Chapter 2 - Choosing The Research Topic 2024

Slide 2.
Chapter 2
Choosing a Research Topic and

Developing a Research
Proposal
Saunders, Lewis and Thornhill, Research Methods for Business Students, 5th Edition, © Mark Saunders, Philip Lewis and Adrian Thornhill 2009
Slide 2.2
Learning outcomes
By the end of this chapter, you should be able
to:
• Identify the attributes of a good research topic;
• Generate ideas that will help in the choice of a
suitable research topic;
• Develop your research proposal that has clear
research question (s) and objectives;
• Write a research proposal
Slide 2.3
Learning Objectives
2.1 Introduction 26
2.1 Introduction
2.2 Attributes of a good research topic
2.3 Generating research ideas
2.4 Refining research ideas
2.5 Developing your research proposal
2.6 Writing your research proposal
Slide 2.4
2.1 Introduction
• Before you start your research, you need to
have at least some idea of what you want to
do. This is probably the most difficult, and yet
the most important, part of your research
project.
• The start of this chapter is intended to help you
think about choosing a research topic. If you are
not clear about what you are going to research,
it will be difficult to plan how you are going to
research it.
Slide 2.5
2.1 Introduction
• Once you are clear about your research topic,
and the research question(s), aim, and
objectives, you will be better able to choose
the most appropriate research strategy and data
collection and analysis techniques.
• Therefore, this chapter starts by looking
briefly and generally at the characteristics of a
good research topic.
Slide 2.6
Capability Appropriateness Relevance
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 2.7

2. Appropriateness: is it worthwhile?
• Will the examining institute's standards be met?
• Does 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?
• Are the findings likely to be symmetrical?
• Does the research topic match your career goals?
Slide 2.8

3. Relevance - (if relevant)

Does the topic relate clearly to an idea
you were given - possibly by your organization?
Slide 2.9

• If you have not been given a research
idea there is a range of techniques that can
be used to find and select a topic that you
would like to research.
• These can be divided into two groups:
those that mainly involve rational
thinking and those that involve more
creative thinking ( Table 2.1 ).
Slide 2.10
Slide 2.11

Rational thinking and creative thinking
• These techniques will generate possibly one
of two outcomes:
a) One or more possible project ideas that you
might undertake;
b) Absolute panic because nothing in which you
are interested, or which seems suitable has
come to mind.
Slide 2.12
2.3.1 Rational thinking

2.3.1.1 Examining your own strengths
and interests
2.3.1.2 Looking at past project titles
2.3.1.3 Discussion
2.3.1.4 Searching the literature
2.3.1.5 Scanning the media
Slide 2.13
2.3.1.1 Examining own strengths and interests

• Having some academic knowledge
• Look at those assignments for which you have received a 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
• There is a need to think about your future
Slide 2.14
2.3.1.2 Looking at past project titles

• Dissertations;
• Theses.
➢Scan your university’s list of past project
titles for anything that captures your
imagination.
➢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.
Slide 2.15
2.3.1.3 Discussion
• Colleagues, friends, university tutors,
practitioner and professional groups
➢It is important that as well as discussing
possible ideas you also make a note of
them.
➢What seemed like a good idea in the coffee
shop may not be remembered quite so
clearly after the following lecture
Slide 2.16
2.3.1.4 Searching the literature

• As part of your discussions, relevant literature
may also be suggested. Sharp et al. (2002) discuss
types of literature that are of particular use for
generating research ideas. These include:
▪ Articles in academic and professional journals;
▪ Reports;
▪ Books.
Slide 2.17
2.3.1.5 Scanning the media

• Keeping up to date with items in the news can
be a very rich source of ideas.
• The stories which occur everyday in the ‘broadsheet’ or
‘compact’ newspapers (e.g., The Times, Financial
Times, Guardian and the Daily Telegraph), in both
traditional print and online versions, may provide ideas
which relate directly to the item.
– (e.g., the extent to which items sold by supermarkets
contravene (violate) the principles of ‘green consumerism’ by
involving excessive ‘food miles’ in order import them- the
amount of fuel used to transport goods from producer to
consumer).
Slide 2.18
2.3.2 Creative thinking

2.3.2.1 Keeping a notebook of ideas
2.3.2.2 Exploring Personal Preferences Using
Past Projects
2.3.2.3 Relevance trees
2.3.2.4 Brainstorming
Slide 2.19
2.3.2.1 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 (follow) the idea using
more rational thinking techniques later.
Slide 2.20
2.3.2.2 Exploring Personal Preferences

Using Past Project
• Another way of generating possible project ideas is to explore
your personal preferences using past project reports from your
university.
• To do this Raimond (1993) suggests that you:
1. Select six projects that you like.
2. For each of these six projects, note down your first thoughts in
response to three questions (if responses for different projects
are the same this does not matter);
What appeals to you about the project?
What is good about the project?
Why is the project good?
Slide 2.21
2.3.2.2 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?
Slide 2.22
2.3.2.3 Relevance tree

• You start with a broad concept from which you
generate further (usually more specific) topics.
• Each of these topics forms a separate branch from
which you can generate further, more detailed
subbranches.
• 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.
Slide 2.23
2.3.2.4 Brainstorming
1- Define your problem – that is, the sorts of ideas you are interested
in – as precisely as possible (I am interested in the area of Financial
Accounting, but I do not Know what to do with my research topic).
2- Ask for suggestions, relating to the problem .
3- Record all suggestions, observing the following rules:
– No suggestion should be criticized or evaluated in any way
before all ideas have been considered;
– All suggestions, however wild, should be recorded and
considered
– As many suggestions as possible should be recorded.
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 and why.
Slide 2.24
2.4 Refining Research Ideas

• Using the Delphi Technique
• Conducting a preliminary study to gain a greater
understanding of the topic (review of some literature,
informal discussion with people with experience and
knowledge of the topic).
• Continually testing out your ideas against the attributes of
a good research topic.
• Integrating ideas: To have a clear direction. Involves
classifying your research idea into its subject area, its field,
and the aspect you are interested in in order to end with the
sentence “I want to do some research on …”.
Interesting
Area Field Aspect
Accounting Accounting Activity-based
Methods Costing
Slide 2.25
The Delphi technique

• This involves using a group of people who are either
involved or interested in the research idea to generate and
choose a more specific research idea. To use this
technique, you need:
1. To brief (give an overview) the members of the group
about the research idea;
2. At the end of the briefing to encourage group members to
seek clarification and more information as appropriate;
3. To ask each member of the group including the originator
of the research ideas to generate independently up to
three specific research ideas based on the idea that has
been described (ask them to provide justification for their
specific ideas).
Slide 2.26
The Delphi technique

4. To collect the research ideas in unedited and non-
attributable form and to distribute them to all members
of the group;
5. A second cycle of the process (steps 2 to 4)in which
individuals comment on the research ideas and revise
their own contributions in the light of what others
have said;
6. Subsequence cycles of the process until a consensus
is reached. These either follow a similar pattern (steps
2 to 4) in or use discussion, voting, or some other
method.
Slide 2.27
2.5 Developing your research

proposal
2.5.1 Writing Research Questions
2.5.2 Writing Research Objectives
2.5.3 The importance of theory in writing
research questions and objectives.
Slide 2.28

Write research questions that are:
• Consistent with the expected standards of the
examining institution
• Able to produce clear conclusions from the data you
have collected
• At the right level (not too difficult or complicated)
• Not too descriptive
• Use the ‘Goldilocks Test’
Clough and Nutbrown (2002)
Slide 2.29
Goldilocks test
• Clough and Nutbrown (2002) use what they call
the Goldilocks test to decide if research
questions are either too big, too small, too hot,
or just right.
• Or to decide whether it is too easy, too hard, just
right.
Slide 2.30
Goldilocks test
• Too big means that the research needs significant funding
because it demands too many resources.
• Too small are likely to be insufficient substance
• Too hot maybe so because of sensitivities that may be aroused
as a result of doing the research. This may be because of the
timing of the research or the many other reasons that may be
upset key people who have a role to play.
• Just right are those “just right for investigation at this time by
this research in this setting”.
Slide 2.31
Goldilocks test
Too Easy Too hard:
1. Have you read it a lot of times 1. Are there more than five
before? words on a page that you
2. Do you understand the story do not understand?
very well?
3. Do you know almost every
2. Are you confused about is
word when you are reading? happening most of the
4. Can you read it smoothly? time while reading?
5. Are you reading without 3. Can you read it smoothly?
thinking? 4. Are you finding that you
are not enjoying?
Just Right
1. Is the topic new to you?
2. Do you understand most of the ideas?
3. Are just a couple of words on each page that you do not understand?
4. When are you reading some places are right and some places are not?
5. Do you think as you read?
Slide 2.32
Useful techniques to write research questions

• Start with a general focus research question that flows from
your research idea.
• This may lead to several more detailed questions or the
definition of the research objectives.
• You can also make discussions with your tutor.
• Do not ask research questions that will not provide
fresh/new insights.
• It is acceptable to replicate research if you will apply it on a
new setting, however, it is not acceptable to replicate
research because you did not scan the literature properly.
Slide 2.33
Types of Research Questions
“What” questions “Why” questions

Asking for opinions and Using questions that goes
gathering facts beyond description
(descriptive research) (analysis research)
Slide 2.34

Examples of research ideas and their derived focus
questions
Table 2.2 Examples of research ideas and their derived focus research
questions
Slide 2.35
• Check your examining body’s preferences for stated

objectives
• Use a general focus question to achieve precise
objectives
• Research objectives are more specific than research
questions
Saunders et al. (2009)
Slide 2.36

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?(Secured a career-level first job in software design)
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?
Slide 2.37
Slide 2.38
2.5.3 The Importance of Theory in Writing

Research Questions and Research
Objectives
• Gill and Johnson (2002:229) defined theory
as:
“A formulation regarding the cause-and-effect
relationship between two or more variables,
which may or may not have been tested”.
• Theory gives an explanation of why certain
relationships should be expected in the data.
Slide 2.39
2.5.3 The Importance of Theory in Writing

Research Questions and Research
Objectives
• Without some theoretical foundations, we
will be having a problem-solving exercise
or a consultancy project, neither of which is
considered research.
• There must be some theoretical justification
for the question being addressed and the
research approach adopted.
Slide 2.40
2.5.3.1 Threefold typology of theories

• Grand theories: Usually thought to be province of natural
scientists. (that will lead to a whole new way of thinking
about management).The grand theory has a global scope and
provides an overall framework for structuring ideas.
• Middle range theories: They are narrower in scope than
grand theories. They provide a middle reality view and more
specifically generalized practice areas.
• Substantive theories: that are restricted to a particular time,
research setting, group or population or problem. It has a
specific scope to the organization or group of people.
Slide 2.41
2.5.3.1 Threefold typology of theories

Grand, middle range and substantive theories
Creswell (2002)
Figure 2.1 Grand, middle-range and substantive theories
Slide 2.42
Slide 2.43
2.5.3.2 Deductive approach and

inductive approach
• The discussion of theory does assume that a clear
theoretical position is developed prior to the
collection of data is called the deductive
approach.
• Deductive research (theory testing) is a study in
which theory is tested by empirical observation.
• It is referred to as moving from the general to the
particular. It starts by defining the variables of the
research and the research questions and
hypotheses.
Slide 2.44

inductive approach
• This will not always be the case. It may be that your
study is based on the principle of developing theory
after data have been collected which is called the
inductive approach.
• Inductive research (theory building) is a study in
which theory is developed from the observation of
empirical reality, thus general inferences are induced
from particular instances.
• It involves moving from individual observations to
statements of general patterns or laws.
Slide 2.45

inductive approach
Slide 2.46
2.6 Writing your research proposal

2.6.1 Purposes of the Research Proposal
• To organize your ideas, clarify your thoughts to
the audience.
• To convince your audience that the proposed
research is achievable within the time and other
resources available.
• To contract with your client (your tutor)
• To meet ethical requirements such as the
confidentiality of data accessed through
questionnaires or interviews and the protection of
respondent identities.
Slide 2.47
2.6.2 Content of your research proposal

• Title - likely to change during the process, it should
mirror the content of your project.
• Background - It should tell the reader why you feel
the research that you are planning is worth the effort.
It involves expressing a problem that needs solving or
a phenomena that needs further explanation. You
should demonstrate your knowledge of the relevant
literature.
• Research questions and objectives - The
background section should lead smoothly into a
statement of your research question(s) and objectives.
These should leave the reader in no doubt as to
precisely what it is that your research seeks to
achieve. Saunders, Lewis and Thornhill, Research Methods for Business Students, 5th Edition, © Mark Saunders, Philip Lewis and Adrian Thornhill 2009
Slide 2.48
2.6.2 Content of your research proposal
• Method -It will detail precisely how you intend to go

about achieving your research objectives. It is divided
into two parts: research design and data collection.
• Timescale and Resources - (finance, data access/a

written approval from the organization in which
researchers are planning to conduct research, equipment)
• References - key literature sources that you referred to in

the background section.
Slide 2.49
End of Chapter 2

Chapter 2 - Choosing The Research Topic 2024

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Slide 2.

Choosing a Research Topic and

2.2 Attributes of a good research topic

Capability Appropriateness Relevance

2.2 Attributes of a good research topic

2.2 Attributes of a good research topic

3. Relevance - (if relevant)

2.3 Generating research ideas

2.3 Generating research ideas

2.3 Generating research ideas

2.3.1 Rational thinking

2.3.1.1 Examining own strengths and interests

2.3.1.2 Looking at past project titles

2.3.1.4 Searching the literature

2.3.1.5 Scanning the media

2.3.2 Creative thinking

2.3.2.1 Keeping a notebook of ideas

2.3.2.2 Exploring Personal Preferences

2.3.2.2 Exploring Personal Preferences

2.3.2.3 Relevance tree

2.4 Refining Research Ideas

The Delphi technique

The Delphi technique

2.5 Developing your research

2.5.1 Writing Research Questions

Clough and Nutbrown (2002)

2.5.1 Writing Research Questions

Useful techniques to write research questions

Types of Research Questions

“What” questions “Why” questions

2.5.1 Writing Research Questions

2.5.2 Writing Research Objectives

• Check your examining body’s preferences for stated

Saunders et al. (2009)

2.5.2 Writing Research Objectives

2.5.3 The Importance of Theory in Writing

2.5.3 The Importance of Theory in Writing

2.5.3.1 Threefold typology of theories

2.5.3.1 Threefold typology of theories

2.5.3.2 Deductive approach and

2.5.3.2 Deductive approach and

2.5.3.2 Deductive approach and

2.6 Writing your research proposal

2.6.2 Content of your research proposal

2.6.2 Content of your research proposal

• Method -It will detail precisely how you intend to go

• Timescale and Resources - (finance, data access/a

• References - key literature sources that you referred to in

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