine, S. C. (1993). Effects of early unilateral lesions: Changes over the course of development.
In G. Turkewitz & D. A. Devenny (Eds.), Developmental time and timing (pp. 143-165).
Hillsdale, NJ: Erlbaum.
Note that while the names of the author(s) of the chapters are inverted, the names of the
editors of the volumes are not inverted.
ARTICLES IN JOURNALS, MAGAZINES, AND NEWSPAPERS

A journal with continuous pagination (i.e., the page numbers in one issue
begin where those in the previous issue left off):
Loftus, E. F. (1993). The reality of repressed memories. American Psychologist, 48, 518-537.
Milner, B., Corkin, S., & Teuber, H.-L. (1968). Further analysis of the hippocampal syndrome:
14-year follow-up study of H. M. Neuropsychologia, 6, 215-234.
A journal that paginates each issue separately:
Hubel, D. H. & Wiesel, T. N. (1979). Brain mechanisms of vision. Scientific American, 241(3),
150-164.
Note that in this example, the volume number (241) is followed (with no space) by the
issue number in parentheses (3), then a comma.
An article in a magazine:
Steinberg, J. A. (1991, March). Putting your business on the map. MacUser, 7, 158-163, 166-167.
Note that in this example, the article is not published on continuous pages; instead, it
appears on pages 158 through 163, and then again on pages 166 and 167.
An article in a newspaper:
Clark County schools teaching sign, integrating deaf and hearing students. (1996, January 29).
Indiana Daily Student, p. 4.
Because no author is listed for this article, the citation begins with the title and would be
alphabetized under the first significant word. If an author had been listed, the year and
date in parentheses would be listed after the author’s name, as in other periodical
citations. In the text, this source would be referred to by a shortened version of the title
(e.g., “Clark County Schools, 1996”).
23
CITATION FORMS FOR ELECTRONIC MEDIA

Internet article:
Castle, B. (2005), "Introduction to web services for remote portlets", available at: http://www-
128.ibm.com/developerworks/library/ws-wsrp/ (accessed 12 November 2007).
Multiple-page document created by a private organization:
National Parent Information Network. (n.d.) Character education: The role of parents, teachers,
and the community. Retrieved October 18, 2001, from http:/npin.org/library/2001.
(Source: Produced by Writing Tutorial Services, Indiana University, Bloomington, IN., from
http://www.indiana.edu/~wts/pamphlets/apa_style.shtml)
Example 2.6: Writing the bibliography
Creswell, J. C. (2003). Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches, Second Edition, SAGE Publications.
Jabatan Pendidikan Tinggi, Kementerian Pendidikan Malaysia (2001), Maklumat

Jabatan Pendidikan Tinggi, Statistik, 2001.
Mahadzirah, M. and Wan Norhayati, M. (2003). A Field of the Influence of Job

Satisfaction on Customer Focus in Public Higher Learning Institutions in
Malaysia, Asian Pacific Economic Conference, 2003.
Oliver, R.L. (1997). Satisfaction: A Behavioral Perspective on the Consumer.

McGraw-Hill, New York.
Owlia, M. S. and Aspinwall, E. M. (1996). A Framework for the Dimensions of

Quality in Higher Education, Quality Assurance in Education, 4(2), 12-20.
Paul, T. P. Wong (2005). How to Write a Research Proposal, Trinity Western

University, Canada. Retrieved on 03/01/2005 at http://www.
Walonick, D. S. (2005). Elements of a Research Proposal and Report. Retrieved

on 03/01/2005 at http://www.
Zainudin, A., Rustam, S., and Farouk, M. Z. (2005). Service Quality and
Customer Satisfaction in the Environment of Higher Education: A Study on
the Public and Private University Students in Malaysia, Institute of
Research, Development, and Commercialization, UiTM Kelantan.
Zainudin, A. and Zaihan, O., (2004). The Impact of Corporate Image on Perceived
Quality in Healthcare Industry. Proceeding of CSSR 2005, 50-65
24
Chapter 3
Chapter Outlines in a Research Proposal
 To explain in detail the chapter and related items in a research proposal

 To define every item in the respective chapter of a research proposal
 To provide some examples of the respective item and its writing style
A research proposal consists of three main chapters with several items required
under each chapter. The researcher needs to furnish all items so that the
committee would obtain a clear picture of the proposed research.
CHAPTER I – Introduction of the Study

1.1 Introductory paragraph
1.2 Problem statement of the study
1.3 Objectives of the study
1.4 Research questions of the study
1.5 Research hypotheses of the study
1.6 Significance of the study
1.7 Contribution of the study
CHAPTER II – Literature Review of the Study

2.1 Discuss the results of previous studies in the same area
2.2 Discuss the variables involved in previous studies
2.3 Discuss and compare the findings by previous researchers
2.4 Define the terms for every variable involved in the model
CHAPTER III – Research Methodology

3.1 Target population and unit of analysis (UOA) of the study
3.2 Procedure for sampling and data collection of the study
3.3 Theoretical framework of the study
3.4 Measuring instrument for each construct in the study
3.5 Determination of sample size to be used in the study
3.6 Assumptions required for statistical distribution
3.7 Procedure for data analysis data in the study
3.8 Scope and limitations of the study
3.9 Tentative schedule for the study
25
BRIEF EXPLANATION FOR EACH ITEM UNDER THE RESPECTIVE
CHAPTER
CHAPTER I: INTRODUCTION OF THE STUDY
INTRODUCTORY PARAGRAPH
Chapter I of your research proposal begins with a few short introductory

paragraphs.
The main intention here is to make your readers interested or excited

with your topic. Remember, you are selling your idea, and you must
catch the attention of your readers and make them stick with you all
the time. It sets the stage for you to proceed and elaborate your
subject. The introduction often contains dramatic and general
statements about the need for the research. You can use illustrations
or quotes to set the tone for your introduction.
The objectives of the introductory paragraph are:
1. To make the audience understand the urgent need for a solution to the
underlying problem. Thus, the research needs to remedy the existing
problem in order to bring the situation back to normal.
Example: The growing concern by the Malaysian public regarding the

monetary losses incurred by the country‟s investment arm, namely 1MDB.
2. To highlight the growing resistance and dissatisfaction of the people towards

certain government policies, as well as the potential threat it will bring
regarding the survival of an organization, and hence research is required.
Example: The growing resistance and dissatisfaction of the people towards

certain government policies, such as the Goods and Service Tax (GST).
3. To highlight new research (your proposed topic) that is required to address

the gap and add the new finding to the existing literature. The literate gap
that your research should consider could be one of the following:
26
a) No research has been carried out on this particular issue (new
issue). You should begin with the qualitative approach since this is a
new issue and a new phenomenon. Thus, there is no reference in the
literature in terms of the model, the constructs involved, and the
measurement scales. The findings from this study would contribute to
the literature.
b) The issues have been studied and the literature is already available.
However, based on your critical reading of the literature, you found
that certain variables have not been studied. Thus, new research is
needed to introduce new variables (mediator, moderator, and others)
to the existing model. Your study would contribute to a new model.
However, you need to have literature support for the inclusion of a
new variable into the existing model. The variable could be a mediator
or a moderator.
c) The research has been carried out in other countries where the
characteristics of their population might be different from ours. Thus,
the research is required to determine whether the same theory holds.
The findings could contribute to the literature.
d) The time lapse of previous research is too long that certain socio-
economic variable of the population has changed. Thus, new
research is required to assess whether the same theory still holds.
The change in socio-economic status, for example, would cause the
change in public perception towards certain issues. Thus, previous
findings might not hold since certain relationships might no longer be
significant. A new study could produce different findings and
contribution to the literature.
e) The contention in research methodology employed. Thus, a new

research using different methodologies is required.
Example: Previous research employed the first generation method of

multivariate analysis, namely Ordinary Least Squares (OLS)
regression to model and analyze the path coefficients among the
latent constructs in a model. Currently, with the existence of second
generation method, namely Structural Equation Modeling (SEM) to
replace the first generation method due to certain limitations in OLS, a
new study is needed to improve the analysis and come out with new
results.
27
f) The “unfinished business” from previous research. For example, the
model established in previous research has very low R 2, Thus, a new
research is required to discover other constructs to be included into
the model so that the predictive power of the new model would be
stronger. The new construct could be an independent construct, a
mediator, or a moderator.
g) A new research could begin at a point where the previous research

ends. Normally, previous researchers would outline the direction for
future researchers. The previous research could not achieve all the
aims/objectives due to certain limitations. A new research could be
carried out by considering previous research as an anchor for the
study.
Example 3.0a: An example of an introductory paragraph
The passing of Private Higher Education and Institution Act (PHEIA, 1996)
by the Malaysian parliament has brought a competitive environment in the
higher education industry to a level that no one has ever dreamed before.
Today, there are more than 20 public universities and almost 600 private
institutions of higher learning competing for potential candidates or
customers into their study programs.
GAP: To study the traditional service marketing model in a new service

environment, namely higher education since higher education has become
a commodity in the higher education industry. In other words, higher
education has become a commodity and no longer the government‟s
responsibility.
Example 3.0b: Another example of an introductory paragraph
After the general election in 2004, the Ministry of Education is revamped

and a new Ministry of Higher Education is created. This is a clear signal that
higher education in Malaysia will be given special attention so that the
government‟s aspiration to make the country a center of excellence for
education is given fresh impetus and direction. For this purpose, the
government formed a very high-level committee to study the status of higher
education, identify the strength and weaknesses, and make
recommendation that would take tertiary education to the new levels of
quality, achievement, and recognition. According to the chairman of the
28
committee, Tan Sri Wan Mohd Zahid Nordin, the committee is responsible
to make thorough study, analysis, and recommendation to make higher
education as one of the factors that would enable the country to achieve
glory, distinction, and excellence in the field of knowledge, culture, and
quality of life.
PROBLEM STATEMENT OF THE STUDY
Problem statement is the center attention of your research. It is just one main
sentence and supported by a few paragraphs of elaboration. In your sentence,
you should take the opportunity to:
1. Highlight an existing problem affecting the future survival of an

organization. The existing problem could be high employee turnover, poor
sales, returned goods, customer complaints, and other.
The previous scenario versus the new scenario – the gap
2. Highlight the present policy or method that no longer seems to be working

effectively.
The previous policy versus the new policy – the gap
3. Highlight something that needs close attention, such the increase in

customer complaints or the decline in sales volume.
Possibly the life cycle of a product or service that is at its last stage
4. Highlight current trend, current need, or current technology that your

organization needs to adapt and change accordingly.
Technological gap due to the advancement in technology
5. Highlight the changes in socio-economic variables of the customers, such

as lifestyle, consumer income, as well as the factor that might affect the
long-term survival of your organization.
Socio-economic gap due to changes in socio-economic status
6. Highlight the existing behavior of the population that causes the

prevalence of dengue cases in certain areas in the country.
29
Attitudinal and behavioral gaps between the educated and less
educated population. Education and awareness are among the
possible important variables in this study.
7. Highlight the flaws in the literature that you manage to discover in your
review. Certain flaws are serious and might have affected the results of
previous studies.
Some of the flaws are:
i) Improper definition of target population that could have caused

wrong generalization of the findings. The target population should
be the focus of the study and it should be identical to each other.
ii) Improper choice of sampling method that could have produced

biased sample, and hence getting biased data. Analyzing biased
data could produce biased results and could invite contention.
iii) Improper choice of data collection method. The study has failed to
observe the issues of common method variance and social
desirability issues. Failure to observe these two issues could also
invite contention in the findings.
iv) Improper choice of measurement scales that resulted in getting

inaccurate data (ordinal data instead of interval data). This could
spark serious contention from the audience if the study employed
parametric analysis.
v) Improper choice of data analysis method. Certain methods of data

analysis such as regression possess some limitations in analyzing
latent constructs. This method cannot model and analyze the
interrelationships among the variables in a model simultaneously.
At the same time, regression method is no longer acceptable for
analyzing latent constructs. Therefore, for these types of analysis,
the study should employ Structural Equation Modeling (SEM). In
fact, SEM is developed to cater the limitations in Ordinary Least
Squares (OLS) regression.
In short, you must present something critical that requires your proposed
research to be approved in order to remedy the problem and ensure proper
results from the analysis. Remember, if you fail to convince that there is a
problem, it simply means you fail to justify the need for your proposed research.
30
Example 3.1a: An example of a statement of the problem
The steady increase in the rate of unemployment among university graduates

in the country in the last few years is creating fear, anxiety, and frustration.
The unemployment has created a “new environment” in social setting.
While the problem statement itself is just one sentence, it is always

accompanied by several paragraphs to elaborate and support the problem.
Present some persuasive statements to justify why the problem is important

enough to conduct a study on the matter. Include some statistical figures,
graphs, and cite statements by academic experts, politicians, or findings by
previous researchers.
Example 3.1b: Elaborations and supporting statements for the problem under
study.
Support 1: Support from statistical figure
The latest figure released by the Department of Statistics (2010) shows that
there are some 150,000 of fresh university graduates are still jobless after 24
months of their graduation.
Support 2: Support from government department
In the meantime, the Ministry of Human Resource reported the alarming

figures of job layoffs in the manufacturing and banking sectors. The
manufacturing sector suffers because of the factory closure when the
investors shift their operation to China, while the banking sector suffers from a
massive takeovers and mergers.
Support 3: Support from expert in the field
According to a researcher from UiTM, the escalating figure of unemployment

among university graduates is due to the mismatch between what the
university produces and what is required by the industry. He added that the
problem occurs when the university is producing graduates without taking into
consideration of the required skills by the industry.
31
Example 3.2: Another example of problem statement
We live in a constantly changing environment. What happens today may be

completely different from what happens tomorrow. Tomorrow is essentially an
extended trend line from yesterday that is no longer true! The global economy
means that competitors are likely to come from across the oceans, as well as
from across towns.
Explain how the problem is related to business, social, or economic trends by

presenting data that demonstrates the scope and depth of a problem. Among
the evidence to support the problem are secondary data, graphs showing
declining trend against time, increasing complaints, and refunds by
customers.
OBJECTIVES OF THE STUDY
Objective of the study is what you intend to accomplish when you design your
study. Remember that at the end of your study, you should provide your
suggested solutions to the underlying problem. In other words, the objectives of
the study should arise from the problem statement.
Example 3.3: Example of objectives of the study
The objective of this study is to assess the influence of service quality

programs provided by the university on their students‟ intention to pursue
postgraduate study immediately after completing their undergraduate study.
If the objective of your research is to determine the alternative solution to an

underlying problem, be straightforward and tell your audience what you plan
to achieve in solving the problem. If you have more than one objective, you
can list them down specifically after your introductory sentence.
32
Example 3.4: Another example of objectives of the study
The objective of the study is to obtain a clear picture of service quality

dimensions in higher education from the students‟ perspective and how the
quality of service influences the loyalty of the outgoing students. Specifically,
the objectives of this study are:
1. To identify factors that affect……

2. To examine the influence of……
3. To determine the probable cause of……
4. To refine the current understanding of……
5. To measure the strength of the correlation between…..
6. To study the effectiveness of e-learning in……
7. To evaluate the cause and effect of……
Example 3.5: An example of how research objectives flow from the purpose
statement of the study.
The purpose of this study is to assess the influence of service quality

performance on students‟ satisfaction with the university. At the same time,
the study would also like to assess the influence of students‟ satisfaction on
their loyalty towards their university.
Specifically, the objectives of this study are:
1. To verify the dimensionality of service quality in higher education, namely

functional quality, technical quality, and image quality.
2. To assess the influence of every service quality dimension (functional
quality, technical quality, and image quality) on students‟ satisfaction in
using the services provided by the university.
3. To evaluate the impact of every service quality dimension (functional
quality, technical quality, and image quality) on students‟ loyalty towards
their university in terms of positive recommendation and market retention.
4. To determine the influence of students‟ satisfaction on their loyalty
towards postgraduate study at the same university.
5. To examine how certain socioeconomic variables moderate the
relationship between service quality and students‟ satisfaction with the
university.
33
6. To verify how certain socioeconomic variables moderate the relationship
between students‟ satisfaction with the university and their loyalty towards
their university in the future.
Remember. Be practical when you state your research objectives. The

audience will have a perception whether your objectives are reasonable and
achievable within the time frame and the resources available.
Another example of research objectives
The main objective of this study is to investigate the tax compliance of high-
income individuals (HIIs) in Malaysia. This study aims to examine the
determinants of tax compliance behaviors of HIIs in Malaysia. Specifically, this
study intends to achieve the following objectives:
1. To investigate the current tax structure, which includes tax complexity, penalty
rate, and tax rate of HIIs in Malaysia.
2. To examine the non-compliance determinants, namely income level, type of
income, and strategies used by HIIs towards tax non-compliance.
3. To evaluate the non-economic factors, particularly perception of equity,
perception of fairness, and attitudes towards the government that influence
HIIs behaviors.
4. To determine the socio-demographic determinants of HIIs from the resolved
audited cases towards tax compliance.
34
RESEARCH QUESTIONS OF THE STUDY
Research questions are the „ambiguities‟ that come across in the researcher‟s
mind that trigger him to propose for research. In his study, he aims to find the
answer to his research questions. Research questions often come into a
researcher‟s mind after he develops his research objectives. These questions are
normally typical to the questions that would come from the audience after reading
the research report.
A good researcher is able to predict the questions that would come from the
audience, and will include these questions as his research questions when he
prepares his proposal. Hence, no ambiguity should arise after the audience has
finished reading the report. If the research is completed with many unanswered
questions, then that particular research is considered a failure.
Example 3.6: Research Questions
1. How strong is the effect of corporate image of a company in influencing

the customers‟ buying behavior towards the company‟s products?
2. What are the main factors highly influencing students when they are
choosing a university?
3. Does a significant correlation exist between the level of environmental
awareness among customers and their intention to purchase
environmental-friendly products?
4. How significant is the relationship between customers‟ knowledge of
Islamic teaching and their preference towards halal food in the market?
5. What is the attitude of employers towards the new regulations concerning
hiring foreign workers?
6. Does a relationship exist between customers‟ satisfaction with the service
and their willingness to pay more for that particular service?
7. Would the satisfied customers be willing to stay loyal with their service
providers when the cost of service has increased?
35
Another example of research questions
Specifically, the following research questions have been formulated:
1. What are the strongest economic factors that influence high-income individuals
(HIIs) in paying taxes?
2. What are tax non-compliance strategies used by high-income individuals (HIIs)

in Malaysia to evade taxes?
3. How strongly do non-economic factors influence tax non-compliance of high-

income individuals (HIIs) in Malaysia?
4. Is there any moderating effect of tax non-compliance in the relationships

between economic and non-economic factors?
36
RESEARCH HYPOTHESIS OF THE STUDY
A hypothesis is an educated statement or a preconceived idea made by a

researcher regarding the underlying problem in his research. It provides the
direction of a study, such as the variables of interest, the method of sampling, the
method of data collection, and the types of statistical analysis to be performed. A
hypothesis is a declarative statement made by a researcher whereby he would
prove it with empirical evidence.
A shrewd researcher with thorough knowledge in the area would be able to

hypothesize the behavior of certain variables in his research. Thus, his research
will have a clear direction in terms of the variables involved, the measurement of
those variables, the relationship among variables, and the statistical methods
employed to analyze the data in order to test the hypotheses. In other words, a
good researcher is a person who can smell the exact direction for his research
and is able to talk in that particular subject with great confidence.
Example 3.7 (A case study)
A study is designed to examine the relationship between consumers‟

environmental awareness and their purchasing behavior towards
environmental-friendly products. One of the objectives is to measure the
influence of environmental news on the choice of cosmetic products in the
market – consumer behavior regarding cosmetic selection as far as
environmental awareness is concerned.
A hypothesis here is simply what the researcher believes regarding the

strength of the relationship between the amount of consumer awareness
towards the environment and the tendency towards environmental-friendly
cosmetic products. A researcher may hypothesize that if more information
regarding the increasing threat to the environment is exposed to consumers,
then the consumers, in turn, would have more tendencies towards selecting
cosmetic products that are environmental friendly. Therefore, the researcher
may hypothesize that there exist a significant relationship between
environmental awareness and consumer behavior towards green products.
Cont…
37
Remember, a research hypothesis is something that the researcher wants to
prove in his research. In this study, the independent variable is consumers‟
environmental awareness and the dependent variable is their purchasing
behavior towards environmental-friendly (green) products.
The theoretical framework demonstrating the relationship of the interest

between the variables is presented as follows:
Environmental Purchasing
Awareness Green Products
The researcher‟s hypothesis statement will be:
HA: Consumers‟ environmental awareness has a significant influence on their

purchasing behavior towards green products.
Therefore, in this study, the researcher will measure two variables in data
collection, namely the amount of environmental news exposed to the market
(an independent variable), and consumers‟ purchasing intention towards
cosmetic products (a dependent variable).
Normally, several hypothesis statements can be made in every research. If

the researcher manages to prove his hypothesis by supporting it using
empirical data, he can conclude confidently that the amount of environmental
awareness among the consumers has a significant influence on their demand
for green products. In other words, to increase the demand for green products
in the market, the exposure on environmental issues and the contribution of
certain consumer products towards environmental degradation should be
exposed to consumers.
Cont…
38
Another hypothesis of interest here may be the effect of respondents‟
education in the relationship between consumers‟ environmental awareness
and their purchase intention towards environmental-friendly products. In other
words, the researcher may hypothesize that consumers with different levels of
education may have different concerns on environmental issues, and hence
will act differently concerning product selection. The most important issue to
prove here is the effect of demographic variable, namely education in
moderating the relationship between environmental awareness and
purchasing behavior.
The theoretical framework demonstrating the relationship of the interest

between variables is presented as follows:
Environmental Purchasing
awareness green products
Education
Hence, the hypothesis for the study would become:
HA: Education moderates the relationship between consumers‟ environmental

awareness and their purchasing behavior towards green products.
Therefore, here, the researcher needs to include another variable in his

questionnaire for data collection, namely, the level of respondents‟ education.
A researcher may derive a hypothesis from his own observation, from his
extensive review of literature, or from his own instinct and intuition regarding
the issue. A shrewd researcher manages to sense something when faced
with certain research questions. Actually, hypothesis facilitates in answering
research questions.
39
Research without hypothesis is just like research without a clear sense of
direction, and may not qualify to be called research in the first place! It is just
like a survey for report writing, or an exploratory study on certain issue that is
unfamiliar to the researcher himself. The researcher might have no idea of
what is going on, especially the main variables involved, and the relationship
among those variables. He might not read enough literature in that particular
area. Thus, he is quite unsure and has no idea to hypothesize the relationship
among the variables in the study.
Alternatively, the issue under study is not new and some other researchers
have researched the topic previously; therefore, there is literature available to
refer, but the researcher is so naïve that he cannot figure out anything to set
the direction for his own research. In other words, the experienced researcher
would have an instinct of the variables to investigate, as well as the
relationship between these variables and the variables of interest in the study.
Sometimes, hypothesis surfaces from a research question. The researcher
forms his hypothesis in order to address his research question.
Research questions and its corresponding hypotheses

In many instances, the ambiguities posed in certain research question would
pave the way for the researcher to make a hypothesis statement. A smart
researcher normally has an instinct of how the variables of interest in the
study would relate to each other. In this case, the researcher sets the
direction for the study by stating the direction of his research hypothesis.
Hence, he could address his research question by supporting the stated
hypothesis using the data. If the data collected later supports what the
researcher theorized earlier, then that particular research question is
successfully addressed.
The author would like to elaborate the connection between the research
question and its corresponding hypothesis using the theoretical framework of
the study as shown in the following figure.
40
The theoretical framework of the study showing the stated hypothesis, namely
H1, H2, and H3

H2
Service Quality Students’

Performance Loyalty
H1 H3
Students’
Satisfaction
with with
Process Outcome
The relationship between research question and its corresponding

hypothesis for the above study is elaborated in Example 3.8.
41
Example 3.8
Research Question 1:
How significant is the effect of service quality performance of the university on
students‟ satisfaction with their university?
Literature to address the stated research question:
Much research on customer evaluation focused on examining the relationship

between service quality and customer satisfaction (Oliver, 1993; Bitner &
Huber, 1994; Parasuraman et al., 1994; Zainudin & Zaihan, 2004; Zainudin et
al., 2005). Researchers have conceptualized service quality and customer
satisfaction (Parasuraman et al., 1988; Bitner, 1990; Boulding 1993; Oliver,
1993; Rust & Oliver, 1994), and most of them theorized that service quality
concept leads to customer satisfaction. In their study, Parasuraman et al.
(1988) refer customer satisfaction to customer‟s confirmation or
disconfirmation (perception – expectation), that is the gap between what
customers expect from service delivery and how the service is actually
delivered.
However, there is some disagreement with the causal relationship implied in

models specified by customer satisfaction studies (Woodside et al., 1989;
Teas, 1993). The interchangeable use of the terms „service quality‟ and
„customer satisfaction‟ by most practitioners leads to much confusion in the
service quality and customer satisfaction framework of how these two
variables are related. Based on the conceptual framework of this study, the
researcher proposed the following hypotheses to examine the relationship
between service quality and customer satisfaction using the three dimensions
proposed by Gronroos (2001), namely functional quality, technical quality,
and corporate image of service providers.
42
The corresponding research hypothesis emerged from this research question:
Hypothesis to address RQ 1
HA1: Service quality performance provided by the university has a significant
and direct effect on students‟ satisfaction with their university.
How significant is the effect of service quality performance of the university on
students‟ loyalty towards their university?
The association between service quality and positive behavioral intentions

have been examined in various studies by measuring the impact of service
quality on specific dimension of behavioral intention (repurchase intentions
and willingness to recommend). In later studies on quality education, the
researchers conceptualized strong links between service quality and
behavioral intentions (Parasuraman, Berry, & Zeithaml, 1991; Parasuraman,
Zeithaml & Berry, 1998).
The influence of service quality on behavioral intention can be measured

through customer defection, customer dissatisfaction, or customer complaint
(Parasuraman, Zeithaml & Berry, 1996; Zeithaml, 2000). Boulding et al.,
(1993) found a positive correlation between service quality and positive
behavioral intentions, which include saying positive things about the school,
planning to contribute money to the class pledge on graduation, and planning
to recommend the school to employers as a place to recruit new employees,
or to send employees for training. In a study to assess the effects of quality,
value and customer satisfaction on behavioral intention, Cronin et al. (2000)
reported the significant effect of these variables on behavioral intention.
In this study, the researcher will examine the relationship between service
quality and customer loyalty by addressing the following hypotheses, which
would specifically test the influence of service quality performance and
customer loyalty towards their university.
43
Hypothesis to address RQ 2
HA2: Service quality performance of the university has a significant and direct
effect on students‟ loyalty towards their university.
How significant is the effect of students‟ satisfaction with the university on
their loyalty towards the university?
Customer satisfaction is a necessary condition for customer retention and

loyalty, and therefore helps in realizing economic goals such as turnover and
revenue (Scheuing, 1995; Reichheld, 1996). Several authors have found a
positive correlation between customer satisfaction and behavioral intention
(Bearden et al., 1980; Bolton & Drew, 1991; Fornell, 1992; Anderson &
Sullivan, 1993).
However, the direct relationship between customer evaluation of service and

behavioral intention has remained a long-standing debate. Bloemer and
Kasper (1995) demonstrated that the relationship between customer
satisfaction and customer loyalty is not simple and straightforward as the level
of elaboration, particularly on the part that the customer may act as a
moderator between customer satisfaction and customer loyalty. Furthermore,
Olivia et al. (1992) argued that the relationship between satisfaction and
loyalty is non-linear; meaning that if satisfaction increases above a certain
level, then customer loyalty will increase rapidly.
Hypotheses to address RQ 3
HA3: Students‟ satisfaction with their university has a significant and direct
effect on their loyalty towards the university.
44
Testing hypothesis for the moderating effect of demographic variables

As a researcher, you could elaborate the hypothesis for testing the effect of
moderating variables using the theoretical framework of the study as shown
below.


Moderating
Variables
1) Duration of using the service

2) Gender, age of respondents
3) Socio-economic status of respondents
(Income, education, occupation)
Which demographic variable, if any, moderates the relationship between
service quality performance and students‟ satisfaction with the university?
The effect of certain demographic variables on the customer satisfaction gap

has been reported by many researchers. Kwan and Hee (1985) found that a
significant relationship exists between service quality and education level of
respondents. A similar work by Dolinsky and Caputro (1994) revealed that the
45
age and marital status of respondents are determinants of the overall
customer satisfaction in health care services. In investigating demographic
variables in their consumer behavior research, Well and Prensky (1996)
found that demographic variables are the salient factor in determining
customers‟ attitude. In addition, Webster (1989) proved that women have
higher expectation on service quality than men, and higher income
respondents have higher quality expectation than the middle-income
respondents. A later work by Ruby (1996) supported this result by proving
that female students have a higher level on both perception and expectation
of service quality as compared to male students.
From the aforementioned literature, the researcher concludes that

demographic variables have a significant influence on customer satisfaction.
Hence, this study will examine the impact of various demographic variables
such as age, gender, parent (occupation, education, income) and
respondents‟ duration in the study program on the overall customer
satisfaction, as well as their behavioral intention. Therefore, the researcher
has come forward with the following hypotheses in order to address the
stated research question.
Hypotheses to address RQ 4 (Students’ Satisfaction)

HA1: Respondents‟ age moderates the relationship between service quality
performance and students‟ satisfaction with the university.
HA2: Respondents‟ gender moderates the relationship between service quality
HA3: Parents‟ occupation moderates the relationship between service quality
HA4: Parents‟ education moderates the relationship between service quality
HA5: Parents‟ income moderates the relationship between service quality
HA6: Respondents‟ duration in the program moderates the relationship
between service quality performance and students‟ satisfaction with the
university.
46
Which demographic variable, if any, has a significant moderating effect on
students‟ loyalty towards their university?
Which demographic variable, if any, moderates the relationship between
students‟ satisfaction and their loyalty towards the university?
Hypotheses to facilitate RQ 5 (Students’ Loyalty)

HA1: Respondents‟ age moderates the relationship between students‟
satisfaction and their loyalty towards the university
HA2: Respondents‟ gender moderates the relationship between students‟
HA3: Parents‟ occupation moderates the relationship between students‟
HA4: Parents‟ education moderates the relationship between students‟
HA5: Parents‟ income moderates the relationship between students‟
HA6: The duration in the program moderates the relationship between
students‟ satisfaction and their loyalty towards the university
*** Please note that the hypotheses appear from a research question. From
hypothesis statement, the researcher will identify the variables required in the
study, how these variables will be measured, method of data collection, and
the appropriate statistical analysis employed to test the hypothesis. That is
how the hypothesis provides a clear direction for the research.
47
CONTRIBUTION OF THE STUDY
You should be able to answer this question: What is the contribution of your
study to the existing body of knowledge in this particular area? This section
reflects the „value‟ of your proposed study. You should highlight how your
proposed study relates to larger and much critical issues in the future so that it is
justified to approve your proposal. You should take into consideration of the
following questions when presenting the significance of your study:
1. Why should your proposed study be approved by the committee?

2. How does the finding of your proposed study useful to the industry?
3. Who or which organization is going to benefit from your study?
4. What solutions or benefits that your proposed study will provide?
5. What is the contribution of your study to the existing literature?
Example 3.9: Significance of the study
Quality assurance has been practiced by developed countries since a long time
ago and „quality‟ has become a culture in their system. That is why their higher
learning institutions are strong and independent of government support
financially. The quality of service provided by their university is excellent, the
graduates produced are competent, and hence customers‟ satisfaction is
assured. The corporate image of their higher education is excellent and their
higher education has become a commodity with demands coming from students
around the world.
If Malaysia were to become an education hub for the region, all higher
education institutions in the country must subscribe to the philosophy of ISO
9001:2000 for the sake of management efficiency, customer satisfaction, and
improved corporate image.
UiTM has already been practicing ISO 9001:2000 in all faculties for quite
some time now. The resources spent for the program should generate the
optimal output in terms of positive corporate image and perceived quality by the
stakeholders. In addition, the impact of ISO 9001:2000 on corporate image and
perceived quality by stakeholders must be measurable and comparable with
other competing institutions. For this purpose, an appropriate measuring
48
instrument must be designed, tested, certified for validity, reliability, and
applicability to the higher education system in Malaysia. Thus, the research in
this particular area should be extensive since it is already long overdue!
Example 3.10: Contribution of the study to the body of knowledge

At the time of this study, no published studies were found to examine the current
status of tax non-compliance of high-income individuals (HII) in Malaysia. Thus,
this study will provide the economic and non-economic evidence of HIIs and
taxation in Malaysia. This study does not only contribute to the literature on HIIs
tax behavior, but also adds to the literature on tax administration in the context of
the Malaysian tax setting. In line with the government policy in promoting
voluntary compliance and preventing non-compliance, the outcome of this study
provides evidence that is useful to policymakers in formulating strategies to
promote voluntary compliance in the future. The findings would also provide
insights from the tax practitioners for tax policymakers on how to tax HIIs in
Malaysia in the effort to narrow down the tax gap in Malaysia.
Example 3.11: Contribution of the study to the body of knowledge

Recent studies have provided the importance of country and firm-level factors in
the literature of corporate governance (CG) and corporate social responsibility
(CSR) because they specifically identify and analyze environmental and
organizational views. The study of CG and CSR in developing countries is
important and has an increasing role in economic growth because there are
limited studies investigating the influence of CG and CSR on firm value.
Previous studies mostly used a CSR disclosure index to examine the

value of CSR engagement, whereas this study will develop a methodology that
analyzes CSR engagement, including key performance indicators (KPIs) and
CSR value added (CVA). This methodology addresses both accounting and non-
accounting approaches that incorporate a greater economic perspective in
examining the value of CSR. As the majority of research on the influence CG and
49
CSR on firm value has been conducted in developed countries such the UK and
the USA, this research will contribute to the body of literature by investigating the
impact of CG and CSR on firm value in a developing country, namely Indonesia.
This study will contribute to the understanding of how CSR engagement

can improve firm value and fulfil its role as an economic engine of society
through generating profit and firm value (Henderson, 2007). This economic
dimension is the foundation for other CSR dimensions (environmental and
society) (Saeed, 2011). This study also contributes to the understanding of how
CSR engagement can reduce business risk. Furthermore, this study will be
exploring the effect of CG mechanism on firms‟ CSR engagement. This study
also highlights the role of CG mechanism to effectively monitor and control CSR
to, ultimately, have a positive impact on firm performance (Jo & Harjoto, 2011).
Therefore, this study will deliver a strong contribution to current academic
knowledge in the areas of CG, CSR, risk management, and firm value in the
context of a developing country.
50
CHAPTER II – LITERATURE REVIEW OF THE STUDY
In academic writing, all the sources of information that the writer used need to be
indicated together with the text, as well as in the list of reference. You need to
provide background information in the form of literature review, which sets the
context for your research. Literature is the published work of previous
researchers. As a researcher, you need to obtain all research articles within the
topic of your research interest. Read each article thoroughly and critically. Make
your critical analysis of the relationship among different researchers, and relate
those research to your proposed research. Before you start writing your
literature, you should assume the likes of questions that would probably come
from your audience soon after reading your literature review.
Among the likely questions from your audience are:
1) Does the coverage of literature seem extensive and thorough?
2) Does the review include the major studies related to your topic?
3) Does the review cite the work done by “key-players” in the area?
4) How recent is the literature cited? Is it still relevant?
5) Does the literature review organized in such a way that the flow and
development of ideas are clear?
6) Does the literature review support the need of your research?
7) Is there any evidence in the literature that my research would fill the gap in
knowledge?
8) Is my research timely, innovative and in response to the growing issues?
51
The review of literature must be exhaustive – leaving no stone unturned! This is
very important because you want to examine what the previous researchers have
done in the area so that you will not reinvent the same wheel. Your research
should not repeat what others have done. In fact, your committee would reject
your proposal once they sense that you are repeating somebody‟s work.
Literature review is usually quite long and cumbersome, and it depends on

how much research has been done by previous researchers in the area you want
to investigate. If possible, obtain the journals written by highly respected
individuals in the area. Remember, read literature with a critical mind! Look for
citations and evidence to support your topic. At the end of literature review, the
audience should be able to judge that your proposed research is justified to
proceed. If you fail to justify the need for a new research in that particular area,
then the audience will have their perception that your proposed research is
simply unnecessary.
The importance of literature review for a philosophical research (might not

apply in the proposal for an action research) includes:
1. To ensure that you are not “re-inventing the wheel”. You begin where the
previous researcher ends their study. The previous study needs a new
direction.
2. To give credits to those who pioneered the groundwork for your research
such as citations and references.
3. To demonstrate your prudent knowledge regarding the research problem.
4. To demonstrate your thorough understanding of the underlying theory and

research work related to your research question.
5. To show your ability to critically evaluate relevant literature information.

Provide academic criticism/debate on their research design, methodology,
population, analysis, and others.
6. To indicate your ability to integrate and synthesize the existing literature.
7. To provide new theoretical insights or develop a new model as a

conceptual framework for your research or modify the existing model by
including certain variables or constructs.
8. To convince your audience that the proposed research will make a

significant and substantial contribution to the literature.
52
In reviewing the literature, focus specifically on what you are going to study.
All discussions and arguments made in the literature review should be able to
help you to come out with the theoretical framework for your study.
DISCUSS THE RESULTS OF PREVIOUS STUDIES IN THE SAME AREA
As a researcher, you need to discuss and debate all findings obtained in the
literature by previous researchers in the area related to your study.
Example 3.12:
The role of customer satisfaction as a performance indicator of service quality

has been exposed by various studies across industries (Stauss & Neuhas,
1997; Bloemer et al., 1998). However, the exact relationship between service
quality and customer satisfaction is still being debated and shrouded with
uncertainty (Sureshchandar et al., 2002). Much effort has been done in
measuring the relationship between service quality and customer loyalty
(Parasuraman et al., 1994; Zeithaml et al., 1996; de Ruyter et al., 1998;
Bloemer et al., 1999; Zainudin & Zaihan, 2004).
In measuring customer loyalty, Parasuraman et al. (1994) have identified five

dimensions of customer loyalty, namely loyalty to the company, external
response to a problem, propensity to switch, willingness to pay more, and
internal response to a problem.
CRITICAL READING OF LITERATURE

Remember, your review of literature should be evaluative of the theories and
methodologies employed by previous researchers. You should be able to
criticize the weaknesses identified in other studies. Based on their
weaknesses and your critics, you are able to introduce and propose your own
study in order to cater the weaknesses and come out with better results.
53
Example 3.12a: Criticizing the limitation based on theory
1. One question that needs to be asked, however, is whether…………..
2. A serious weakness with this argument, however, is that…………….
3. One of the limitations with this explanation is that it does not explain why...
4. The existing accounts fail to resolve the contradiction between X and Y.
5. However, there is an inconsistency with this particular argument. The
author should…..
Example 3.12b: Criticizing the limitation based on methods

1. The problem with this approach is that it fails to take into account the
effect of……..
2. Perhaps the most serious disadvantage of this method is that the study
fails to consider the influence of………
3. However, the method of analysis has a number of limitations,
particularly…
4. However, these kinds of approaches have various well-known limitations.
Among them are…….
5. However, one of the problems with the non-probability sampling method is
the respondent is not randomly selected, thus does not represent the
population under study. Thus, the generalization made is not valid………
6. However, the previously mentioned methods suffer from some serious
limitations/weaknesses/disadvantages/drawbacks namely…….
Example 3.12c: Criticizing the weakness in the literature you read

The main weaknesses of previous studies are the failure to
address how..……..
However, The researcher does not take into account the effect of……
The author offers no explanation for the distinction
between….
The study makes no attempt to differentiate the effects of
various types of stakeholders.
54
DISCUSS THE VARIABLES INVOLVED IN PREVIOUS STUDIES
As a researcher, you also need to discuss the main variables or constructs that
will be used in your study. Your discussions should cover the definition of all
constructs in the model, the items and scale used to measure the constructs,
who developed the constructs, the validity and reliability of the constructs as
reported in previous study, as well as studies that adapt the construct as they
are, or adopt the construct and customize the items to suit the present study.
From your extensive literature review, you should be able to highlight the
knowledge gap. These are examples of how you can do it:
1. So far, however, there has been little discussion about ________
2. Most of the studies in marketing service have focused on traditional

services such as _______rather than on _______.
3. The analysis in the model does not take the account of_________
4. Due to advancement in technology and the increase in socio-economic

status of the population, another construct should be included in the existing
model.
Example 3.13:
Literature on service quality construct

The construct of service quality as conceptualized in the services literature
centers on perceived quality. Perceived quality is defined as the consumer‟s
judgment about an entity‟s overall excellence or superiority (Zeithaml, 1987).
Perceived quality is a form of attitude, which is related but not the same as
satisfaction and resulting from a comparison of expectations with perceptions
of performance (Rowley, 1997). Most definitions of service quality are
customer-centered (Galloway & Wearn, 1998), with customer satisfaction
being seen as a function of perceived quality (Anderson & Sullivan, 1993), or
perceived quality being a function of customer satisfaction (Parasuraman et
al., 1988). Service quality, as perceived by customers, involves a comparison
of what they feel the service should be (expectation, E) with their judgment of
the service received (perception, P) (Gronroos, 1984; Parasuraman et al.,
1985; Zeithaml et al., 1985).
55
Literature on service quality model
The focus of service quality has been very much on satisfying customers. In
services, customers often need to actively participate in the production of
service, and such participation needs to be encouraged and guided (Eiglier &
Langeard, 1993). Gronroos (1990) mentioned the importance in finding the
factors that give rise to customer satisfaction.
Basically, service quality factors refer to the quality dimensions in which many
scholars have tried to define general quality dimensions, particularly
concerning services. Parasuraman et al. (1985) and Zeithaml (1990) initially
included the following service quality dimensions:
1. Reliability: the service is carried out in the way it is promised.

2. Responsiveness: services are carried out promptly according to the needs
of the customers.
3. Competence: the staff of the service provider has the knowledge and skills
required for delivering service in a proper way.
4. Access: concerns to customers, e.g. operating hours, physical location,
and others.
5. Courtesy: the staff is polite, friendly, and respectful.
6. Communication: keeping the customers informed in a language that they
understand and listening to them.
7. Credibility: the service provider is trustworthy, believable, and honest.
8. Security: freedom from danger, risk or doubt.
9. Understanding the customer: the service provider makes an effort to
understand the needs and wants of the individual customers.
10. Tangibles: physical objects needed for carrying out the service such as
facilities, equipment, space, machinery, and others.
In a later work, the authors have redeveloped their framework by condensing

the original ten dimensions into five dimensions (Zeithaml et al., 1990; Berry
& Parasuraman, 1991). In an alternative framework, Gronroos (2000)
presented a compilation of seven criteria of service quality perceived as good.
He claimed that these criteria are an integration of available studies and
conceptual work.
1. Professionalism and skills: the service provider has the knowledge and
skills required to solve the customer‟s problem.
2. Attitudes and behavior: the service employees are concerned about the
customers and their problems.
56
3. Accessibility and flexibility: it is easy to get access to the service and the
provider is prepared to adjust to the demands and wishes of the
customers.
4. Reliability and trustworthiness: customers can rely on the service provider
to keep promises and perform with the best interest of the customers.
5. Service recovery: whenever something goes wrong, the service provider
will take actions to find a solution.
6. Servicescape: the physical surrounding and other aspects of the
environment that will support positive experience.
7. Reputation and credibility: the service provider can be trusted, gives
adequate value for money, and stands for values shared by the customer.
Although these general quality dimensions and criteria have an important

value for conceptual understanding of services, they may not be sufficient, as
it is important to study the quality in each specific situation (Lagrosen, 2001).
Owlia & Aspinwall (1996) offered a useful review on the work on service
quality dimensions in higher education. Consequently, it is valuable to
complement the general quality dimensions with specific quality dimensions
developed for the higher education sector.
The efforts in determining service quality dimensions in higher education

concentrated on managing and measuring service quality (Owlia & Aspinwall,
1996). After a comprehensive review on the dimensions of service quality
dimensions through service literature, they have proposed 14 service quality
dimensions to manage and measure service quality in higher education (See
Table 3.0).
57
Table 3.0: Service quality and higher education
Dimensions Definition in Higher Education
1. Reliability The degree to which the knowledge taught is correct, accurate,
and up-to-date. How well an institution keeps its promises?
The degree of consistency in educational processes (technically).
2. Responsiveness Willingness and readiness of academic staff to help students.
3. Understanding Understanding students and their needs, listening to customers
Customers for their requirements, as well as expectations.
4. Access The extent to which staff is available for guidance and advice.
5. Competence The extent to which staff is capable for guidance and advice.
6. Courtesy Emotive and positive attitude towards students.
7. Communication How well lecturers and students communicate in the classroom.
8. Credibility The degree of trustworthiness of the institution from students‟
perspective.
9. Security Confidentiality of information.
10. Tangibles State, sufficiency, and availability of equipment and facilities.
11. Performance Primary knowledge or skills required to serve students.
12. Completeness Supplementary knowledge and skills, use of computer.
13. Flexibility The degree to which knowledge and skills learned is applicable to
other fields.
14. Redress How well an institution handles customers‟ complaints and solves
their problems.
Source: Owlia & Aspinwall (1996). A Framework for the Dimensions of Quality in Higher
Education, Quality Assurance in Higher Education (4) (2). Pp. 12-2
However, through an empirical analysis, Owlia & Aspinwall (1996) found some
similarities or the overlap within the dimensions. They regrouped these 14
dimensions into six dimensions. The six dimensions are listed in Table 3.1.
58
Table 3.1: Six dimensions of service quality in higher education industry
Dimensions Characteristics
1. Tangibles 1. Sufficient equipment or facilities
2. Modern equipment or facilities
3. Ease of access to equipment and facilities
4. Visually appealing environment
2. Competence 5. Sufficient (academic) staff
6. Theoretical knowledge and qualifications
7. Practical knowledge being taught
8. Up-to-date knowledge and skills
9. Teaching expertise and communication
3. Attitude 10. Understanding students‟ needs
11. Willingness to help students
12. Availability for guidance and advice
13. Giving personal attention
14. Emotion and courtesy of staff
4. Content 15. Relevance of curriculum to the future jobs
16. Effectiveness of the methods
17. Containing primary knowledge or skills
18. Completeness, use of up-to-date technology
19. Communication skills and team working
20. Flexibility of knowledge, being cross-disciplinary
5. Delivery 21. Effective personal presentation
22. Sequencing, timeliness of delivery
23. Consistency of methodology
24. Fairness of evaluations
25. Consider feedback from students
26. Encouraging students to respond
6. Reliability 27. Trustworthiness of policy
28. Giving valid award for achievement
29. Keeping promises, match the stated goals
30. Handling complaints accordingly
59
Literature on service quality and customer satisfaction
Much effort has concentrated on conceptualizing service quality

and customer satisfaction (Parasuraman, et al., 1988; Bitner, 1990;
Boulding, 1993; Oliver, 1993; Rust & Oliver, 1994). There are some
researchers who contend that parallel measure occurs on the
measurement of satisfaction and service quality (Spreng & Singh,
1993), while most of the researchers believe that they are different
(Parasuraman et al., 1988; Bitner, 1990; Boulding, 1993; Oliver,
1993; Rust & Oliver, 1994). However, Rust & Oliver (1994)
suggested that they are different, and quality is a subordinate to
satisfaction or quality is an encounter specific service dimension
factor into customer satisfaction judgment (Rust & Oliver, 1994).
Parasuraman et al. (1988) focused on the complex issues
illustrated by the distinction and relationship between service
quality and customer satisfaction.
Literature on the empirical evidence of customer satisfaction in

higher education
Leugenia (2003) examined the relationship between service quality,

customer satisfaction and behavioral intentions in higher educational settings
through comparative study between Southern Wesleyan University (private)
and Western Michigan University (public). The study revealed that closing
the gap between student‟s perception and expectation (student‟s
disconfirmation) would increase student‟s satisfaction. This study found that
the determinant of student‟s satisfaction is the student‟s expectation of
service quality factors characterized by prompt services, appealing
classrooms and campuses, and modern classroom facilities and equipment.
Hadiekoemoro (2001) reported that the length of association between

customers and service provider is the determinant of customer satisfaction.
In the comparative study between State University of Jakarta (public) and
Trisakti University (private), the results show that the students who have
been attending the university longer tend to be more satisfied.
60
In another study, Kelsey and Bond (2001) measured customer satisfaction,
dissatisfaction, and effectiveness within academic center of excellence. The
study found that satisfied customers are the groups experiencing a positive
relationship with the contact person (scientists) providing the service, in
which they received accurate and timely information to solve business-
related problems. On the other hand, customers are dissatisfied when their
projects are not completed as promised due to scientists‟ lack of expertise to
assist customers, and when the communication failed.
Zainudin et al. (2005) in their study on public and private university students
found that the factors such as age and parents‟ income are the determinants
of students‟ satisfaction with the service quality performed by both public and
private universities.
In the literature review for an academic research, you need to summarize

the literature that you have read to show how thorough you have searched what
other researchers have done in the area that you want to study. In your
summary, you need to state precisely the name of the author, the field of the
study, the year of the study, and the key findings obtained for each research.
The summary is important as you could use them to compare and contrast
the previous findings in your debate in order to establish your theoretical
framework. Remember, in establishing your theoretical framework, you should
be debating and criticizing the previous findings, not merely reporting. Debate
how you theorize the variables in your study and how they should relate to each
other by providing your rationale for what you believe supported by solid
literature.
61
DISCUSS AND COMPARE THE FINDINGS BY PREVIOUS

RESEARCHERS
Example 3.14: Previous studies on service quality in higher education

Authors Field of Study Country Types of Key Findings
Dimensions
Pariseau Assessing service USA Assurances, Both faculty and students expectations
and Mc quality in schools of responsiveness, are the highest in the area of assurance,
Daniel, 1997 business empathy, and the most important of the overall
reliability, quality for students are assurance,
tangibles, reliability, and empathy.
Oldfield and Students‟ perception UK Requisite elements, The service experienced by students
Baron, 2000 of service quality in a acceptable elements, proved the changing perceptions of
UK university functional elements service quality over time, in which the
business and results showed that the final year students
management faculty were lower than those of first year
students.
Zainudin et A comparison of Malaysia Academic services and Students from both universities have
al., 2005 public and private facilities, readiness and similar expectation and perception
university students‟ attentiveness, fair and concerning service provided by the
expectation and impartial, tangibles, university. Both types of universities have
perception or service general attitudes significant gaps between expectation and
quality perception. The university should treat
student as a customer and build a
relationship since the amount of customer
satisfaction is positively related with the
length of association with university.
Mahadzirah A field study of the Malaysia Co-workers, nature of The highest score in job satisfaction level
and influence of job work, work procedures, are co-workers, nature of work, and work
Norhayati, satisfaction on communication, procedures, and reward has the lowest
2002 customer focus in supervision, salary, score. Lecturers are considered as
public higher benefit, promotion, customer focus, in which the results
learning institutions reward. showed that both lecturers and students‟
in Malaysia perception is almost similar.
Joseph and Service quality in New Program issues, The determinants of service quality are
Joseph, higher education: a Zealand academic reputation, determined by the most important factors
1997 student‟s physical aspects/cost, of academic reputation, followed by career
perspective career opportunities, opportunities, program issues, cost and
62
location, time, others time, physical aspects, location, and the
least important is others.
O‟Neill and Importance- UK and Process dimension, The dimension of process is the most
Palmer, performance USA empathy dimension, important, followed by empathy and
2004 analysis: a useful tangible dimension tangible. Students have different
tool for directing weightings for different aspects of the
continuous quality administrative support encounter services.
improvement in
higher education
Lagrosen et Examination of the Austria Corporate collaboration, Only 8 out of 11 factors are important for
al., 2004 dimensions of and information and the dimensions of service quality in higher
service quality in Sweden responsiveness, course education. The dimensions are corporate
higher education offered, campus collaboration, information and
facilities, teaching responsiveness, course offered, internal
practices, internal evaluations, computer facilities,
evaluation, external collaboration and comparison, and library
evaluation, computer resources.
facilities, collaboration
and comparison, post-
study factors, library
resources.
Ford et al., Importance- New Program issues, The order of the importance of factors is
1999 performance Zealand academic reputation, academic reputation, followed by career
analysis as a and USA physical aspects/cost, opportunities, program issues, physical
strategic tool for career opportunities, aspect, location, and others.
service marketers: location, time, others
the case of service
quality perceptions
of business students
in New Zealand and
the USA
Ham, 2003 Service quality, USA Tangibility, reliability, The most important items expected by the
customer responsiveness, students are prompt of services,
satisfaction and assurances, empathy appealing classrooms, and campuses with
customer behavioral modern classroom facilities and
intention in higher equipment. The results also showed a
education significant correlation among perceived
service quality, student‟s satisfaction and
behavioral intention.
63
Faridah and Service environment Malaysia Good layout and Only good layout and design, appropriate
Nooraini, and gender in design, appropriate staff furnishing, up-to-date teaching facilities,
2002 private colleges: appearance, furnishing, proper use of music and décor, and
students‟ up-to-date facilities, quality of communication material have a
perspective proper use of music and significant relationship with gender. This
décor, appropriate staff result proved the importance of service
attitude, sufficient environment in private colleges.
lighting
By summarizing the findings obtained by all researchers in the area, you

manage to convince your research committee that you have exhausted the
literature. Remember, literature search must be exhaustive! In other words, you
should not miss out any important literature related to your study.
DEFINE THE TERMS FOR EVERY VARIABLE INVOLVED IN THE STUDY
The researcher should provide simple definitions for all terms that may bring
unclear meaning to your reader. Do not let your audience trying to figure out
what you meant with certain terms used in your proposal. Identify a few
keywords and provide the definition for each of them.
Example 3.15: Definition of terms
Service Quality is defined as a customer‟s evaluation of service after their

consumption.
Customer Satisfaction is defined as a general evaluation based on the
result of the product or service perceived after the consumption compared
with earlier expectations.
Customer Loyalty is defined as a customer who would continue to purchase
goods or service from the same company whenever possible, and who
continues to maintain positive attitude towards goods and services from the
company.
64
Example 3.16: Definition of terms
In Malaysia, the Inland Revenue Board of Malaysia (IRBM) defined high-

income individuals (HIIs) as persons with the total income of more than RM 1
million, or have assets worth RM 5 million, or both income and assets more
than RM 5 million (OECD, 2013). In Malaysia, the IRBM has already set up a
special unit called Very Important Person (VIP), which includes HIIs in 2010 at
the branch level under the supervision of the Branch Director. However, most
of the cases handled in this unit were related to VIPs compared to HIIs cases.
In 2012, the IRBM formed a task force committee involving the Tax
Compliance Department, Intelligence Division, and Special Investigation
Division to handle the modus operandi and treatment of HIIs. To improve
compliance, the IRBM is planning to change the structure of the HII segment
to include all activities of HIIs and HII-related activities by setting up HII units.
This dedicated HII units would focus primarily on handling HIIs services and
compliance responses.
CHAPTER III – RESEARCH METHODOLOGY
In this section, you should describe your research plan clearly. The audience
wants to know your plan of work and the activities necessary for the completion
of your project. To keep the audience with you, begin with a few attractive
introductory paragraphs that restate the research problem, research objectives,
your research questions, and the corresponding hypotheses.
TARGET POPULATION AND UNIT OF ANALYSIS (UOA) OF THE STUDY
Define your target population precisely and explain the rationale for selecting
that specific population for your study. Make sure you choose the right
population to initiate your study; otherwise, your conclusion and generalization
might be questionable since you are shooting at the wrong target!
As a researcher, you need to have a thorough knowledge on the method of

sampling and method of data collection. This is because choosing the wrong
65
method of sampling, for example, would give a serious implication on the result
and would expose your finding to open contention.
Characteristics of the population should determine the method of sampling.

There is a need to employ the probability sampling, since most of the analysis is
parametric.
Example 3.17: Target population of the study
The population of this study is defined as university students studying their

first degree in the Faculty of Business and Management in Malaysia.
Observe the precise and specific scope of the above example:
1. University students only (not all students in the country)

2. Faculty of Business and Management only (not from all faculties)
3. First degree students only (not students from other levels of studies)
4. In Malaysia only (not from all countries in the world)
5. Public universities only (private universities not included)
The unit of analysis (UOA) in this example is the Faculty of Business and
Management of a certain university. Thus, the respondents are students from
the Faculty of Business and Management of the selected universities.
PROCEDURE FOR SAMPLING AND DATA COLLECTION OF THE STUDY
Define your sample. Explain in detail how you plan to draw a representative
sample from the population. Since the data from this sample will be used to draw
conclusion on the overall population, tell your audience how you ensure the
selection process is representative and unbiased. What are your sampling
methods, and the rationale for using the methods?
66
Here, you need to convince the audience of your knowledge regarding

statistical validity and reliability. Tell specifically the sampling process you
plan to execute. The processes include sampling frame, how you obtain
the sample, how you ensure the sample is randomly selected, how you
contact the respondents, the instruments to be used for data collection,
who does the data collection for you, are they qualified for the job, how do
you ensure the data collection will take place accordingly without prejudice,
and bias. The most important factor to highlight here is the sample
selection is representative of the stated population.
Example 3.18: Sampling and data collection procedure
The list of students in the Faculty of Business and Management is obtained

from the office of academic affairs at the respective university. The study
obtained only the list of students in semester 3 and above since the students
who have been in the university longer are in a better position to provide their
opinion for items under the respective construct of the study.
In other words, these students have been experiencing multiple service

encounters at the university, and they have “known” the university very well.
Hence, the list of students from semester 3 and above would be the sampling
frame for that particular campus, in which the respondents are randomly
selected using certain sampling procedure.
Below are the steps taken in the sampling and data collection processes:
1. The permission to collect data is obtained from the Faculty of Business

and Management at the respective university. At the same time, the list of
students to be used as a sampling frame for the study is also obtained
from the faculty, together with the class schedule where the students
have their lecture.
2. The respondents are selected from the sampling frame using the random
numbers generated from the computer. For example, if the sampling
frame consists of 100 students and the study decided to take only 20
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students as respondents, then 20 numbers are generated using the
following computer statement (Rand 20 1-100). The computer would
generate randomly 20 numbers in the range of 1 to 100. Let say the 20
generated numbers are 5, 9, 11, 17, 23, 25, 36, 39, 44, 47, 51, 58, 66, 68,
73, 78, 88, 89, 96, and 98. Then, these numbers are matched with the list
in the sampling frame. The name of students whom their number on the
list matched the numbers generated by the computer would become the
respondents for the study.
3. Once the respondents are identified, the research assistants would

proceed to the respective lecture room during the time where the students
have their lecture session. The research assistants would obtain the
permission from the respective lecturer to distribute the questionnaires to
the respective respondents.
4. If the research assistants failed to find the respondents in that particular

time, they would proceed to the next lecture session or with the help of
their friends, in which the questionnaire is delivered to the respective
respondent.
5. The respondents can respond to the questionnaire at their convenient

time and mail the completed questionnaire using the self-addressed
envelope. In order to ensure confidentiality of the responses, each
questionnaire is enclosed with a cover letter that explains clearly the
purpose of the study. The respondents do not need to provide any
identification on the questionnaire. They could also submit the completed
questionnaire using the sealed envelope to the representative at the
office of academic affairs the following day.
The study employed the above method in order to allow respondents to

answer the questionnaires without any pressure so that whatever
response provided reflects the true opinion from the respondents.
Therefore, the response bias due to time constraint and the presence of
researcher would not occur.
Here, you need to assemble all variables involved from left to the right, namely
the independent variable, the mediating variable (intervening variable), and the
intended dependent variable. Then, theoretically explain how you think these
variables should relate to each other in your study.
68
Discuss more on the method of sampling in order to avoid the issue of non-
representativeness of the sample or respondents towards the target population
and the randomness of data distribution. Wrong sampling method would result in
poor representation of respondents in population and non-normal data
distribution.
1. Wrong method of data collection would result in poor response, non-

response or forced response.
2. Wrong measuring scale (nominal, ordinal, interval, ratio) would result in
poor data measures due to forced response.
Example 3.19: The theoretical framework of the study
Customer
Satisfaction
SQ Customer
Performance Loyalty
The study believes that when the performance of service quality provided by the
university increases, students‟ satisfaction with the university will also increase.
When the students are satisfied with their university, they are more likely to
become loyal students towards their university. In other words, service quality
performance of a university would provide an indirect influence on students‟
loyalty through their satisfaction with the university. In this case, students‟
satisfaction is a mediating variable in the study. At the same time, the study
believes that service quality performance of a university would have a direct
influence on students‟ loyalty towards their university.
69
Based on his theorized framework, the researcher should be able to prescribe

what he theorizes beginning from his research objective (RO), research question
(RQ), and research hypothesis (RH). If possible, state the contribution of the
proposed research to the body of knowledge as well. Let us illustrate the
relationship between RO, RQ, RH, and the contribution of the research using the
theoretical framework below.
In research, one should be able to relate precisely the connection between
RQ, RH, and RC in the specific area of study.
The relationship between RO, RQ, RH, and RC

Research Objective Research Research Research Contribution
Question Hypothesis
1. To determine the 1. What is the level of H1: Talent The result of this study would add to the
level of talent talent management management body of knowledge in the field of talent
management practices, practices, employee practices have management practices and employee
employee value value proposition and positive and direct value proposition among bank
proposition and talent talent brand strategy effects on employee employees in Malaysia. This study
brand strategy in among bank value proposition. would also create awareness among
Malaysian banking employees in the the Malaysian banking industry on
industry. Malaysian banking issues of talent brand and employee
industry? value proposition in developing more
70
globally competent environment to
remain competitive and profitable.
2. To examine the 2. Does talent H2: Talent This study contributes to the ongoing
relationship between management management development and validation of talent
talent management practices contribute to practices have management practices and structures.
practices and employee employee value positive and direct Talent management practices have
value proposition. proposition? effects on talent shown promising evidence on its
brand strategy. construct structure and validity.
3. To examine the 3. Do talent H3: Employee value This research contributes to better
relationship between management proposition has understanding of how talent
talent management practices contribute to positive and direct management practices might be
practices and talent talent brand strategy? effects on talent predicted and explained, as past
brand strategy. brand strategy. studies on the antecedents of talent
management practices tended to focus
on conceptual theorizing without much
empirical evidence.
4. To examine the 4. Does employee H4: The relationship This study aims to advance the current
relationship between value proposition between talent literature by examining whether talent
employee value contribute to talent management brand strategy explains the relationship
proposition and talent brand strategy? practices and talent between individual differences as
brand strategy. brand strategy is represented by talent management
mediated by practices and employee value
employee value proposition.
proposition.
The present study aims to suggest that
organizations consider the role of talent
management practices, employee value
proposition and talent brand strategy as
they provide important insights to
organizations for the review and
development in the Malaysian banking
industry due to the shortage of banking
talent (Taing, 2010).
MEASURING INSTRUMENT FOR EACH CONSTRUCT IN THE

STUDY
If you are using the survey instrument designed by someone else, state the
source of the instrument and describe the previous validity and reliability
assessments. If you are customizing someone else‟s instrument or you develop
your own measuring instrument, and then describe steps that you have taken to
assess its validity and reliability. This is important so that your audience is
convinced that your instrument is valid, reliable, and thus no iota of doubt should
arise in the future concerning the accuracy of results.
71
Validity refers to the accuracy or truthfulness of a measurement. Do you
measure what you think you are?
There are three types of validity, and you must describe steps that you
have taken to assess them.
1. Face validity refers to the likelihood that a question will be misunderstood

or misinterpreted. Pretesting an instrument is one way to increase the
likelihood of face validity. Explain precisely the procedure you have taken to
ensure the face validity of your instrument. You need to send the
questionnaire to some 20 to 30 respondents and analyze their responses. At
the same time, obtain their comments regarding how much they understand
the wordings of your questionnaire.
2. Content validity refers to whether an instrument provides adequate

coverage of a topic. Expert opinions (comments from experts in the field),
literature searches (obtain variables used in previous studies), discussion
with focus groups, and pre-test open-ended questions help to establish
content validity. State what you have done to ensure the content validity of
your instrument. Example – the study plans to obtain comments and
verification from the expert in the field, namely the professor in Marketing (to
verify the subject matter), the professor of Language Studies (to verify the
translation), and the professor in Statistics (to verify the measurement
scale).
3. Construct validity refers to the theoretical foundations underlying a

particular scale or measurement. Look at the underlying theories or
constructs that explain the phenomena. Use several survey items
(questions) to measure certain constructs and describe why you believe
those items comprise a construct. A statistical technique known as
exploratory factor analysis (EFA) is often used to explore how individual
survey items constitute to certain construct measurements. If you are using
the constructs developed by previous researchers, then state precisely the
researcher, the date of the research, the field of the study, and the number
of the items employed to measure the respective constructs. State how you
would carry out the pilot study to verify the dimensionality of the item in a
construct.
4. Reliability refers to the repeatability or stability. A measurement that yields

consistent results over time is said to be reliable. In other words, reliability
72
means consistency. When a measurement lacks consistency, it also lacks
reliability since it is likely to expose to higher variation (random error). Most
research uses an internal consistency measure called Cronbach‟s alpha.
The value of 0.6 or higher is an acceptable measure to prove the
instruments‟ reliability.
Example 3.20: The instruments used (extracted from a previous study)
This study is intended to evaluate the perceived service quality

performance of the university from the perspective of its undergraduate
students. The study is also intended to assess the level of students‟
satisfaction with their multiple service encounters at the university. Finally,
the study intended to measure the students‟ loyalty intentions with regard
to their university in the future. Realizing that the students consist of
different demographic and socio-economic background, the study also
incorporated certain demographic variables in the questionnaire.
The Measuring Instrument for Service Quality

(The illustration for Example 3.20)
The study adopted and customized the service quality items developed
by Owlia & Aspinwall (1996). In their study, Owlia & Aspinwall (1996) developed
the framework for service quality, which consists of 34 items grouped into 14
dimensions, namely reliability, responsiveness, understanding customers,
access, competence, courtesy, communication, credibility, security, tangibles,
performance, completeness, flexibility, and redress. However, after further
testing through several empirical analyses, they found these 14 dimensions
have overlapped. Finally, they condensed the original 14 dimensions into 6
dimensions, namely tangibles, competence, attitude, content, delivery, and
reliability.
Owlia & Aspinwall (1996), the authors who developed these original
instruments, agreed that after customizing for a specific purpose, the researcher
needs to redo the factor analysis procedure to determine the dimensionality of
the construct. They agree that the same number of dimensions does not
necessarily prevail since it depends on the characteristic or industry of that
particular study.
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The study adopts the items and customizes them accordingly in order to
suit high educational setting in this country. The study develops a statement for
every service quality items concerning the service at the university. The service
quality is measured based on the respondent‟s perception for every item in a
questionnaire. The respondent could provide the score from 1 (strongly
disagree) to 10 (strongly agree) with the service quality statement provided in
the questionnaire.
The statements for service quality items in the questionnaire begin from
question 1 to 34 in Section 1. The score for each item is provided on the right-
hand side, in which the respondent could circle independently from 1 to 10
depending on how strongly they agree or disagree with the statement provided.
After the whole questionnaire was completed, the pilot study has been
carried out using 100 respondents in the Faculty of Business and Management
at UiTM Kelantan. The pilot study was carried out to ensure the appropriateness
of the questionnaire wordings with the level of respondents in the study. Another
objective of the pilot study was to exclude ambiguity, if any, from the
questionnaire. In other words, the study has to ensure that the respondents
properly “understood” the meaning of every item before providing their response
so that the response bias would be minimized.
The Measuring Instrument for Customer Satisfaction

From the literature search, the study did not find the consensus by
researchers as to what constitutes customer satisfaction. This study adopted
and customized the items developed by Gronroos (1984) since they are more
relevant to the higher education characteristic.
Unlike other service settings such as hotels, resorts, health care, dry
cleaning, car repair, and long distance call whereby the duration of service is
short, and the customers could switch to other service providers immediately in
the following service, university education is a long-term commitment once the
students register in the program. Whether they like it or not, most of them would
complete their undergraduate program before deciding to move to other
universities for their postgraduate study if, for any reason, they are not satisfied
with the present university.
74
Thus, the study concludes that customer satisfaction with the university
education should be measured in terms of satisfaction with the service delivery
process by the “systems” at the university, and satisfaction with the outcome of
services such as the skills and knowledge resulted from the learning programs
at the university. Thus, customer satisfaction towards higher education service
providers can be classified into two categories, namely process and outcome.
The study adopts the concept of customer satisfaction proposed by

Gronroos (1984). The customer satisfaction items are customized to suit high
educational setting in the country. The study develops a statement for every
customer satisfaction items based on satisfaction with the “process” and
satisfaction with the “outcome”. The score on customer satisfaction is measured
based on the respondent‟s perception for every item in a questionnaire. The
respondent could provide the score from 1 (strongly disagree) to 10 (strongly
agree) with the corporate image statement provided in the questionnaire.
The statements for customer satisfaction items in the questionnaire begin

from question 1 to 14 in Section 2. The score for each item is provided on the
right-hand side, in which the respondent could circle independently from 1 to 10
The Measuring Instrument for Customer Loyalty

From the literature search, the study did not find the solid consensus made
by the previous researcher as what items constitute customer loyalty. Thus, the
study summarizes the items that constitute customer loyalty that has been
developed and employed by previous researchers.
Having gone through the above literature concerning the customer loyalty
items, this study decides to adopt and customize the items developed by
Bloemer et al. (1999) to suit higher educational setting. The study customizes a
statement for every customer loyalty item. The score on customer loyalty is
measured based on the extent of respondent‟s agree or disagree for every item
in a questionnaire. The respondent could provide the score from 1 (strongly
disagree) to 10 (strongly agree) with the customer loyalty statement provided in
the questionnaire.
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The statements for customer loyalty items in the questionnaire begin from
question 1 to 9 in Section 3. The score for each item is provided on the right-
hand side, in which the respondent could circle independently from 1 to 10
An example of a questionnaire used in the study
Dear respondent,
We are doing an academic research entitled:
The Perception of Various Stakeholders towards UniSZA
Congratulations. As a stakeholder of this university, you are selected to be a

respondent for this study. Your cooperation is crucial in determining the success
of this study. We need your assessment concerning certain factors in UniSZA.
Please read carefully and provide your score for every question sincerely. There
is no right or wrong answer.
Your response will be treated with strict confidential and will be used for this
academic research only.
Thank you very much for your cooperation.
Sincerely,
…………………….....
(Zainudin bin Awang)
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SECTION 1: Corporate Image Items
Please indicate how strongly you agree or disagree with the statement
about the corporate image of UniSZA. You can mark your sincere response
anywhere between 1 and 10.
1. Corporate Image of UniSZA

As a university, UniSZA ....... Strongly Strongly
Disagree Agree
1. has a good quality of academic lecturers. 1 2 3 4 5 6 7 8 9 10
2. concerns about academic excellence. 1 2 3 4 5 6 7 8 9 10
3. has lecturers with academic reputation. 1 2 3 4 5 6 7 8 9 10
4. maintains good industrial linkages. 1 2 3 4 5 6 7 8 9 10
5. practices quality management in its system. 1 2 3 4 5 6 7 8 9 10
6. contributes significantly to the society. 1 2 3 4 5 6 7 8 9 10
7. maintains a good relationship with alumni. 1 2 3 4 5 6 7 8 9 10
8. always cooperates with other universities. 1 2 3 4 5 6 7 8 9 10
9. excels in research and consultancy. 1 2 3 4 5 6 7 8 9 10
10. excels in research and publications. 1 2 3 4 5 6 7 8 9 10
11. wins awards in research and innovation. 1 2 3 4 5 6 7 8 9 10
12. organizes seminars and conferences. 1 2 3 4 5 6 7 8 9 10
13. has a good relationship with state government. 1 2 3 4 5 6 7 8 9 10
14. offers a variety of courses to choose from. 1 2 3 4 5 6 7 8 9 10
15. offers a flexible learning system. 1 2 3 4 5 6 7 8 9 10
16. always makes quality the main priority. 1 2 3 4 5 6 7 8 9 10
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SECTION 2: Service Quality Items
Please indicate how strongly you agree or disagree with the following
statement about the quality of services at UniSZA. You can mark your sincere
response anywhere between 1 and 10.
2. Service Quality of UniSZA

As a student of UniSZA, I found Strongly Strongly
Disagree Agree
UniSZA
1. has adequate infrastructure facilities. 1 2 3 4 5 6 7 8 9 10
2. has a beautiful campus environment. 1 2 3 4 5 6 7 8 9 10
3. has a good transportation system. 1 2 3 4 5 6 7 8 9 10
4. has adequate academic facilities. 1 2 3 4 5 6 7 8 9 10
5. has comfortable cafeteria on campus. 1 2 3 4 5 6 7 8 9 10
6. has adequate facilities for recreations. 1 2 3 4 5 6 7 8 9 10
7. has conducive rooms in the hostels. 1 2 3 4 5 6 7 8 9 10
8. has adequate academic books in the library. 1 2 3 4 5 6 7 8 9 10
9. offers flexible class schedules. 1 2 3 4 5 6 7 8 9 10
10. has an effective information delivery system. 1 2 3 4 5 6 7 8 9 10
11. has up-to-date syllabus in its programs. 1 2 3 4 5 6 7 8 9 10
12. has adequate laboratory facilities. 1 2 3 4 5 6 7 8 9 10
13. has lecture rooms equipped with ICT. 1 2 3 4 5 6 7 8 9 10
14. offers courses suitable for the future. 1 2 3 4 5 6 7 8 9 10
15. has lecturers who are experienced. 1 2 3 4 5 6 7 8 9 10
16. provides courses with the required skills. 1 2 3 4 5 6 7 8 9 10
17. has curriculum relevant to job prospects. 1 2 3 4 5 6 7 8 9 10
18. has conducive lecture rooms and facilities. 1 2 3 4 5 6 7 8 9 10
19. has adequate ICT facilities for students. 1 2 3 4 5 6 7 8 9 10
20. has personnel who are student-focused. 1 2 3 4 5 6 7 8 9 10
21. has non-academic staff who are helpful. 1 2 3 4 5 6 7 8 9 10
22. provides counseling advice for students. 1 2 3 4 5 6 7 8 9 10
23. has lecturers who are knowledgeable. 1 2 3 4 5 6 7 8 9 10
24 has support staff who is supportive. 1 2 3 4 5 6 7 8 9 10
25 has lecturers who create a good atmosphere. 1 2 3 4 5 6 7 8 9 10
26. has lecturers who use suitable materials. 1 2 3 4 5 6 7 8 9 10
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27. has staff whose appearance is always neat. 1 2 3 4 5 6 7 8 9 10
28. has lecturers who are available in the office. 1 2 3 4 5 6 7 8 9 10
29. has lecturers with a good personality. 1 2 3 4 5 6 7 8 9 10
30. has lecturers who always motivate students. 1 2 3 4 5 6 7 8 9 10
31. has lecturers who make learning interesting. 1 2 3 4 5 6 7 8 9 10
32. has lecturers who can explain well in class. 1 2 3 4 5 6 7 8 9 10
33. has lecturers who are fair to students. 1 2 3 4 5 6 7 8 9 10
34. has lecturers who are concerned with students. 1 2 3 4 5 6 7 8 9 10
SECTION 3: Satisfaction Items
Please indicate how strongly you agree or disagree with the following
statement concerning your satisfaction being a student of UniSZA. You can mark
your sincere response anywhere between 1 and 10. Please remember, there are
no right or wrong answers.
3. Your satisfaction towards this university

As a student of UniSZA, I….. Strongly Strongly
Disagree Agree
1 am satisfied with my study progress. 1 2 3 4 5 6 7 8 9 10
2 am satisfied with my class schedules. 1 2 3 4 5 6 7 8 9 10
3 am satisfied with my self-confidence. 1 2 3 4 5 6 7 8 9 10
4 am satisfied with my academic results. 1 2 3 4 5 6 7 8 9 10
5 am satisfied with my academic lecturers. 1 2 3 4 5 6 7 8 9 10
6 am satisfied with my present soft skills. 1 2 3 4 5 6 7 8 9 10
7 am satisfied with the academic rules. 1 2 3 4 5 6 7 8 9 10
8 am satisfied with the medical facilities. 1 2 3 4 5 6 7 8 9 10
9 am satisfied with the campus security. 1 2 3 4 5 6 7 8 9 10
10 am satisfied with the academic evaluation. 1 2 3 4 5 6 7 8 9 10
11 am satisfied with academic regulations. 1 2 3 4 5 6 7 8 9 10
12 am satisfied with the library facilities. 1 2 3 4 5 6 7 8 9 10
13 am satisfied with the academic facilities. 1 2 3 4 5 6 7 8 9 10
14 am satisfied with the security system. 1 2 3 4 5 6 7 8 9 10
15 am satisfied with my daily life here. 1 2 3 4 5 6 7 8 9 10
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SECTION 4: Student Loyalty Items
Please indicate how strongly you agree or disagree with the following statement
concerning your loyalty towards UniSZA. You can mark your sincere response
anywhere between 1 and 10. Please remember, there are no right or wrong answers.
4. Stakeholders’ loyalty towards UniSZA

As a student of UniSZA,
Strongly Strongly
Disagree Agree
1 I will complete my current study at UniSZA. 1 2 3 4 5 6 7 8 9 10
2 I will choose UniSZA for my postgraduate study. 1 2 3 4 5 6 7 8 9 10
3 I will pay higher fees due to benefits at UniSZA. 1 2 3 4 5 6 7 8 9 10
4 I will participate in programs organized by UniSZA. 1 2 3 4 5 6 7 8 9 10
5 I will tell positive things about UniSZA to others. 1 2 3 4 5 6 7 8 9 10
6 I will recommend UniSZA as a suitable place to study. 1 2 3 4 5 6 7 8 9 10
7 I will encourage my friends to study at UniSZA. 1 2 3 4 5 6 7 8 9 10
8 I will propose my employers to collaborate with UniSZA. 1 2 3 4 5 6 7 8 9 10
9 I will recommend UniSZA to employers for recruitment. 1 2 3 4 5 6 7 8 9 10
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The Practical Guide in Writing a Research Proposal
SECTION 5: Demographic Profiles
Please provide your response by circling the appropriate number
1 Your gender
Male ………................................ 1
Female …………............................. 2
2 Your age (years)

Below 20 years old …………............................. 1
20 - 25 years old …………............................. 2
26 - 30 years old …………............................. 3
Above 30 years old …………............................. 4
3 Length of time in this university

Less than 2 semesters …………………….............. 1
Between 2 and 4 …………………….............. 2
semesters ........................................... 3
Between 4 and 6 ........................................... 4
semesters
More than 6 semesters
4 Parent‟s monthly income

Below RM 2000 ………..........………........... 1
RM 2001 – RM 4000 ..…………………................ 2
RM 4001 – RM 6000 ........................................... 3
RM 6001 – RM 8000 ………................................ 4
Above RM 8000 ........................................... 5
5 The highest academic qualification of your parents

SPM and lower …………………................ 1
STPM or equivalent ......................................... 2
Diploma or certificate ......................................... 3
Bachelor‟s degree ………….………............... 4
Master‟s degree ......................................... 5
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PhD or professional ......................................... 6
6 Your parent‟s occupation Father Mother

Professional field .................... 1 1
Government servant .................... 2 2
Teacher .................... 3 3
Clerical work .................... 4 4
Self-employed/business .................... 5 5
Pensioner .................... 6 6
Others (please specify) .................... 7 7
7 Is UniSZA your first choice? (when applying through UPU)

Yes ......................................... 1
No ......................................... 2
Not Sure ......................................... 3
Thank you very much for your sincere cooperation in this study.
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Scales employed to measure the item statement in a

questionnaire
Most quantitative studies employed Likert scale to measure the level of

respondent‟s perception regarding the item statement in a questionnaire. As
reported by Ploumis et al, (2014), Likert scale is an effective approach to
measure respondent‟s opinions based on item statement. It is also an effective
way to gauge respondent‟s attitude concerning certain issues (Nunnally, 1978;
Ticehurst & Veal, 2000). Coelho & Esteves (2007) stressed support for the 10-
point Likert scale since it is able to capture more data compared to the 5-point
Likert scale. In line with the above, Zainudin (2012, 2014) suggested the
researcher to employ Likert scale without label since this measure would produce
interval data that is continuous and meets the data assumption for parametric
analysis. The researcher should bear in mind that, statistically speaking, Likert
scale with label would produce ordinal data, and would not meet the assumptions
for parametric analysis. The 10-point Likert scale is suitable for customer
satisfaction research (Coelho & Esteves, 2007). Zainudin (2012) mentioned the
appropriate range for data meant for structural equation modeling (SEM) should
be in the interval from 1 to 10. This is because the 10-point scale gives more
freedom of choice to the respondents where the forced measure would not occur.
Previous research, especially those employed SEM, has also employed the 10-
point Likert scale (Chou & Kim, 2009; Chen, 2013). The researchers need to
remember that prior to employing any statistical method for data analysis, the
study needs to meet the assumptions regarding the measuring scales for data,
the target population, and its underlying distribution. For example, the
assumption for employing parametric statistics (for example, t-test, z-test, F-test,
regression, ANOVA, multiple comparisons, and SEM) is that the data must be
independent, identical, and normally distributed. The terms “independent” means
the scale employed must be continuous, the term “identical” means the target
population must be homogenous, and the term “normally distributed” means the
83
respondents are selected randomly using the suitable method of probability

sampling.
DETERMINATION OF SAMPLE SIZE TO BE USED IN THE STUDY
Another challenging task for the study is to determine the most appropriate
number of respondents to be sampled from its population. The study decides to
follow the rule set by Hair et al. (1995), which stated that for any research that
requires performing the factor analysis procedure to determine the dimensionality
for the items employed, the sample size obtained should be at least five times as
many items to be analyzed. However, the authors also suggest that it is highly
preferred if the study could obtain a sample based on 10-to-1 ratio. In other
words, the study should obtain a number of samples equivalent to 10 times the
number of measuring items in the questionnaire.
This study has a total of 57 items in its questionnaire. These 57 items consist
of 34 measures of service quality construct, 14 measures of customer
satisfaction construct, and 9 measures of customer loyalty construct. Hence,
according to Hair et al. (1995), it is highly preferable and adequate if the study
could obtain 10 x 57 = 570 random samples from its population.
Thus, in order to ensure that it could obtain at least 570 samples from its
population, a total number of 1000 questionnaires should be printed and
distributed to the respondents in the study.
ASSUMPTIONS REQUIRED FOR STATISTICAL DISTRIBUTION
All research studies make assumptions. All processes and procedures must
follow certain assumptions to avoid the threat of invalid methodology. For
example, if the sampling distribution of your variables does not meet the required
assumptions concerning the statistical distribution, then certain statistical
methods used in the data analysis might be invalid. Hence, all conclusions based
on the statistical test is deemed invalid! Some of the required assumptions are:
1. The population from which the sample is selected is normally distributed.
84
2. Sample is randomly selected using the appropriate sampling technique.
3. The sample is representative of the population under study.
4. The measuring instruments used are valid and reliable.
5. Respondents answer the questionnaire at their own convenient time

without bias, prejudice, threat, and pressure from anyone.
6. The data obtained is independent, identical, and normally distributed.
***Independent means no biased response from respondents, no forced measure

for items (respondents have the choice or liberty to state their score).
***Identical means the target population is homogenous (the proper method of
sampling being applied to solve heterogeneous issues), in which the data comes
from the target population or from the same group of subjects.
***Normally distributed means the data obtained follows normal distribution,
which summarized the representativeness of the sample towards the target
population (method of sampling), how the respondents are approached (method
of data collection), and the scale used to measure the variable is appropriate.
Another example of how to determine the sample size
Determining the sample size for a study is always an issue for many researchers.
Liu et al. (2014) posited that a large sample size produces small standard error.
A small sample size will give problems to the research since it would reduce the
generalizability of the results (Williams et al., 2014), reduce the statistical power
of the test (Ho, 2007), reduce the precision of estimate and result in wide
confidence intervals (Wilson & Batterham, 1999).
Roscoe (1975) proposed that sample sizes larger than 30 and smaller than 500
are appropriate for most research. Krejcie & Morgan (1970) designed a very
useful and convenient sample size table (see Table 3.2), which has served as a
guide for researchers in business and social science discipline for more than
three decades (Ahmat et al., 2011; Craggs & Schofield, 2011; Eraqi, Abou-Alam,
85
Belal, & Fahmi, 2011; Lee et al., 2010; Mahadzirah et al., 2012; Pham & Kayat,
2011; Ritchie, Bentley, Koruth, & Wang, 2011; Scarinci & Pearce, 2012).
Table 3.2: Determining the sample size of a given population

Population (N) Sample (n)
20 000 377
30 000 379
40 000 380
50 000 381
75 000 382
˃1 000 000 384
N = population size
n = sample size
Source: Krejcie and Morgan (1970)
According to Table 3.2, the ideal sample size from a population of more than a
million is approximately 384. Israel (1992) supported Krejcie and Morgan‟s
(1970) sample size calculation by establishing a sample size calculation based
on the precision level, where the confidence level is 95% and p=.05. According to
Israel, a sample size for a population of more than one hundred thousand with
±5% precision is 400 (see Table 3.3). To avoid biases and include the possibility
of unreturned questionnaires, a 50% response rate was assumed; therefore, 700
questionnaires were handed out at the location.
Table 3.3: Sample size for ±3%, ±5%, ±7%, and±10 % precision levels, where
confidence level is 95% and p=.05.
Sample Size (n) for Precision (e) of:
Size of Population
±3% ±5% ±7% ±10%
10,000 1,000 385 200 99
15,000 1,034 390 201 99
20,000 1,053 392 204 100
25,000 1,064 394 204 100
50,000 1,087 397 204 100
100,000 1,099 398 204 100
<100,000 1,111 400 204 100
Source: Israel (1992)
86
If you are analyzing data using structural equation modeling (SEM), there are
suggestions from the authors who are famous in the area such as Hair et al.
(2010). Their sample size determination is based on the number of latent
constructs in the model. However, it is also applicable if your current method of
sample size determination produces more sample size for the study.
Example: (Extracted from a previous study)
Sample Size for Structural Equation Modeling (SEM)
The present study would employ SEM to model the theoretical framework
and estimate the path coefficients among the constructs. With SEM, the
estimating procedure and analysis are much more efficient since the
interrelationship among the constructs could be modeled and estimated
simultaneously. Hair et al. (2006) and Kline (2011) note that SEM requires large
sample sizes. Shah and Goldstein (2006) stated that according to a rule of
thumb, a minimum sample size of 200 is suitable for studies that utilize SEM
analysis. Kline stated, “models with more parameters require more estimates, so
larger samples are necessary in order for the results to be reasonably stable”.
Hair et al. (2006) recommended minimum sample sizes of 100 to 150 in order to
ensure stable maximum likelihood estimation (MLE). For this reason, they
suggested an appropriate sample size in a range of 150 to 400. According to Hair
et al. (2009), a suitable sample size for SEM analysis is in the range between
150 – 400.
PROCEDURE FOR DATA ANALYSIS IN THE STUDY
Describe the procedure you plan for data analysis. Explain how you will treat the
questionnaires – the procedure for checking, editing, coding, and data
87
transcribing. Describe how you will address each research question. What
variables are you looking for? How do these variables provide answers to your
research questions? What are the statistical computations required? State the
types of statistical test you are planning to perform. This is important when you
have the hypotheses to prove in your study.
Example 3.21: (extracted from a previous study)

The study will analyze the data using the Statistical Package for Social
Sciences (SPSS 22.0). This program facilitates data cleaning and
checking for logical inconsistencies in the data set. The researcher will
carry out data mining procedure before the actual data analysis is
performed.
The responses from the respondents will be coded accordingly before

being transferred into data file. The frequency distribution will be used to
tabulate the number of responses received for each question. This method
will organize the data into classes or groups of values and will be useful
for observation and evaluation purposes. The descriptive analysis for each
variable will be produced.
Since there are many items employed to measure each variable in the
study, the factor analysis procedure will be employed to determine the
number of factors and the grouping of items under its respective factor.
From here, the study will compute the mean score for each factor under
the respective variable. The measure of reliability (Cronbach‟s alpha) for
each variable, namely service quality, customer satisfaction, and customer
loyalty will be computed.
The assessment of normality for the distribution of each variable will be

determined to ensure that the data obtained is normally distributed. This
step is important since the study will employ the parametric statistical
procedure for further analysis, and one of the conditions is the distribution
of data must be normal. Specifically, the study would employ several
statistical analyses procedure as follows:
88
1. Principal component factor analysis: This procedure is employed to

determine the items and their underlying factors for every variable in
the study. The item with a factor loading score of 0.6 or higher will be
included. The method is proposed by Hair et al. (1995).
2. Reliability analysis: Cronbach‟s alpha is computed for each set of items
measuring the same factor to provide evidence of reliability. The
Cronbach‟s alpha value above 0.7 is considered acceptable (Nunally,
1994).
3. Structural equation modeling (SEM) using AMOS 20.0: This second
generation statistical technique is employed to model the
interrelationship among the variables in the study (service quality,
customer satisfaction, customer loyalty) simultaneously.
4. Analysis of variance (One-way ANOVA) will be employed to determine
the moderating effects of certain demographic variables on the
intended dependent variable.
5. Multi-group confirmatory factor analysis will be employed to assess the
effects of moderator variable in the model. This method is proposed by
Hair et al. (2010). The study will employ the multi-group CFA
procedure as suggested by Zainudin (2012) since it is simple and easy
to understand.
***Remember, in order to make your proposal more convincing, you

should list down relevant statistical analysis procedure that you would
employ in proving each of your hypothesis. (Refer to Example 3.22 below)
89
STATISTICAL METHOD TO BE EMPLOYED FOR HYPOTHESIS

TESTING
Example 3.22: The summary of hypotheses and its statistical analysis

No. Hypotheses test between the main variables in the study Statistical Test
(Refer to Appendix 1)
1 H1 Service quality performance of a university provides a Path analysis in SEM
significant effect on students‟ satisfaction with that
particular university.
2 H2 Service quality performance of a university provides a Path analysis in SEM
significant effect on students‟ loyalty towards that
3 H3 Students‟ satisfaction with the university provides a Path analysis in SEM
significant effect on students‟ loyalty towards that
Refer to Appendix 1 for the theoretical model of the study and Appendix 2 for the
corresponding structural model in AMOS graphic software for testing the three
hypotheses as stated above.
Appendix 3 shows the test of hypotheses for the selected demographic variables
in the study.
No. Hypotheses for the effect of demographic variables on Statistical Test

students’ satisfaction
4 H4 There is a significant difference in students’ satisfaction Two independent
with the university when respondents are classified samples t-test
according to their gender groups.
5 H5 There is a significant difference in students’ satisfaction One-way ANOVA
with the university when respondents are classified and post-hoc analysis
according to their age groups. using LSD
according to their parents’ education groups. using LSD
according to their parents’ occupation groups. using LSD
according to their parents’ income groups. using LSD
90

according to their duration of study (semester groups). using LSD
No. Hypotheses for the effect of different demographic Statistical Test

variables on students’ loyalty
10 H10 There is a significant difference in students’ loyalty with Two independent
the university when respondents are classified according samples t-test
to their gender groups.
11 H11 There is a significant difference in students’ loyalty with One-way ANOVA
the university when respondents are classified according and post-hoc analysis
to their age groups. using LSD
to their parents’ education groups. using LSD
to their parents’ occupation groups. using LSD
to their parents’ income groups. using LSD
to their duration of study (semester groups). using LSD
No. Hypotheses to assess the moderator variables on the Statistical Test

relationship between satisfaction and loyalty
16 H16 Gender moderates the relationship between students‟ Multi-group CFA
satisfaction and their loyalty. in SEM
17 H17 Age moderates the relationship between students‟ Multi-group CFA
satisfaction and their loyalty. in SEM
18 H18 Parents’ education moderates the relationship between Multi-group CFA
students‟ satisfaction and their loyalty. in SEM
19 H19 Parents’ occupation groups moderate the relationship Multi-group CFA
between students‟ satisfaction and their loyalty. in SEM
20 H20 Parents’ income groups moderate the relationship Multi-group CFA
between students‟ satisfaction and their loyalty. in SEM
21 H21 Duration of study moderates the relationship between Multi-group CFA
students‟ satisfaction and their loyalty. in SEM
91
SCOPE AND LIMITATIONS OF THE STUDY
All research studies have limitation and a finite scope. Since the results of your
study is not valid for the whole world, does not cover all industries, does not
apply to all population, and might not be true under all circumstances, you should
think carefully about the scope and limitations of your study. It is irritating to you
when someone is telling you that your research is not valid under certain
conditions, which is within the limitation of your study!
Example 3.23: Scope and limitations of the study

(Extracted from a previous study)
Similar to other studies, this particular study has its own limitations, both in scope
and methodology. First of all, the study was carried out in the Faculty of Business
and Management. Thus, the result might only be generalizable to the above
population. In other words, the findings might be different if the scope is
increased to include more faculties since different faculties might pose different
characteristics. Furthermore, these characteristics might be significantly different
from the characteristics of the faculty in this study.
Methodologically, this study only measures the perception of respondents for

each item on a questionnaire. Should the expectation score also be considered,
the results would be more informative when the gap score between perception
and expectation is computed. Thus, the management of a university would
become more concerned when presented with the extent of a gap between their
actual performance and the expectation of their customers. Making the gaps
score handy for all components, the university could plan the appropriate
program to close the respective gaps.
Another limitation is this study employed the cross-sectional design, whereby the
students‟ perception score is only measured once throughout the study. Since
higher education is a long-term commitment, and this study found the length of
time in a university has a significant effect on the perception score, the result
would be more informative if the longitudinal design is employed.
In the longitudinal design, the perception score of the same respondents is

assessed at different time intervals throughout their study. Using this method, the
management of a university could monitor how their students‟ perception
92
changes against time when they are consuming more service and getting more
information concerning the university.
TENTATIVE SCHEDULE FOR THE STUDY
Research schedule is a tentative time schedule estimated by a researcher for

every activity involved from the beginning until the end. As a researcher, you
must be able to estimate in detail how much time you require to complete every
activity in every step in your research. This is important to convince the audience
that you can complete your study on time. At the same time, it shows that you
know every activity very well, the time required to complete that particular
activity, and the overall time you need to submit the final report. Remember, the
time estimate must be reasonable because your audience might know the
exaggerated figures! This will erase their confidence in you.
Example 3.24: A planned schedule for the study

MONTH MONTH MONTH MONTH MONTH MONTH
Item Activities January- July- Septembe November- January- April-June
Involved June August r- December March
No.
October
1 Refining:
Problem
statement,
Objectives of the
study, Research
questions,
Research
hypothesis
2 Design, validate,
and testing the
measuring
instruments
3 Fieldwork and
data collection
4 Data
management,
editing, coding
and input
5 Data analysis and
report writing
93
APPENDICES
Appendix 1: The theoretical model for the study showing the three main
hypotheses

H2
Service Quality Student

Performance Loyalty
H1 H3
Student
Satisfaction
with with
Process Outcome
94
Appendix 2: The theoretical model for the study converted into AMOS Graphic
Appendix 2 illustrates the latent endogenous variables in the proposed

model. Among the latent endogenous variables in the model are:
1. Students‟ loyalty – This is the construct of main interest in the study. This
construct is measured using two indicator variables, namely market retention
and positive recommendation
2. Error1 - Estimated error that would emerge when service quality and
students‟ satisfaction are included in the model to predict students‟ loyalty
towards the university. This is called the error in equation.
3. ESL1 - Estimated error that would emerge when the intention to remain loyal
and increased transaction are employed to measure students‟ loyalty towards
the university. This is called the error in measurement for retention.
95
4. ESL2 - Estimated error that would emerge when the intention to provide
positive words of mouth and recommendation are employed to measure
students‟ loyalty. This is also the error in measurement for recommendation.
5. Students‟ satisfaction – This is another construct of main interest in the study.

This construct is measured using two manifesting variables, namely process
and outcome.
6. Error2 - Estimated error that would emerge when service quality is included in
the equation to predict students‟ satisfaction with the university. This is called
the error in equation.
7. ESS1 - Estimated error that would emerge when students‟ satisfaction with
service delivery process at the university is employed to measure their overall
satisfaction with the university. This is called the error in measurement for
process.
8. ESS2 - Estimated error that would emerge when students‟ satisfaction with
the service outcome is employed to measure their overall satisfaction with the
university. This is called the error in measurement for outcome.
Appendix 2 also illustrates the latent exogenous variables in the proposed

model. Among the latent exogenous variables in the proposed model are:
1. Service quality – This variable is sometimes called the predictor variable in

the model. The study measures service quality performance using three
indicator variables, namely functional quality, technical quality, and image
quality of the university.
2. ESQ1 - Estimated error that would emerge when the functional quality in
service delivery of the university is employed to measure the service quality
performance. This is called the error in measurement for functional quality.
3. ESQ2 - Estimated error that would emerge when the technical quality at the
university is employed to measure service quality performance. This is called
the error in measurement for technical quality.
4. ESQ3 - Estimated error that would emerge when the image quality of the
university is employed to measure service quality performance. This is called
the error in measurement for image quality.
96
The study would analyze the data using a statistical program called AMOS 21.0.
AMOS is a short name for Analysis of Moments Structures, another method of
statistical analysis procedure like analysis of variance or ANOVA. Unlike ANOVA
that only analyzes the variances, AMOS program analyzes the means,
variances, and covariances of the data simultaneously. Hence, AMOS is a much
more powerful and efficient program for running statistical data analysis.
97
Appendix 3: Modeling the moderating variable in a model
Moderator variable Moderator variable

moderates the relationship moderates the relationship
between between
SQ and CS CS and CL


Among the possible moderating variables to be examined are:
1. Duration of using the service may moderate the relationship between service
quality and customer satisfaction towards the service provider.
2. Duration of using the service may also moderate the relationship between
customer satisfaction and customer loyalty towards the service provider.
3. Education of respondents may moderate the relationship between service

quality and customer satisfaction towards the service provider.
4. Education of respondents may also moderate the relationship between

customer satisfaction and customer loyalty towards the service provider.
98
Appendix 4: The measurement model for patient‟s service quality (PSQ)
Figure 2.0: The measurement model for patient’s service quality (PSQ)
Figure 3.0 illustrates how the study would measure the latent construct, namely
patient‟s service quality (PSQ) in the study. Theoretically, PSQ is a second-order
construct measured using five components, namely tangibility, reliability,
responsiveness, assurance, and empathy. Each component of PSQ is measured
using a certain number of items in a questionnaire.
For example, tangibility component is measured using 4 items (tan1 – tan4),
reliability component is measured using 5 items (rel1-rel5), responsiveness
component is measured using 4 items (res1-res4), assurance component is
measured using 4 items (assu1-assu4), and empathy component is measured
99
using 5 items (emp1-emp5). The result of the analysis is illustrated in Appendix

5.
Appendix 5: The output for measurement of patient‟s service quality (PSQ)
Figure 3.1: The results indicate the factor loading for the component with
the R2 for the respective component, factor loading for the
items, and the R2 for the respective item.
100
Appendix 6: The structural equation modeling (SEM) showing the

interrelationships among the constructs in a model
Figure 3.2: The structural model showing the interrelationships among the
construct of interest to be tested in the study.
101
Appendix 7: The output for a structural model showing the standardized path
coefficients between the constructs, and also the factor loading for every item in
the respective construct
Figure 3.3: The standardized path coefficients for every path of interest in
the study. The path of interest is drawn based on the
hypothesis of interest to be tested in the study.
102
Appendix 8: The output for structural model showing the regression path
coefficients between the constructs, and also the regression coefficient for every
path in the model
Figure 3.4: The regression path coefficients for every path of interest in the
study. The path of interest is drawn based on the hypothesis of
interest to be tested in the study. The testing of hypothesis is
shown.
Table 3.4: The regression path coefficient and its significance
Endogenous
Path Exogenous Construct Estimate S.E. C.R. P Result
Construct
Customer_Satisfaction <--- Service_Quality 1.146 .086 13.364 .001 Significant
Customer_Loyalty <--- Customer_Satisfaction 1.722 .400 4.300 .001 Significant
Customer_Loyalty <--- Service_Quality -.892 .461 -1.937 .053 Not Significant
103
Figure 3.5: The research proposal template: Adapted from Karen Kelsky,
PhD, McNair Scholars Program, University of Oregon. The United States of
America.
104

INNOVATIVENESS H1a
 R & D Investment
 Market Leader
(Covin & Lumpkin, 2011;
Awang et al., 2010)
PROACTIVENESS
New Product Lines
 Opportunist FIRM
 Adaptability H1b PERFORMANCE
 Assertiveness  Profit
(Entebang et al., 2010; H1  Growth
Davis et al., 2010) (McDougall et al.,
H2 1994; Lumpkin &
Dess, 1996)
COMPETITIVE H1c
AGGRESSIVENESS
(Okhomina, 2010)
RISK MANAGEMENT (RM)
PRACTICES
AUTONOMY  Business strategy and planning
 Involvement  Business process
H1d
 Freedom  RM evaluation
(Lee, Lim, & Pathak, 2009) (Henschel, T, 2008; 2009; 2010)
SELF-RENEWAL ACTIVITIES
 Mission Reformulation
 Reorganization
 System-wide Changes H1e
(Zahra, 1993)
IV MV DV
Figure 3.6: A conceptual framework of EO-risk management-performance

relationship
Source:
Kreiser, P. M., & Davis, J. (2010). Entrepreneurial orientation and firm performance: The unique
impact of innovativeness, proactiveness and risk taking. Journal of Small Business and
Entrepreneurship, 23(1), 39-51.
Miller, D. (1983). The correlates of entrepreneurship in three types of firms. Management
Science,, 29(7), 770-791.
Covin, J. G., & Slevin, D. P. (1989). Strategic management of small firms in hostile and benign
environment. Strategic Management Journal, 10(1), 75 – 87
Lumpkin, G. T., & Dess, G., G. (2001). Linking two dimensions of entrepreneurial orientation to
firm performance: The moderating role f environment an industry life cycle. Jurnal of Business
Venturing, 16(5), 429-451.
105
The theoretical framework in Figure 3.7 has a set of objectives to be achieved, a

set of research questions to be addressed, and a set of hypotheses to be tested.
Table 1 illustrates the research objectives, research questions, and research
hypotheses for this study.
Table 3.5: Research objectives, research questions, and research

hypotheses for this study based on Figure 3.7.
No. Research Objectives Research Questions Research Hypotheses

To evaluate the effects of entrepreneur orientation and its five subconstructs
on the financial performance of SMEs in Malaysia
1 To investigate the effects of Does the innovativeness H1: Entrepreneur
innovativeness among SMEs among SMEs in Malaysia innovativeness has positive
in Malaysia on firm has positive effects on their effects on firm performance
performance. firm performance? among SMEs in Malaysia.
2 To investigate the effects of Does the pro-activeness H2: Entrepreneur pro-
pro-activeness among SMEs among SMEs in Malaysia activeness has positive effects
in Malaysia on firm has positive effects on their on firm performance among
performance. firm performance? SMEs in Malaysia.
3 To investigate the effects of Does the competitive H3: Entrepreneur competitive
competitive aggressiveness aggressiveness among aggressiveness has positive
among SMEs in Malaysia on SMEs in Malaysia has effects on firm performance
firm performance. positive effects on their firm among SME in Malaysia.
performance?
4 To investigate the effects of Does the autonomy among H4: Entrepreneur autonomy
autonomy among SME in SME in Malaysia has has positive and significant
Malaysia on firm positive and significant effects on firm performance
performance. effects on their firm among SME in Malaysia.
performance?
5 To investigate the effects of Do the self-renewal H5: Entrepreneur self-renewal
self-renewal activities among activities among SMEs in activities have positive effects
SMEs in Malaysia on firm Malaysia have positive on firm performance among
performance. effects on their firm SME in Malaysia.
performance?
In SEM using AMOS, the researcher could convert the theoretical framework into
AMOS Graphic as shown in Figure 3.7 and execute the model. The procedure
could test the five hypotheses simultaneously. The output is shown in Figure
3.7a.
106
Figure 3.7: The theoretical framework converted into AMOS graphic for
analysis
Figure 3.7A: The regression path coefficient for the model and its
significance
107
Construct Path Construct Estimate S.E. C.R. P Results

Financial
<--- INNO .400 .060 6.638 0.001 Significant
Performance
Financial
<--- SRA .185 .081 2.283 0.027 Significant
Performance
Financial
<--- CA .323 .087 3.699 0.001 Significant
Performance
Financial
<--- PRO .157 .072 2.169 0.030 Significant
Performance
Financial Not
<--- AUT .020 .110 .185 0.853
Performance Significant
108
References


Jabatan Pendidikan Tinggi, Kementerian Pendidikan Malaysia (2001), Maklumat

Jabatan Pendidikan Tinggi, Statistik, 2001.
Mahadzirah, M. and Wan Norhayati, M. (2003). A Field of the Influence of Job

Satisfaction on Customer Focus in Public Higher Learning Institutions in
Malaysia, Asian Pacific Economic Conference, 2003.
Oliver, R.L. (1997). Satisfaction: A Behavioral Perspective on the Consumer. Mc-

Graw-Hill, New York.
Owlia, M. S. and Aspinwall, E. M. (1996). A Framework for the Dimensions of

Quality in Higher Education, Quality Assurance in Education, 4(2), 12-20.
Paul, T. P. Wong (2005). How to Write a Research Proposal, Trinity Western

University, Canada. Retrieved on 03/01/2005 at http://www.
Walonick, D. S. (2005). Elements of a Research Proposal and Report. Retrieved

on 03/01/2005 at http://www.
Zainudin, A. and Zaihan, O., (2004). The Impact of Corporate Image on Perceived
Quality in Healthcare Industry. Proceeding of CSSR 2005, 50-65
Zainudin, A., Rustam, S., and Farouk, M. Z. (2005). Service Quality and
Customer Satisfaction in the Environment of Higher Education: A Study on
the Public and Private University Students in Malaysia, Institute of
Research, Development, and Commercialization, UiTM Cawangan
Kelantan.
Zainudin, A. (2014). A Handbook on Structural Equation Modeling (SEM) for

Academicians and Practitioners. MPWS Publication. Bangi. Malaysia.
109

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The Practical Guide into Writing a Research Proposal

Zainudin Awang, Mahadzirah Mohamad

This book is designed to provide practical guides for students in writing a

Zainudin Awang, PhD

Chapter 1: Introduction to Research Proposal 1

Chapter 2: Layout and Style Of Writing Citations 19

Chapter 3: Chapter Outlines in a Research Proposal 25

Chapter I: Introduction of the Study

Chapter II: Literature Review of the Study 51

Chapter III: Research Methodology 65

An example of a questionnaire used in the study 76

Introduction to Research Proposal

The objectives of this chapter are:

 To provide the proper definition of a research proposal

WHAT IS A RESEARCH PROPOSAL?

Research proposal is a detailed document that you, as a researcher, submit to

The most important element in your proposal is to present in writing to the

Scientifically speaking, a research proposal is a „blueprint‟ of the proposed

What do you propose to study? Why do you propose to study it?

The above questions are considered worth millions of ringgit. As a

WHY IS RESEARCH PROPOSAL SO IMPORTANT?

Research proposal is so important because it reflects the quality of the proposed

FREQUENTLY ASKED QUESTIONS (FAQ) CONCERNING RESEARCH

In order to make the explanation straightforward and easily understood, the

1. What do you want to research? In other words, what is the issue?

Example 1.1: Phrasing the research title

An examination of quality dimensions in service industry …

On the other hand, if you want to focus specifically on the behavioral

The importance of service quality on the long-term growth and survival

Example 1.2: Phrasing the research title

The relationship between service quality, customer satisfaction, and

2. Why do you want to carry out the research?

Issues: can be part of the objective or an initiative of the study.

1. The increasing pressure for the government to study the effectiveness of

3. The increasing trend of foreign tourists seeking medical treatment

What is your rationale for conducting this research? What is the

Another look into the issue:

Higher education has become a commodity in Malaysia after the

“I think your proposed research is just a waste of time and resources!”

A competent researcher will be able to explain exactly how he will

Hence, you have to explain in detail in order to convince your audience to

4. When do you expect your research will be completed?

This refers to your research schedule. A capable researcher knows exactly

5. What problems are you trying to fix using your research?

This refers to the significance of your study or the contribution of your

At this stage, you need to provide your “anticipation” regarding the

Example: Changes in the method of communication due to the advancement

The researcher could discover the research problem either from

You might discover that previous researchers failed to achieve or provide a

A competent researcher will read critically and attentively to identify

Another possibility is that previous research might be no longer valid

Do not let you audience make their generalization and say,

“After going through your proposal, I don’t think a new research is

6. Who will benefit from your research project?

This question refers to the importance of your proposed research.

What is the contribution of your research to the organization? What is

7. What is your direction for future research?

A good researcher knows that he cannot solve everything from a single

The direction for a future research is the suggestions from the

DISTINCTIONS BETWEEN ACTION RESEARCH AND

This research normally contributes towards solving the existing problem in

1) To identify the factors that contributes to the failure of Malaysian-made

4) To measure the relationship between certain variables and the underlying