1 Introduction “In doing the research project I improved ‘certain business skills during the whole process such as finding useful information much more effectively and efficiently, communicating with business people much more professionally, organizing information and statistics more orderly and so on.’” –Business Student T his book is designed to serve as a guide that will assist you to develop ideas systematically and be an active participant in the learning process when undertaking a research project within a business subject. Such projects frequently draw on knowledge from a range of subjects that you have studied in the past, such as marketing research, business research methods, and business report writing. This book is explicitly designed to complement the material you have previously covered in these subjects, but is not designed to replace it. Within this book, we have highlighted a range of issues that frequently arise during the course of a research project, some of which might not be covered in courses or texts designed for other subjects. Not every issue discussed within the text will necessarily be of relevance to each type of project (these will be discussed in Chapter 6). We will occasionally make distinctions regarding the importance of issues to different types of projects throughout the book and when these issues are particularly relevant. The first research project you undertake can be a daunting task, so this book provides a step-by-step guide that will assist you with the various activities associated with designing, implementing, and writing up a substantial research project within the business area. We do attempt to be cross-disciplinary, as research projects can cover a range of disciplines, but we focus on the general research process and discuss questions that arise when undertaking research across various research topics and business subjects. As the requirements of each project are different, there is no way that this book could cover each aspect of every type of research project. Instead, the book should serve as a road map of the processes that you can follow to complete your assignment. It is designed to provide an overview of critical issues, as well as to present some helpful suggestions for dealing with the pragmatic 2 Chapter 1 Introduction 3 issues involved in actually undertaking research projects, primarily at the undergraduate and MBA levels. While the issues within this book also need to be addressed in a doctoral dissertation, the book is not focused on dealing with the complexities of such research. In writing this book, we have attempted to summarize the critical issues rather than comprehensively discuss the underlying theory behind each issue. The book will, therefore, provide a useful reference that not only explains the various steps associated with aspects of research projects but also directs you to other useful materials that examine in more detail particular points discussed within the chapters. You will most likely need to refer to a range of other materials related to the activities and issues discussed within the book. The book has been written with you, the business student, in mind. It tries to address issues that students regularly have to deal with when undertaking research projects in their various business subjects, including major projects, minor theses, and to some extent even business consulting reports. It is our hope that this text will make your experience in preparing, undertaking, and writing a research project within these subjects more worthwhile and allow you to maximize your learning experience. Before discussing how the research project fits within your business education, it is important to define exactly what research is. ____________________________________________What Is Research? If you are undertaking a business research project, the first step is to understand what is actually meant by the term research. At its most basic, research is an activity used to increase knowledge. According to the Cambridge Dictionary (2009), research is “a detailed study of a subject, especially in order to discover (new) information or reach a (new) understanding.” In a practical way, research is the process of thoroughly examining and analyzing the situational factors surrounding a given problem in order to seek out a solution or alternative solutions to it. Research can be undertaken by many people or organizations, such as government, businesses, consultants, academics and students (including you!). Of course the business world is not the only place in which people use research to find solutions to problems. Medicine, science, education, and engineering are just some of the disciplines that annually spend millions on research to address complex problems such as cures for given illnesses or how a given policy can be implemented. Organizations want to understand the alternative choices they have and then develop arguments for and against each. The “best” or selected alternative in a given situation may in fact not be the ideal solution, as organizations face a range of constraints. For example, in a financial downturn organizations may need to select alternatives that need the least amount of resources, thus discounting alternatives that possibly could be more effective, if additional money were available. It follows that business research is the study of 4 THE FOUNDATIONS issues that relate to the starting or running of a business and could involve answering a diverse set of questions including, how to: retain good staff, enter new markets, identify facilities that should be closed, and so forth. Clearly, the topic of the research is focused in a specific discipline, but generally will draw on a range of areas, including research methods. To be effective, any research project needs to be organized, systematic, based on data, critical, objective, and scientific inquiry/investigation. There are many ways that you can explore a research question, with various underlying assumptions regarding how research can be undertaken. Some of this discussion has been called the philosophy of science, which seeks to understand the underlying assumptions associated with different research approaches. These assumptions do shape how we conduct research and how we use the results. While we will not discuss these issues in detail, it is important to have some understanding of the different approaches when studying knowledge (which is also called epistemology). 1. Positivist Research In positivist research, the researcher remains separate and independent from the subject of the study. There is an assumption in positivist research that there are some universal truths that researchers can identify. This assumption means that we as researchers can examine research questions using empirical methods and find relationships that will exist irrespective of the context (i.e., the relationships are generalizable). This approach assumes that any analysis is based on an objective description and explanation. This approach aims to be precise and factual, using objective measures. It is usually associated with quantitative data (Hussey & Hussey, 1997). It may also be called scientific, empirical or quantitative research (Malhotra et al., 2006). Within business there are unfortunately few instances where the results of one study will be applicable in multiple contexts and situations. The generalizability of the results can be determined only with multiple projects looking at the same issue. When you read academic literature you will often see that researchers have found instances where the most basic “business rules” do not hold. Thus, while many people follow a positivist approach to research, there is a realization that context does matter and relationships are rarely generalizable to all possible situations. Following the positivist approach (on which much of the discussion of this book is based) does require specific types of activities to be undertaken (e.g., reliability and validity), as will be discussed later in the book. 2. Interpretivist Research Interpretivist research is an alternative perspective to positivism. This approach argues that people or phenomena cannot be analyzed in such an Chapter 1 Introduction 5 objective way, because the researcher, context, and social reality affect research outcomes. In this approach, “reality” is “socially constructed and subjective” (Veal, 2005, p. 24) and is not something for which there is one universal truth. Two researchers examining the same issue would come to different conclusions because they bring their own individual perspectives. Similarly, looking at a phenomenon at a different point in time would mean the environmental factors differ in importance and thus different conclusions would be reached. In these types of studies, the researcher becomes fully involved with individual subjects, and analysis is subjective and based on perceptions. This generally involves qualitative methodologies (Hussey & Hussey, 1997), as will be discussed later in the book. 3. Critical Research In critical research, the researcher is trying to uncover myths and hidden meanings to help understand the subject of the research. In some ways this is similar to an interpretivist approach, as the meaning is understood only through the eyes of those involved in the experience. The methodologies used are usually qualitative and flexible so that the researcher can go beyond surface assumptions. This approach can empower people to play a role in the research and provide an explanation of their behavior. Researchers need to have good skills for listening and drawing out the meaning as communicated to the researcher, and thus it is possibly less applicable for most undergraduate research projects. As will be described later in the book, one project can in fact include a combination of these approaches. For example, a study on student exam results and the choice of tertiary courses may involve collecting objective data on exam results but then interviewing a sample of students to discover their perceptions of various tertiary courses and relevant topics. The choice of the right methodological approach (discussed in Chapter 8) depends on the particulars of the research question. “Research is activity used to increase knowledge.” How a Research Project Fits __________________________ Within Your Business Education Why are you undertaking a business degree? Although this seems like an unusual question to include in a text, it is one that sets out the foundation for how and why you might be undertaking a research project. Ideally, most of you, whether undergraduate or MBA students, are undertaking your degree to learn skills that will enhance your employability and earning potential. Obtaining a degree is important for a range of reasons: It demonstrates that 6 THE FOUNDATIONS you have the ability to learn, have some core foundation knowledge in an area or areas of business, and have obtained important soft skills (communication, time management, creative thinking, etc.) that will allow you to assist your future, or present, employer in operating more effectively. While these goals are all sound, you need to ask yourself the following question: What is it that employers are looking for in new employees? This question is equally important, because it is critical that you adopt a marketing perspective of yourself early in your career, and yes, university is part of your career. Therefore, you need to arm yourself with skills, abilities, and knowledge that make you more attractive to potential employers; that is, knowledge and skills that potential employers view as being valuable. While this makes sense, it is not always easy to do, especially when you are entering the job market for the first time and do not know what is expected. Interestingly, there are a range of global studies that look at what employers want in new business employees. These studies have generally found that the main attributes employers are looking for are, in fact, not an understanding of theory related to a specific discipline, but rather a range of generic managerial and problem-solving skills (Johnson & Pere-Verge, 1993; Lau & Rans, 1993; Levenburg, 1996; O’Brien & Deans, 1996). Further, a few studies have asked business students what skills they believe employers would like from employees, and find similar lists of generic skills are seen to be most important (Berman & Ritchie, 2006; Waller & Hingorani, 2009). These managerial skills include the ability to communicate effectively in the form of both written and oral presentations; the ability to work as part of a team and to meet deadlines; the ability to be self-directed and work without supervision; and the ability to think “outside the box” in decision making and to examine alternative solutions to complex problems. This broader set of business skills enables new employees to integrate effectively into organizations and to assist with solving complex business problems. What does this mean for you when you are studying at college/university? It means that employers are frequently keenly interested in ensuring that you not only have a solid academic background (i.e., good grades), but that you have obtained a level of proficiency in skills that are not frequently the primary focus of a given subject (e.g., developing team work, critical thinking, problem solving, etc.). These skills will be transferable across jobs, which is important because most people today will have a diverse range of careers over their lifetime. The skill of problem solving is one that can be transferred across industries and contexts and makes you “job ready.” So while you may not necessarily use all your skills when you first start a job, it is likely that they will be more important as your career develops. Research projects in various business subjects, individual or team based, are therefore an important activity that allows you to develop these critical thinking and problem-solving business skills. Successful completion of a research or project report can therefore be used as a tangible demonstration to employers that you have the skills they Chapter 1 Introduction 7 are seeking (Polonsky & Waller, 1998; Koh, Wang, Tan, Liu, & Ee, 2009) and, as such, might be just as important as having a strong academic record. Therefore, while not the sole reason for undertaking research assignments in your business subjects, your teacher, lecturer, or professor will assign these tasks to allow you to develop skills that employers value. ________________________________ Overview of the Book As suggested earlier, all projects are different, and because of this, this book seeks to cover issues that students might need to address in a diverse range of projects. The book is divided into 15 chapters covering three main areas, and though each chapter and area has a different goal, the sequential order is important, as it draws you through the research process. The first part of the book, “The Foundations,” covers topics associated with a general understanding of some broad issues associated with research projects. These chapters address issues associated with the management of the research rather than the technical aspects of the research process. There are four “Foundation” chapters in addition to this introductory Chapter 1. Chapter 2 discusses how you go about selecting your topic. Your topic will depend on the objectives of the subject or assignment, as well as your particular interests. Ideally, you will choose a topic that not only relates to the subject you are studying but also allows you to obtain a better understanding of an issue, industry, or firm that you are interested in. This should allow you to maintain your enthusiasm for the project, as well as allow you to gain valuable insights into an area in which you might wish to seek employment, which should assist you in differentiating yourself from other, less prepared applicants in your search for employment and also give you industry related knowledge, which may be an important competitive advantage in a crowded job market. Chapter 3 examines the role of supervisors in the research process. The applicability of this topic will vary widely across types of research projects. The critical issue in this chapter is to realize that there are different styles of supervision and learning, depending on the type of research project and your research experience. This issue will also be raised in relation to working in groups. It is essential that you and your supervisor have a mutual understanding of each other’s expectations in regard to the research process and that your supervisor’s skills complement your own. Chapter 4 examines the complexities of working in groups, which also may not apply to all research projects. This chapter suggests some strategies for dealing with different sets of expectations and work practices—that is, laying out the ground rules for teams. Working in groups is difficult, especially when you are dependent on others for the successful completion of tasks. This is one area where team skills are critical, and because of this, working in teams is an important skill to master, although not something that 8 THE FOUNDATIONS is normally taught. Not all research projects involve groups; if yours does not, this chapter may not be relevant. Chapter 5 examines issues associated with research ethics. This is an issue of growing importance for both student and academic research. The focus of this chapter is on understanding where ethical issues might arise in research projects as well as issues associated with research involving “human subjects.” If there is no primary data collection within your research, this chapter may not be relevant to you. This chapter discusses a range of issues that need to be considered to ensure that potential participants in your research, should they be required, are not exposed to harm. If you plan to involve others as research participants (e.g., people filling out surveys, participating in interviews or focus groups, etc.), it is important that you consider potential ethical issues that might arise and how you can deal with them. Being prepared is as important for researchers as for Boy Scouts. It is important to remember that all participants are helping you by participating, and so you should treat them appropriately. The second part of the book, “Undertaking the Research,” focuses on issues associated directly with the research activities to be completed; that is, it directs you through the various practical aspects of the research process. Chapter 6 starts this discussion by examining the issue of planning the research project and the broad research process. It is our experience that students who put more time in understanding this phase of their project tend to experience fewer problems associated with the implementation of the project. The chapter also discusses the research proposal, which sets out a road map that you will follow throughout the project. Because the proposal sets out the course of your project, it is a critical part of the overall research process. Chapter 7 focuses on the role of literature within the project. While this is something that might be thought of as a “general” issue, it is something that we suggest be a core part of the research process. It is important that you understand the role of previous work related to your area. You will use the literature to gain an understanding of the issue (i.e., the background), as well as to develop arguments and ideas, and to identify issues that have been overlooked. In addition, reviewing previous literature directs you in terms of the overall research process, including research methods and instruments that might be used to collect data. There is no need to reinvent the wheel, so understanding the literature in your area of interest will not only save you time but will also ensure that you do not repeat errors others have encountered. Chapter 8 considers issues associated with data gathering. This step is critical because it ensures that you have the information necessary to answer the question that you set out to examine. You would be wise to remember the saying, “Garbage in, garbage out,” which means that there are limited opportunities to rescue a project based on inaccurate or inappropriate data. Thus, determining what data are necessary to assist you in addressing your specific research question or in terms of the business decision being made is critical. Chapter 1 Introduction Chapter 9 focuses on qualitative data analysis. There is an increasing amount of research relying on in-depth, nonempirical data, that is, no numbers. These data are different from empirical data and need to be collected and analyzed in a different fashion. Qualitative data analysis does have some limitations; for example, it is more difficult to suggest generalizability of results or statistical significance of findings. These are important, but the benefits of gathering a more in-depth understanding of issues, which are usually more complex than surveys would suggest, outweighs these potential problems. That is, you can frequently gain a depth of understanding that is not possible using simple survey techniques, and in many cases qualitative research is also undertaken prior to quantitative research, to assist in defining the research question and to ensure that any survey questions used in quantitative stages are applicable to your context. Chapter 10 overviews a range of techniques that can be used for quantitative analysis, with the focus being on understanding what techniques might be used to best examine your research issue. The object is not to explain how to use or even interpret all the techniques discussed, and the chapter provides only a sample of the possible techniques available. The objective of the chapter is to discuss the various techniques that are needed to analyze different issues, that is, what technique is most appropriate for answering your question. The chapter refers you to a range of sources that will expand on the statistical properties of techniques, as well as the specifics of using them. This chapter, more so than others, is designed to assist you in considering critical issues and directs you to sources in which more complex discussion of these issues can be found. Students will most certainly need to refer to the material covered as part of other subjects such as marketing research or business research methods to gain an understanding of the detailed workings of the techniques discussed. Chapter 11 examines the role of recommendations in your research. Understanding what you have found is a critical part of the research process, but the question of what this means for business practice or theory is critical. This chapter discusses how you need to think about what can be learned from your research to enable advances to be made. The significance of recommendations will vary based on the objectives of the project and on the specific findings. This is an important conclusion to the research task, although not necessarily the end of the assessment activities. The last part of the book, “Communicating the Results,” focuses on communicating the findings of your research. The first three chapters discuss a range of issues associated with written and oral communication of information, where it is critical to communicate the value of your results. Like many things in business, how well you present your ideas often is as important as what you present. Chapter 12 discusses how you can present your results in a meaningful way. It is important that others understand what you have found, and there are a number of ways you can present this, using words, statistics, graphs, or figures. This chapter discusses each of 9 10 THE FOUNDATIONS these methods in regard to communicating what you have found. This is linked to material in the preceding chapters as well as those that follow. All the chapters in this section seek to identify issues of relevance to academic and more applied types of projects, although there is a greater emphasis on academic-type projects. Chapter 13 discusses the actual writing process. As mentioned earlier, businesses want to hire employees with good written and oral communication skills. The written research report, therefore, serves not only as a vehicle for communicating what was done in the project (which is graded by your professor), but also serves as a tangible output that you can use to demonstrate that you have the ability and skills to deal with complex issues. A good report stands on its own. It explains the project clearly and convinces readers that its recommendations are sound. Chapter 14 discusses the role of oral communication and the presentation of your project. This is important for getting your point across to the audience, if there is to be an oral presentation. An oral presentation provides an opportunity for you to further explain your ideas in a succinct fashion. This allows you to emphasize issues of importance, as well as address any areas of your presentation that may confuse the audience. An oral presentation, therefore, allows you to further develop your oral communication skills. Chapter 15 provides some concluding remarks about research projects within business subjects. It identifies a few cautions that you need to consider when working on a project, and ties some final issues together. CASE STUDY “Rick’s Chicken Salad Bar” is a small franchise chicken shop that specializes in healthy food. The chicken used is organic, grain fed, free range, and skinless. There is a range of healthy salads available, and sandwiches are made to order. The theme is “a healthy body—a healthy mind” and the owners are proud that “nothing is fried.” The target market is health-conscious people who do not like the big fast food chains. The price is generally competitive, although some of the product range is a bit more expensive than most other take-out food chains. The management of “Rick’s” is thinking of expanding the number of stores, and, keeping in mind their target market, they are considering establishing an outlet at your local college or university. This will be the first time they have opened a store on a university campus and they believe that this may require a whole new strategy. They are willing to commit significant resources, but believe that they need more information before committing to this new strategy. Therefore, they have asked the business professor to arrange for a group of students to undertake a research project on the views of students regarding the establishment of a “Rick’s Chicken Salad Bar” on campus. You are one of the students in this group. Chapter 1 Introduction 11 Chapter Questions 1. Explain what research is. What types of organizations can undertake research? Give examples. 2. What are the differences between positivist and interpretivist research? 3. What are some of the business skills that employers want in new employees? 4. How do you see that a business project could improve your business skills? 5. What do you think are your main limitations in undertaking research? __________________________________________ References Berman, J., & Ritchie, L. (2006, March/April). Competencies of undergraduate business students. Journal of Education for Business, 81(4), 205–209. Cambridge Dictionary. (2009). Research. 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