Lecture - 3 - Formulating and Clarifying Research and Choosing Topic

Slide 2.
EMBA Program
Research Methods and Quantitative Analysis
(BUSE 606)
Spring (2020 – 2021)
Lecture 3
Formulating and clarifying the research and
choosing research topic
Associate Professor Dr. Asif Salam

Department of Business Administration
Faculty of Economics and Administration
King Abdulaziz University
Saunders, Lewis and Thornhill, Research Methods for Business Students, 5th Edition, © Mark Saunders, Philip Lewis and Adrian Thornhill 2009
Slide 2.2
Flowchart of Research
Problem Discovery Problem Selection of
and Definition discovery sample design
Sampling
Selection of
exploratory research Probability Non -
techniques
Probability
Secondary Pilot Experience Case Data

Collection
Data Study Survey Study gathering of data
Editing &
Problem Definition
statement of research objectives
Coding
Data
Processing Data
and Analysis
Selection of Processing
basic research
Research method
Design Conclusion
Interpretation
and report of findings
Survey Experiment Observation Secondary
Interview Questionnaire Laboratory Field data Study Report
Slide 2.3
Formulating and clarifying your research

topic
The important steps:
• Identifying the attributes of a good research topic
• Generating ideas that help you select a suitable topic
• Turning ideas into clear research questions and objectives
Slide 2.4
Attributes of a good research topic (1)

Capability: is it feasible?
• Are you fascinated by the topic?
• Do you have the necessary research skills?
• Can you complete the project in the time available?
• Will the research still be current when you finish?
• Do you have sufficient financial and other resources?
• Will you be able to gain access to data?
Slide 2.5
Attributes of a good research topic
Slide 2.6
Attributes of a good research topic
Appropriateness: is it worthwhile?
• Does the topic meet the requirements of the degree?

• Does the topic have clear links to theory?
• Are the research questions and objectives clearly stated?
• Will the proposed research provide fresh insights into the topic?
• Does the research topic match your career goals?
And - (If relevant)
Does the topic relate clearly to an idea you were given -
possibly by your organisation ?
Slide 2.7
Generating research ideas
Rational thinking Creative thinking
Keeping a notebook of ideas (paper-based works better than

Examining your own strengths and interests
electronic!)
Looking at past project titles - library, internet, search

Exploring personal preferences using past projects
engines, etc. Keep notes!
Discussion with peer group, family, friends, tutors, etc. Make

Relevance trees (mind map)
notes!
Searching the literature - academic and professional

A research diary is a very useful tool and should be kept with
journals, books, conference proceedings, electronic
you at all times – again, preference is paper-based
databases, etc.
Brainstorming
Scanning the media
Table 2.1: Most frequently used techniques for generating and refining research ideas
Slide 2.8
Refining research ideas
• Using the Delphi Technique
• Conducting a preliminary study
• Continually testing out your ideas
• Integrating ideas
• Refining topics given to you by your organisation
Slide 2.9
Writing research questions
Write research questions that are:
• Consistent with expected standards
• Able to produce clear conclusions
• At the right level (not too difficult)
• Not too descriptive
• Use the „Goldilocks Test‟ (to decide if questions are either too difficult, too easy, too small, too big,
too hot or - just right)
- Clough and Nutbrown (2002)
Slide 2.10
Developing a topic into a research question
• Develop themes around your chosen topic area

• Consider questions that might be researched relating to these themes
• Develop into a SINGLE research question
• Avoid the word „AND‟ like the plague!
Slide 2.11
How NOT to Frame a Research Question
• Example one: “An investigation into the use of electronic banking in Asia”
• Absolutely massive!!! Totally unresearchable
• Example two: “The impact of the Internet on banks and customers and whether this use will increase
in the future or not?”
• More than one question. Too big a topic. Unclear and ambiguous. Unresearchable
Slide 2.12
Example Ideas and Possible Questions
Topic Question
• Internet banking • What impact has Internet banking had on bank tellers in Jeddah?
OR
• To what extent does Internet banking increase customer use of other
banking technologies in Taipei, Taiwan?
• To what extent does magazine advertising appeal to black women in Hong

Kong
• Marketing OR
• How best to launch a new perfume in country X
Slide 2.13
Turning ideas into research projects
Examples of research ideas and their derived focus questions
Table 2.2 Examples of research ideas and their derived focus research questions
Slide 2.14
Useful techniques:
• Start with a general focus question
• Use the „Russian Doll‟ principle to reach the essence of the question
• Discuss areas of interest with your professor
Slide 2.15
Writing clear research objectives
• Check your examining body‟s preferences for stated objectives
• Use a general focus question to achieve precise objectives
Saunders et al. (2009)
Slide 2.16
Include SMART Personal objectives
S pecific
M easurable
A chievable
R ealistic
T imely
Slide 2.17

Phrasing research questions as research objectives
Table 2.3 Phrasing research questions as research objectives

Slide 2.18
Example Research Question and Aims
Research Question:
• Continuous improvement as a facet of change management at Aramex, KSA.
Research Aims:
• To understand contemporary literature on continuous improvement
• To understand contemporary literature on change management
• To investigate the current approach to change management at Aramex
• To draw conclusions and make recommendations for incorporating continuous improvement
into how Aramex manage change – based on aims one, two and three
Slide 2.19
The importance of theory
• A theory is a formulation regarding the cause and effect relationships between two or more
variables, which may or may not have been tested.
• Asking for opinions and gathering facts – „What' questions (descriptive research)
• Using questions that go beyond description and require analysis – 'why' questions
- Phillips and Pugh (2005)
In order to:
Explain phenomena Analyse relationships
Predict outcomes Compare and generalise
Slide 2.20
Threefold typology of theories
Grand, middle range and substantive theories
- Creswell (2002)
Figure 2.1 Grand, middle-range and substantive theories

Slide 2.21
Threefold typology of theories
• Grand theories, are usually thought to be the province of the natural scientists, which lead to a whole
new way of thinking, e.g., Newton‟s theory of gravity, Darwin‟s theory of evolution or Einstein‟s theory of
relativity.
• Middle range theories, lack the capacity to change the way in which we think about the world but are
nonetheless of significance, e.g., theories of human motivation, well known to managers.
• Substantive theories, that are restricted to a particular time, research setting, group or population or
problem, e.g., implications of a cost-saving strategy in a particular organization.
Slide 2.22
Reading Literature: Some Key Points
• In reading literature the researcher engages in an evaluation of the literature.
• The literature review is undertaken to provide a theoretical framework for the research project.
• The researcher is trying to establish the value of the literature in relation to their own research.
• Where was the literature sourced? Is this a good source?
• Check the date of publication. Is the literature from seminal sources? Is the literature up-to-date?
• Who authored the literature? Do they have other publications?

What are their qualifications?
• Take a critical perspective. Use the model of the research
process to examine each aspect of the published work.
Slide 2.23
Questions for the Introduction to the Research
• Critically examine the research question/statement, the research hypothesis.
• Does it seem useful and appropriate?
• Are the aim and objectives of the research clearly outlined?
• Do they seem reasonable and appropriate?
• Do the aim and objectives “fit” with the research statement/question?
Slide 2.24
Questions for the Literature Review

• Critically examine the literature review, the theoretical framework.
• Is it comprehensive?
• Does it include seminal authors?
• Is it up-to-date?
• Does it adequately support the research project as it is detailed in the research

statement/question, in the hypothesis?
Slide 2.25
Questions for the Research Methodology
• Examine the methodology? Is it appropriate? Has enough detail been given on the methodology
to allow for a care critique of the research?
• Is the population of the research detailed?
• Was a sample used? If so, is the sampling method detailed?
• Are the data collection methods outlined?
• How well did the data collection methods serve the research?
• Do the data collection methods “fit” with the aim of the

research?
• Is there a copy of the data collection method(s) in appendices? (e.g. questionnaire / interview
schedule)
Slide 2.26
Questions for Data Analysis
• How were the data analysed?
• Was the means of analysis adequate and appropriate?
Slide 2.27
Questions for the Findings of the Research
• Are the findings from the data clearly drawn from the data? Is it clear that the findings did
emerge from the data?
• Are the findings reasonable, useful, interesting and insightful?
• Are the findings theorised? Did the author(s) knit the findings from the research back into
the body of knowledge? Did the author(s) connect the findings with the theory laid out in the
literature review, in the theoretical framework?
Slide 2.28
Questions for the Conclusions Drawn from the Research
• Are there conclusions? Are they reasonable and meaningful?
• Do the conclusions emerge clearly from the findings?
• Do they evidence a deep level of reflection on the part of the researcher?
• Are they useful, interesting and insightful?
Slide 2.29
Questions for the Recommendations Made at the End of

the Study
• Are there recommendations?

•
• Are the recommendations clear and simple?
• Do the recommendations make sense?
• Are the recommendations achievable, are they do-able?
• Are there recommendations for further research?
Slide 2.30
Questions for an Overall Critical Appraisal of the Study
• Overall, is the report of the research well written?
• Is the research well-presented?

•
• Has the research been carried out to a high standard?
• Does the research make a contribution to knowledge?
• Is it a valid contribution to knowledge?
• Is it a valuable contribution to knowledge?
Slide 2.31
Referencing the Work
• Referencing is critically important.
• Much of the work of the literature review is in referencing all of the literature drawn on in
writing the review.
• It is essential the literature review be fully and properly referenced.
• Reference as much as possible in the literature review.
• Include all of the references.
• Remember to lead with your own voice in writing the literature review. The literature review
that you write is your take on the literature that you have read, as it relates to your research
project.
Slide 2.32
Summary
The best research topics
• Formulate and clarify the topic
• Meet the requirements of the examining body
• Use a variety of techniques when generating research ideas
• Are focused on clear questions based on relevant literature
The best research topics

• Are theory dependent
• Have a proposal containing organised ideas
Tell the reader:

• What will be done and why
• How it will be achieved

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Slide 2.

Associate Professor Dr. Asif Salam

Secondary Pilot Experience Case Data

Formulating and clarifying your research

• Identifying the attributes of a good research topic

• Generating ideas that help you select a suitable topic

• Turning ideas into clear research questions and objectives

Attributes of a good research topic (1)

• Are you fascinated by the topic?

• Do you have the necessary research skills?

• Can you complete the project in the time available?

• Will the research still be current when you finish?

• Do you have sufficient financial and other resources?

• Will you be able to gain access to data?

Attributes of a good research topic

Attributes of a good research topic

• Does the topic meet the requirements of the degree?

And - (If relevant)

Does the topic relate clearly to an idea you were given -

possibly by your organisation ?

Generating research ideas

Rational thinking Creative thinking

Keeping a notebook of ideas (paper-based works better than

Looking at past project titles - library, internet, search

Discussion with peer group, family, friends, tutors, etc. Make

Searching the literature - academic and professional

Refining research ideas

• Using the Delphi Technique

• Conducting a preliminary study

• Continually testing out your ideas

• Refining topics given to you by your organisation

Writing research questions

Write research questions that are:

• Consistent with expected standards

• Able to produce clear conclusions

• At the right level (not too difficult)

• Not too descriptive

- Clough and Nutbrown (2002)

Developing a topic into a research question

• Develop themes around your chosen topic area

How NOT to Frame a Research Question

Example Ideas and Possible Questions

• To what extent does magazine advertising appeal to black women in Hong

Turning ideas into research projects

Examples of research ideas and their derived focus questions

Turning ideas into research projects

• Start with a general focus question

• Discuss areas of interest with your professor

Turning ideas into research projects

Writing clear research objectives

• Check your examining body‟s preferences for stated objectives

• Use a general focus question to achieve precise objectives

Saunders et al. (2009)

Turning ideas into research projects

Include SMART Personal objectives

Turning ideas into research projects

Table 2.3 Phrasing research questions as research objectives

Example Research Question and Aims

The importance of theory

Predict outcomes Compare and generalise

Threefold typology of theories

Grand, middle range and substantive theories

Figure 2.1 Grand, middle-range and substantive theories