Formulating and Clarifying The Research Topic: 7/20/2023 Pham Minh Tien 1

Chapter 2
FORMULATING AND CLARIFYING

THE RESEARCH TOPIC
7/20/2023 Pham Minh Tien 1

Learning Objective
 identify the attributes of a good research topic;

 generate ideas and explore sources that will help
you to choose a suitable research topic;
 turn research ideas into a research project that has
a clear research question(s) and objectives;
 write your research proposal.

Chapter Outline
2.1 Attributes of a good research topic
2.2 Generating research ideas
2.3 Refining research ideas
2.4 Turning ideas into research projects
2.5 Writing your research proposal

2.1. Attributes of a good research topic
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?

2.1. Attributes of a good research topic
Appropriateness: is it worthwhile?
 Will the examining institute's standards be met?
 Does the the topic contain issues with 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?

2.2. Generating research ideas
Useful Techniques
 Rational thinking  Creative thinking
 Examining your own  Keeping a notebook of

strengths and interests your ideas
 Looking at past project  Exploring past projects

titles
 Relevance Trees
 Discussion
 Brainstorming
 Searching the literature

Rational thinking
Examining your own strengths and interests
 Having some academic knowledge
 Look at those assignments for which you have
received good grade.
 You may, as part of your reading, be able to
focus more precisely on the sort of ideas about
which you wish to conduct your research

Rational thinking
Looking at past project title
 Dissertations; Theses.
 Scan your university’s list of past project titles
for anything that captures your imagination
 Actual research projects.
 You need to beware. The fact that a project is in
your library is no guarantee of the quality of the
arguments and observations it contains.

Rational thinking
Discussion
 Colleagues, friends
 University tutors
 Practitioner
 Professional groups

Rational thinking
Searching the literature
 Article in academic and professional journals;
 Reports;
 Books;
 Review articles

Rational thinking
Scanning the media
 Keeping up to date with items in the news can
be a very rich source of ideas.

Creative thinking
Keeping a notebook of ideas
 One of the more creative techniques that we all
use is to keep a notebook of ideas.
 All this involves is simply noting down any
interesting research ideas as you think of them
and, of equal importance, what sparked off your
thought.
 You can then pursue the idea using more
rational thinking technique later.

Creative thinking
Exploring personal preferences
using past project
1. Select six projects that you like
2. For each of these six projects, note down your
first thoughts in response to three:
 What appeals to you about the project?
 What is good about the project?
 Why is the project good?

Creative thinking
Exploring personal preferences using
past project
3. Select three projects you do not like.
4. For each of these three projects that you do not
like.
 What do you dislike about the project?
 What is bad about the project?
 Why is the project bad?

Creative thinking
Relevance tree
 You start with a broad concept from which you
generate further topics.
 Each of these topics forms a separate branch from
which you can generate further, more detailed sub
branches.
 As you proceed down the sub branches more ideas
are generated and recorded.
 These can then be examined and a number
selected and combined to provide a research idea

Creative thinking
Brainstorming
1. Define your problem.
2. Ask for suggestions, relating to the problem.
3. Record all suggestions.
4. Review all the suggestions and explore what is meant
by each.
5. Analyze the list of suggestions and decide which appeal
to you most as research ideas why.

2.3. 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

2.4. Turning ideas into research projects
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”
“research questions are either too big two small
too hot or just right”

Writing clear research objectives

 Check your examining body’s preferences for
stated objectives
 Use a general focus question to achieve
precise objectives

Include SMART Personal objectives

Specific: What precisely do you hope to achieve from
undertaking the research?
Measurable: What measures will you use to determine
whether you have achieved your objectives?
Achievable: Are the targets you have set for yourself
achievable given all the possible constraints?
Realistic: Given all other demands upon your time, will you have
the time and energy to complete the research on time?
Timely: Will you have time to accomplish all your objectives?

Determine the Relevant Variables and
Hypotheses
 To determine what characteristics of the unit
of analysis will be measured by the
researchers.
 These characteristics may vary within the
same unit of analysis.
 For instance, Research Objective: to identify
the ways of increasing marketing
performance.
 Unit of analysis: firm
 Variable: marketing performance
 Different firms’ marketing performance may
be different.
Definition of Variable
• What is a Variable?
– Anything that varies or changes from one
instance to another; can exhibit differences in
value, usually in magnitude or strength, or in
direction.
• What is a Constant?
– Something that does not change; is not useful
in addressing research questions.

Hypotheses
Types of Variables
• Continuous variable
• Can take on a range of quantitative values.
• Categorical variable
• Indicates membership in some group.
• Also called classificatory variable.
Dependent variable
A process outcome or a variable that is predicted

and/or explained by other variables.
Independent variable
A variable that is expected to influence the dependent

variable in some way.
Hypotheses
Research Questions
• In order to achieve research objectives,
researchers should develop research questions,
and try to answer them through research.
• Research questions are about the nature of
relations among variables.
• Examples of research questions:
• What are the reasons of sales decline?
• What are the drivers of customer satisfaction?
• What are the relations between new designs
and customer satisfaction?
Hypotheses
Hypothesis
• An unsupported proposition to answer a research
question to be tested by research
• H1: Decline in the purchasing power of the clients

decreases the total sales of the industry.
• H2: New designs increase customer satisfaction.

Formulating Research Hypothesis
• An unproven proposition
• A possible solution to a problem
• Guess

A hypothesis
is a formal statement explaining some outcome.
In its simplest form, a hypothesis is a guess.
A sales manager may hypothesize that the salespeople who are highest in
product
knowledge will be the most productive
A hypothesis is a proposition that is empirically testable.
In other words, when one states a hypothesis, it should be written in a
manner that can be supported or shown to be wrong through an empirical
test.
For example, using the color of the background for a Web site
the researcher may use theoretical reasoning to develop the following
hypothesis:
 H1: A web site with a blue background will generate more sales than
an otherwise identical Web site with a red background.
Hypotheses Are the Empirical
Counterparts of Propositions
 Abstract level PROPOSITION

Treat More Loyal
Employees Employees
Better
 Empirical level HYPOTHESIS

Increase Reduce Annual
Retirement Turnover
Benefits 5%

2.5. Writing your research proposal
Purposes of the research proposal

 To organise your ideas
 To convince your audience
 To contract with your client (your tutor)
 To meet ethical requirements

Content of your research proposal

 Title
 Background
 Research questions and objectives
 Method
 Timescale and Resources
 References

Evaluating research proposals

 How the components of the proposal fit
together
 Viability of the proposal
 Absence of preconceived ideas

Slide 3.1
Chapter 2
Critically reviewing the

literature
26/08/2016 201041 –Critically reviewing the literature review 1

Slide 3.2
Learning Objective
• Understand the importance and purpose of the critical

literature review;
• Know what you need to include when writing your
critical review;
• Identify to undertake a literature search using a range
of methods;
• Understand what is meant by plagiarism.
• Apply the knowledge, skills and understanding gained
to your own research project

Slide 3.3
Chapter outline
2.1 Introduction
2.2 How to write the literature review
Adopting a critical perspective

2.3
2.4 Planning your literature search strategy

Slide 3.4
Chapter outline
2.5 Conducting your literature search
2.6 Obtaining and evaluating the literature
Recording the literature

2.7
2.8 Plagiarism

Slide 3.5
2.1 Introduction
Activity 1 – Work in group
Read the contents of chapter 3 - The literature review of
one essay. Then, Answer some questions below:
1. What's name of Chapter 3 in English?
2. What are the main contents of Chapter 3?
3. In your opinion, why author must to present main contents
like this?

Slide 3.6
2.1 Introduction
Reasons for reviewing the literature
• To conduct a ‘preliminary’ search of existing
material
• To organise valuable ideas and findings
• To identify other research that may be in progress
• To generate research ideas
• To develop a critical perspective

Slide 3.7
Main contents in Chapter 3:
1. What are my key concepts?
2. Which articles are relevant?
3. Are there any patterns in my research?
4. What are the differences and similarities between sources?
5. Did I leave any gaps in my research?
201041 – Chapter 2: Critically reviewing the literature

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review
Slide 3.8
2.1 Introduction
Now, you are asked to read an article to find out the
structure of the Literature review. Then, answer some of
the questions below:
1. What is the general structure of an article?
2. Which part of the article is literatute review?
3. What is the difference on writting literature review
between article and essay?

Slide 3.10
Step 1: Detemine your purpose
• Determine your purpose:
What is your topic?

What are you discovering?

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Slide 3.11
Step 2: Extensive research
• Use Various Resources

• Such as:
• Journal articles
• Books
• Reports
• Appropriate websites
* YOU KNOW THE DRILL

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Slide 3.12
Step 3: Keeps Note Bibliographical Details

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Slide 3.13
Step 4: Thoroughly Read the Literature
MAKE NOTES
DESIGN A TALBLE
UNDERSTAND YOUR RESEARCH

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Slide 3.14
Step 5: Analyse your research
1. What are my key concepts?

2. Which articles are relevant?
3. Are there any patterns in my research?
4. What are the differences and similarities
between sources?
1. Did i leave any gaps in my research?

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Slide 3.15
Step 6: Write the liturature review
Like an Essay (but not)
- Introduction
- Body paragraphs
- Conclusion

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Slide 3.16
Step 7: Edit your Writing
MAKE IT PERFECT

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Slide 3.17
Step 8: Tick of your checklist
outlined your purpose
Have you: identified scholarly literature

recorded bibliographical sources
analysed your research
identified any gaps (and fixed them)
Explored theories
Discussed varying viewpoints
checked punctuation and spelling

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Slide 3.18
2.3. The literature search strategy
Saunders et al. (2009)

Figure 3.2 Literature sources available
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Slide 3.19
TEXTBOOK

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Slide 3.20
JOURNALS
Journal is a regular periodical publication, printed say
monthly or bi-monthly, containing a collection of peer
reviewed papers. A high 'impact rating' helps, this being a
measure of citations to articles in that journal.

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Slide 3.21
Thesis/ Proceedings

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Slide 3.22
Websites:

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Slide 3.23
Guide to find a Journal on

Scopus and Eliviser data
Website: scholar.google.com
Ranking: http://www.scimagojr.com/journalrank.php
Slide 3.24
“Nghiên cứu sự hài lòng của sinh viên về chất lượng

dịch vụ đào tạo tại trường Đại học”
“ Research analytics of the student about the quality
of the training at University”
Require: Use this keyword to trial search for Google
Scholar. And then give comment after doing this
job? How to find more effective searching?
Slide 3.25

• Trang Website sử dụng:
• https://scholar.google.com.vn
• http://www.scimagojr.com
• https://sci-hub.cc
• Facebook – Nhờ bạn bè hỗ trợ:
• https://www.facebook.com/groups/loadpapersteam/

Slide 3.26
2.4. Adopting a critical perspective
Skills for effective reading
• Previewing
• Annotating
• Summarising
• Comparing and contrasting
Harvard College Library (2006)

Slide 3.27
The key to a critical literature review
• Demonstrate that you have read, understood and

evaluated your material
• Link the different ideas to form a cohesive and

coherent argument
• Make clear connections to your research objectives

and the subsequent empirical material

Slide 3.28
GUIDE - How to Read

a Primary Research Paper
Slide 3.29
Questions to ask yourself

1. Purpose of the research in the paper
2. The significance of the research problem investigated
The using of Information system in the Greek public financial service

3. How the article has identified the research problem in its
literature review?
4. Theoretical framework/theory used in the study
5. Research methods used in the study
6. Results
7. Conclusions made in the study
8. Limitations in the study
9. Future research ideas suggested in the research paper.
29
Slide 3.30
Require: From the article, Groups read and answer

9 questions above?
5. Research Methods
1. Purpose
6. Results
2. Significance
7. Conclusion
3. Research problem
8. Limitations
4. Theorical framework
9. Future research
Slide 3.31
2.5 Conducting a literature search (2)
Searching using tertiary literature
• Ensure key words match controlled index language
• Search appropriate printed and database sources
• Note precise details used – including search strings
• Note the FULL reference of each search found

Slide 3.32
2.6 Recording the literature (1)
Make notes for each item you read
Record –
• Biographic details
• Brief summary of content
• Supplementary information
Sharp et al. (2002)

Slide 3.34
Citations and References by: endnote

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Slide 3.35
2.8 Plagiarism
Four common forms
• Stealing material from another source
• Submitting material written by another
• Copying material without quotation marks
• Paraphrasing material without documentation
Adapted from Park (2003), cited in Easterby-Smith et al. (2008)

CHAPTER 04
COLLECTING PRIMARY DATA USING

QUESTIONNAIRES
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7/20/2023
Learning Objective
• Questionnaires are often used to collect descriptive and

explanatory data
• Five main types of questionnaire are Internet- or intra-

net mediated, postal, delivery and collection, telephone
and interview schedule
• Precise data that meet the research objectives can be

produced by using a data requirements table
7/20/2023 201041- Collecting primary data using questionnaires 2

Learning Objective
• Data validity and reliability and response rate depend on

design, structure and rigorous pilot testing
• Wording and order of questions and question types are

important considerations
• Closed questions should be pre-coded to facilitate data

input and analysis

Chapter outline
4.1 Introduction
4.2 Steps to a well structured questionnaire
An overview of questionnaire techniques

4.3
4.4 Designing the questionnaire

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201041- Collecting primary data using questionnaires
Prolems when collecting data
Who? Sampling
What? Questionaire
How? Ways to collecting
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4.1. Introduction
Definition of Questionnaires
A list of questions asked to selected respondents with

the intention of extra specific information
Adapted from deVaus (2002)

4.1. Introduction
Purpose of questionnaires
1. To collect the appropriate data
2. To make data comparable and amenable to analysis
3. To minimize bias in formulating and asking question
4. To make questions engaging and varied.

4.1. Introduction
When to use questionnaires

• For explanatory or descriptive research. Linked with other
methods in a multiple-methods research design.
• To collect responses from a large sample prior to

quantitative analysis.

4.2. Steps to a well structured
questionnaire
Step 1: Decide the information required
What are the things you need to know?

Make it simple and stay in the central part of your reseach

questionnaire
Step 2: Define the respondents
Wraw up a sampling frame

Consider factors such as the age, education,
etc. of the target respondents
Make sure that your respondent group will give you
reliable data to your research

questionnaire
Step 3: Choose the type(s) of
reaching your target repondents
Post? Email? Internet survey?
Think about your respondents...

How can they be reached in the most efficient way?
How to make it easier for them?
You can always give alternatives!

questionnaire
Step 4: Define the respondents
LESS IS MORE
No question should be
included unless the data is
neccessary to the research!

questionnaire
Step 5: Develop the question wording
Make the wording clear, simple and logical
Remember the open questions, since they:

- Bring new findings and viewpoints
- Show the respondents’ own thoughts and ideas
- Allow reinforcement of respondents’ viewpoints

questionnaire
Step 6: Put questions into a meaningful order and format

1. Opening questions are CRITICAL:
• Are the first exposure to the interview
• Provide the engagement of the respondent
• Must be easy to answer.
2. Question flow:
• One question must smoothly lead to the next
• Group the questions that are related to the same subject

questionnaire
Step 6: Put questions into a meaningful order and format

3. Questions variety:
 Respondents become bored quickly when asked similar
questions too many times.
 An open – ended question here and there may help
 Pictures can help vary the pace and increase interest
4. Appearance of the questionnaire:
 Have a significant impact
 Confusing layouts make it difficult for understanding and are
less attractive.

questionnaire
Step 7: Check the length of the questionnaire
LESS IS MORE
Avoid unnecessary questions

And
Make it as short as possible!

questionnaire
Step 8: Pre- test the questionaire
Test the questionaire with a pilot group of respondents

Select the pilot group wisely and as broader as possible

questionnaire
Step 9: Develop the final survey form
After pre – testing:

fine tune and develop the final questionaire

Summary
A well designed questionaire is essesstial to a

sucessful survey. A good questionaire:
- Helps achieve the research objectives

- Provides complete and accurate information
- Is easy for both interviews and respondents
Remember the 9 steps!!

questionnaire
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201041- Collecting primary data using questionnaires
4.3. An overview of
questionnaire techniques
Types of questionnaire

4.3. An overview of
questionnaire techniques
Choice of Questionnaire
Related factors
• Characteristics of the respondents and access
• Respondents answers not being contaminated or distorted
• Size of sample required for analysis
• Type and number of questions required
• Available resources including use of computer software

4.4. Designing the questionnaire
Stages that must occur if a question is to be valid and
reliable
Source: developed from Foddy (1994)

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Testing for reliability: The 3-stage process
• Test re-test
• Internal consistency
• Alternative form
Source: Mitchell (1996) and Field (2005)

Designing individual questions
Open questions
6 Please list up to three things you like about your job
1…………………………………………
2…………………………………………
3…………………………………………

List questions
7 What is your religion?

Please tick  the appropriate box
Buddhist  None 
Christian  Other 
Hindu 
Jewish 
Muslim 
Sikh 

Category questions
8 How often do you visit the shopping centre?

Interviewer: listen to the respondent’s answer and tick 
as appropriate
 First visit
 Once a week
 Less than fortnightly to once a month
 2 or more times a week
 Less than once a week to fortnightly
 Less often
Ranking questions
9 Please number each of the factors listed below in

order of importance to you in choosing a new car.
Number the most important 1, the next 2 and so
on. If a factor has no importance at all, please
leave blank.
Factor Importance
Carbon dioxide emissions [ ]
Boot size [ ]
Depreciation [ ]
Price [ ]
Rating questions
10 For the following statement please tick the box

that matches your view most closely
Agree Tend to agree Tend to disagree Disagree
I feel employees’    
views have
influenced the
decisions taken
by management

Quantity questions
14 What is your year of birth?
(For example, for 1988 write: )
1 9 8 8

4.5. Administering the questionnaire
Points to consider
• Internet and intranet-mediated responses
• Postal questionnaires
• Delivery and Collection
• Telephone questionnaires
• Structured interviews
This is interesting. 70% of the
respondents to our questionnaire
said they don’t respond to
Source: Edwards et al.(2002) questionnaires.

CHAPTER 03
SELECTING SAMPLES
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Learning Objective
• What is sampling? The need to sampling?
• The basic concepts and sampling process.
• Probability / Non – Probability sampling.
• The appproriate sampling design

Chapter outline
3.1 Introduction
3.2 Stages in the sampling
Sampling teachniques
3.3
What is the appproriate sampling design
3.4
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3.1. Introduction
Selecting samples
Population, sample and individual cases
Source: Saunders et al. (2009)

3.1. Introduction
The need to sample
Sampling- a valid alternative to a census when
• A survey of the entire population is impracticable
• Budget constraints restrict data collection
• Time constraints restrict data collection
• Results from data collection are needed quickly

3.2. Stages in the sampling
The four stage process
1. Identify sampling frame from research objectives
2. Decide on a suitable sample size
3. Select the appropriate technique and the sample
4. Check that the sample is representative

3.3. Sampling teachniques
Overview of sampling techniques

3.3.1. Probability sampling
Five main techniques used for a probability
sample
• Simple random
• Systematic
• Stratified random
• Cluster
• Multi-stage

Sample random –
chọn mẫu ngẫu nhiên
1. Indentify Sample frame
2. List of all elements
3. Put the number to list
4. Sample random
Viện Nghiên cứu Kinh tế Phát triển 10

7/20/2023 201041- Selecting Samples
Systematic Sampling
- Chọn mẫu hệ thống
Sample frame N = 1000
n = 100
1 11 21 ... 991 Bước nhảy SI = N/n = 10
2 12 22 ... 992
3 13 23 ... 993
Kết quả
6 16 26 ... 996
Điểm xuất phát = 6
Phần thứ 2 = 16
8 18 28 ... 998 Phần tử thứ 3 = 26
9 19 29 ... 999 ...
10 20 30 ... 1000 Phần tử thức 100 = 996

Stratified sampling
- Chọn mẫu phân tầng
Các đơn vị mẫu (giai tầng xã hội)
Tổng thể Mẫu

nghiên cứu nghiên cứu
Cluster sampling
- Mẫu theo phương pháp chọn nhóm
Các nhóm mẫu (khu vực địa lý)
Tổng thể Mẫu nghiên

nghiên cứu cứu
Multi- Stage sampling
- chọn mẫu nhiều giai đoạn
14
3.3.2. Non- probability sampling
Sampling techniques
• Convenience sampling
• Quota sampling (larger populations)
• Snowball sampling
• Judgment sampling

15
Convinience sampling
- chọn mẫu thuận tiện
7/20/2023 16
Quota sampling
- chọn mẫu theo định mức
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Snowball sampling
- chọn mẫu phát triển mầm
7/20/2023 18
Judgment sampling
- chọn mẫu phán đoán
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3.4. What is the
Appropriate Sample Design?
• Degree of accuracy
• Resources
• Time
• Advanced knowledge of the population
• National versus local
• Need for statistical analysis

CHAPTER 05
ANALYSING QUANTITATIVE DATA

Learning Objective
• Data for quantitative analysis can be collected and then

coded at different scales of measurement
• Data type constrains the presentation, summary and

analysis techniques that can be used
• Data are entered for computer analysis as a matrix and

recorded using numerical codes
• Codes should be entered for all data values
• Existing coding schemes enable comparisons

Learning Objective
• Data must be checked for errors
• Initial analysis should use both tables and diagrams
• Subsequent analyses involve describing data and

exploring relationships by using statistics
• Longitudinal data may necessitate different statistical

techniques

Chapter Outline
5.1 Introduction
Preparing, inputting and checking data
5.2
5.3 Exploring and presenting data
5.4 Describing data using statistics
5.5 Examining relationships, differences

and trends using statistic
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5.1. Introduction
Key points
• Data must be analysed to produce information
• Computer software analysis is normally used for this

process
• Data should be carefully prepared for analysis
• Researchers need to know how to select and use

different charting and statistical techniques

5.1. Introduction
Main concerns
• Preparing, inputting and checking data
• Choosing the most appropriate statistics to describe the

data
• Choosing the most appropriate statistics to examine

data relationships and trends

5.2. Preparing, inputting and
checking data
Main considerations
• Type of data (scale of measurement)
• Data format for input to analysis software
• Impact of data coding on subsequent analyses
• Case weighting
• Methods for error checking

checking data
Data Layout
Data matrix example

checking data
Main data categories for coding
• Numerical data
• Categorical data
• Missing data

checking data
Final stages of the process
• Entering data – rubbish in = rubbish out!
• Weighting cases
• Always take time to check for errors – including

illegitimate codes, illogical relationships and that
rules were followed in filter questions

5.3. Exploring and presenting
data
Exploratory analysis key aspects
• Specific values
• Highest and lowest values
• Trends over time
• Proportions
• Distributions

data
Showing aspects of individual variables
• Specific values
• Trends
• Proportions
• Distribution of values

data
Examples of diagrams: Bar Chart
Source: Eurostat (2007) © European Communities.

data
Examples of diagrams: Histogram

data
Examples of diagrams: Pie Chart

data
Comparing variables to show
• Specific values and independence
• Proportions
• Trends and conjunctions

data
Comparing variables to show
• Totals
• Proportions and totals
• Distribution of values
• Relationship between cases for variables

5.4. Describing data using
statistics
Statistics to describe a variable focus on
two aspects
• The central tendency
• The dispersion

statistics
Describing the central tendency
• To represent the value occurring most
frequently
• To represent the middle value
• To include all data values

statistics
Describing the dispersion
• To state the difference between values
• To describe and compare the extent by which

values differ from the mean
7/20/2023 20
201041- Analysing quantitative data
5.5. Examining relationships,
differences and trends using
statistic
Using statistics to
• Test for significant relationships and differences
• Assess the strength of relationship
• Examine trends

Formulating and Clarifying The Research Topic: 7/20/2023 Pham Minh Tien 1

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Formulating and Clarifying The Research Topic: 7/20/2023 Pham Minh Tien 1

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Chapter 2

FORMULATING AND CLARIFYING

7/20/2023 Pham Minh Tien 1

 identify the attributes of a good research topic;

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2.1 Attributes of a good research topic

2.2 Generating research ideas

2.3 Refining research ideas

2.4 Turning ideas into research projects

2.5 Writing your research proposal

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 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?

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 Does the the topic contain issues with clear links to

 Are the research questions and objectives clearly stated?

 Will the proposed research provide fresh insights into the

 Does the research topic match your career goals?

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 Examining your own  Keeping a notebook of

 Looking at past project  Exploring past projects

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 Conducting a preliminary study

 Continually testing out your ideas

 Refining topics given to you by your organisation

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Writing research questions

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Writing clear research objectives

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Include SMART Personal objectives

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A process outcome or a variable that is predicted

A variable that is expected to influence the dependent

• H1: Decline in the purchasing power of the clients

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 Abstract level PROPOSITION

 Empirical level HYPOTHESIS

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Purposes of the research proposal

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Content of your research proposal

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Evaluating research proposals

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Critically reviewing the

26/08/2016 201041 –Critically reviewing the literature review 1