The research process Mancosa.

The research process Mancosa

Topic approval to HOD for Supervisor Appointment
Topic submission Topic submitted Topic sent to RC Topic marked Topic approved Topic approval to HOD for Supervisor Appointment

Supervisor allocation
Approval of topic sent to HOD Topic area and geographic location of student check Supervisor assigned Letter sent to supervisor and student of appointment Student works with supervisor on the proposal.

Progress reporting Students requested to report on the supervision and proposal process Student submits report to RC RC deals with student queries RC gives student feedback on query resolution

Proposal submission Proposal sent to research coordinator
Proposal marked by research coordinator Proposal feedback sent to student and supervisor Student commences data collection and dissertation chapters

Students requested to report on the supervision and chapter progress 2
Progress reporting Students requested to report on the supervision and chapter progress 2 Progress reporting 3 Progress reporting 4 Progress reporting 5 Progress reporting 6

Dissertation submission
Part 1 1st submission by student TurnItIn check feedback to student Re-submission Plagiarism checking Confirm supervisor has authorised the submission Plagiarism warning

Internal review Feedback to student for changes Re-submission Internal checking Feedback to student Part 2 Returned to student when changes haven’t been made.

Submission after internal review Sent for external moderation feedback to student for final changes Authorisation to hard bind dissertation Ratification Part 3 MBA COMPLETE

We will cover: Selecting a topic The topic format
Topic Submission We will cover: Selecting a topic The topic format

Selecting a topic STEP 1: Choose a research area that interests you
Use the following questions to help you generate research ideas: Is there an aspect of one of your MBA courses you are interested in learning more about? Is there a management issue/problem currently being experienced at your organisation? Do you have a strong opinion on a current management/business issue?

Selecting a topic STEP 2: Do a preliminary search on the selected research area/s Preliminary searches can be done pretty quickly; there is no need to spend hours in the library. Choose a topic and do a basic internet search. Take note of the types of sources that appear for each topic. For instance, you may come up with fifty web pages that concern your topic, but no books or articles. Write down any words or phrases that may be of interest to you. Could any of these be the basis for a more focused topic?

Search Example Topic: employee engagement
Initial search: “employee engagement”, include in the search: “PDF”, filter the search “2004 to date”… Using “PDF” pulls all files available in PDF – usually for free “2004 to date” – avoid using outdated sources Search using Google Scholar! No wikipedia!!! When you access an article, it will have key words, use these to further your searching criteria… Eg: Title: Antecedents and consequences of employee engagement Keywords: Employees, Job satisfaction, Stress

Selecting a topic STEP 3: Consult research oriented databases/web sites/resources Use article databases available at the Mancosa library (Emerald and Ebscohost) or other public institutions. Use web based search engines to find web sites on the topic (Google scholar). Consult academic journals. Consult books on the selected research area. Reading a broad summary enables you to get an overview of the topic and see how your idea relates to broader, narrower and related issues.

Selecting a topic STEP 4: Focus in on your topic
Look for words that best describe your topic. Find synonyms, broader and narrower terms for each keyword you find in order to expand your search capabilities. Keep it manageable. A topic will be very difficult to research if it is too broad. Remember that it is common to modify or change your topic during the research process.

Selecting a topic STEP 5: Formulate a title The title:
Must clearly describe the content of the study. Must indicate a clear focus of the study, particularly from a content and regional perspective. Must be technically correct: each word starts with a capital letter unless it is an article (the, a, an) or a conjunctive word (e.g. and, or, but) or a preposition (e.g. on, under, in, out) and the rest of the title is written in lower case. Must not have a full-stop at the end of the title. May include the dependent and independent variables. An Investigation into the Retention Strategies at a Recruitment Company in Gauteng

Writing the topic Sections of the topic: Title
Background to the research problem Problem statement Aims Objectives Research questions Target population Sample size * Refer to the Topic Template

Title The research must be a management related issue/ problem/ challenge. Should be selected within the scope of the modules you have completed during the MBA. Should not exceed 18 words. Should include a region or organisation where the study will be held (e.g. Recruitment Company, Gauteng). If the organisation doesn’t want their name mentioned, a pseudonym can be used. The title should not be phrased as a question.

Examples An Investigation into Challenges Facing Small Businesses in the Kopanong Local Municipality in Free State An Investigation into the Retention Strategies at a Recruitment Company in Gauteng An Evaluation of the Current Competitive Strategy at LFM Radio Station in East London An Investigation into the Benefit that City Power Johannesburg can Derive from Adopting and Implementing a Knowledge Management System

Background to the Problem
The background and introduction sets the stage for the problem to be researched. It should not be more than ½ page (for the topic submission). Please note that this is not the background/history of the organisation, but rather the background to the problem/challenge that the organisation is faced with.

Back Ground Example See PDF – Background Example

Problem Statement State what the exact problems/ challenges/ issue that the organisation is faced with and hence the need to research (this must be in line with your title). This can be between 1 to 3 sentences long. Keep the following in mind when writing your research problem: The general context of the problem area should be emphasised. Key concepts and ideas current in the area should be highlighted. Briefly note some of the underlying assumptions in the research area. Describe what needs to be solved and identify the most significant issues that require exploration.

Example: Title: Investigating the Importance of Corporate Governance on the Performance of Public Interest Entities in Mauritius Problem statement: “Corporate governance regulations have evolved in Mauritius. This may affect the performance and operations of PIEs which may find it onerous and expensive to comply with the present corporate governance system. There may still remain areas in the corporate governance system which may require improvements. The study seeks to investigate whether corporate governance regulations in Mauritius influence the performance of PIEs in Mauritius.”

Aim of the Study The Purpose (or Aim) of the Study refers to the goal of your research. Must be: clear, unambiguous and concise and indicate what you intend to achieve with the research regarding the research problem. The aim should consist of three parts: What is being studied. How it is being studied and why it is being studied. There has to be a definite link between the topic title, purpose and the objectives. This usually starts with; “The aim of this study is......”

Example Aim of the Study
The aim of this study is to investigate the influence of corporate governance on the performance of PIEs in Mauritius.

Research Objectives The objectives refer to the goals of your research. Objectives are stated as brief statements, one sentence each. You should have between 3 to 5 objectives and this includes the objective on recommendations. Use bullets to list your objectives. Example: To determine whether demographic factors influence turnover intention; To examine the influence of job satisfaction on turnover intention levels; To explore whether leadership style influences turnover intention levels; and To make recommendations to the Language Services Section and human. resources management regarding suitable retention strategies for the Language Services Section.

Example: Objectives of the Study
To investigate common corporate governance practices and level of PIEs’ awareness about the regulations; To determine the relationship between corporate governance practices and the performance level of PIEs in Mauritius; To explore the problems that PIEs may have to comply with corporate governance regulations in Mauritius; and To make recommendations that would improve corporate governance practices for PIEs in Mauritius.

Research Questions Your objectives inform your research questions.
Turn your objectives into a direct question. Example: Objective: To determine whether demographic factors influence turnover intention. Research question: Do demographic factors influence turnover intention?

Example Research Questions
What are common corporate governance practices and the level of PIEs’ awareness about regulations in Mauritius? What is the relationship between corporate governance practices and PIEs’ performance level? What are the problems with adhering with corporate governance regulations for PIEs?

Target Population “A population is any precisely defined body of people or objects under consideration for research purposes” (Collins & Hussey, 2009:62). State which group of people you will be selecting to participate in your study i.e. financial staff; staff in the research department, etc. State what the total number in this particular population is e.g. 20 staff in the research department. If you do not have a target population for example you are doing desktop research, you should state this clearly and motivate.

Example Title: Investigating the Importance of Corporate Governance on the Performance of Public Interest Entities in Mauritius In this case the sample would be: Public Interest Entities in Mauritius The student found a listing of these with the : Financial Reporting Council, Mauritius

Sample Size State how many participants you have selected to participate in gathering your primary data. If you are using the quantitative research approach – your sample size should be a minimum of 100 (as per Mancosa’s requirements). If you are using the qualitative research approach – your sample size should be 8 – 10 participants (as per Mancosa’s requirements).

Reference to your modules
Please indicate the modules (that you have completed during your MBA programme) that are incorporating in your research e.g. Human Resource, Corporate Strategy, Management information systems, etc.

Submitting your topic When you have completed putting your topic together and have adhered to the above guidelines, please submit your topic to: Good luck 

Research Methods Mancosa

RESEARCH IS… … a process of enquiry and investigation; it is systematic, methodical and ethical; research can help solve practical problems and increase knowledge.

THE PURPOSE OF RESEARCH IS TO…
Review or synthesise existing knowledge; Investigate existing situations or problems; Provide solutions to problems; Explore and analyse more general issues; Construct or create new procedures or systems; Explain new phenomenon; Generate new knowledge; and …or a combination of any of the above! (Collis & Hussey, 2003)

DIFFERENT TYPES OF RESEARCH:
Exploratory Descriptive Analytical Predictive Exploratory research is undertaken when few or no previous studies exist. The aim is to look for patterns, hypotheses or ideas that can be tested and will form the basis for further research. Typical research techniques would include case studies, observation and reviews of previous related studies and data. Descriptive research can be used to identify and classify the elements or characteristics of the subject, e.g. number of days lost because of industrial action. Quantitative techniques are most often used to collect, analyse and summarise data. Analytical research often extends the approach to suggest or explain why or how something is happening, e.g. underlying causes of industrial action. An important feature of this type of research is in locating and identifying the different factors (or variables) involved. The aim of Predictive research is to speculate intelligently on future possibilities, based on close analysis of available evidence of cause and effect, e.g. predicting when and where future industrial action might take place

RESEARCH APPROACHES: Research can be approached in the following ways:
Quantitative/Qualitative Applied/Basic Deductive/Inductive

QUANTITATIVE/QUALITATIVE RESEARCH
The emphasis of Quantitative research is on collecting and analysing numerical data; it concentrates on measuring the scale, range, frequency etc. of phenomena. This type of research, although harder to design initially, is usually highly detailed and structured and results can be easily collated and presented statistically. Qualitative research is more subjective in nature than Quantitative research and involves examining and reflecting on the less tangible aspects of a research subject, e.g. values, attitudes, perceptions. Although this type of research can be easier to start, it can be often difficult to interpret and present the findings; the findings can also be challenged more easily.

BASIC/APPLIED RESEARCH
The primary aim of Basic Research is to improve knowledge generally, without any particular applied purpose in mind at the outset. Applied Research is designed from the start to apply its findings to a particular situation. Students at the school of Management are expected to engage with an applied research or problem solving research project.

DEDUCTIVE/INDUCTIVE RESEARCH
Deductive research moves from general ideas/theories to specific particular & situations: the particular is deduced from the general, e.g. broad theories. Inductive research moves from particular situations to make or infer broad general ideas/theories.

RESEARCH PHILIOSOPHIES
There are essential two main research philosophies (or positions) although there can be overlap between the two – and both positions may be identifiable in any research project. POSITIVISTIC (can also be referred to ‘Quantitative’, ‘Objectivist’, ‘Scientific’, ‘Experimentalist’ or ‘Traditionalist’ PHENOMENOLOGICAL (can also be referred to as ‘Qualitative’, ‘Subjectivist’, ‘Humanistic’ or ‘Interpretative’

Positivistic (Quantitative)
Positivistic approaches to research are based on research methodologies commonly used in science. They are characterised by a detached approach to research that seeks out the facts or causes of any social phenomena in a systematic way. Positivistic approaches are founded on a belief that the study of human behaviour should be conducted in the same way as studies conducted in the natural sciences (Collis & Hussey, 2003:52). Positivistic approaches seek to identify, measure and evaluate any phenomena and to provide rational explanation for it. This explanation will attempt to establish causal links and relationships between the different elements (or variables) of the subject and relate them to a particular theory or practice. There is a belief that people do respond to stimulus or forces, rules (norms) external to themselves and that these can be discovered, identified and described using rational, systematic and deductive processes.

Phenomenological (Qualitative)
Phenomenological approaches however, approach research from the perspective that human behaviour is not as easily measured as phenomena in the natural sciences. Human motivation is shaped by factors that are not always observable, e.g. inner thought processes, so that it can become hard to generalise on, for example, motivation from observation of behaviour alone. Furthermore, people place their own meanings on events; meanings that do not always coincide with the way others have interpreted them. This perspective assumes that people will often influence events and act in unpredictable ways that upset any constructed rules or identifiable norms – they are often ‘actors’ on a human stage and shape their ‘performance’ according to a wide range of variables. Phenomenological approaches are particularly concerned with understanding behaviour from the participants’ own subjective frames of reference. Research methods are chosen therefore, to try and describe, translate and explain and interpret events from the perspectives of the people who are the subject of the research.

RESEARCH METHODOLOGIES
Positivistic (Quant) Phenomenological (Qual) Surveys Experimental Studies Longitudinal Studies Cross-sectional Studies Interviews Focus groups Case Studies Action Research Ethnography (participant observation) Participative Enquiry Feminist Perspectives Grounded Theory

SURVEY QUESTIONNAIRES
Main points to remember when designing and using questionnaires: (adapted from Saunders, Lewis & Thornhill (2003), pp.315-6) a) Questionnaires facilitate the collection of data by asking all, or a sample of people, to respond to the same questions. They can be in both printed and electronic forms. b) There are five types of questionnaire approaches: 1. On-line (electronic) 2. Postal (printed) 3. Delivery & collection (printed) 4. Telephone (electronic/printed) 5. Interview face to face/group (electronic or printed) c) You need to absolutely clear before you design a questionnaire what it is you want to learn and what data you need to obtain to enlighten you in this search. You also need to think ahead about how you are going to collate the information you gather. There is no point in designing a questionnaire that produces a range of information you find very difficult to collate in any meaningful quantitative or qualitative way.

d) The validity (the extent to which the data accurately measures what they were intended to measure) and reliability (the extent to which the data collection method will yield consistent findings if replicated by others) of the data you collect depend on the design of the questionnaire and the words that you use. e) Questions can be open or closed: Open questions: a question is posed, but space is left for the respondent’s own answer (the questions posed to you in this workbook have all been open questions). Closed: where a limited number of alternative responses to the set question are provided. These can be in list, category, ranking, scale/rating, grid or other quantitative form. They can be pre-coded on a questionnaire to facilitate analysis. f) The order and flow of questions should be logical to the respondent. g) There can be a low rate of return with questionnaires, so they need to be introduced carefully and courteously to potential respondents. This introduction can include the use of a covering letter; offering a prize or other inducement can also improve the rate of return of questionnaires. h) All questionnaires should be piloted, if possible, with a small group before the main research to assess their value, validity and reliability. Refer to Example

INTERVIEWS Interviews can be grouped into three main types:
Structured Interviews Structured interviews involve the use of questionnaires based on a predetermined and identical set of questions. The questions are usually read out by a researcher in a neutral tone of voice to avoid influencing or prompting a particular response from a participant. (see also the section on questionnaires) Semi-Structured Interviews The interviewer will have a list of themes and areas to be covered and there may be some standardised questions, but the interviewer may omit or add to some of these questions or areas, depending on the situation and the flow of the conversation. Unstructured Interviews These are informal discussions where the interviewer wants to explore in-depth a particular topic with another person in a spontaneous way. However, even in unstructured interviews it is likely that the researcher would have a pre-decided range of topics to cover in the discussion.

FOCUS GROUPS Focus groups are used to gather data, usually in the forms of opinions, from a selected group of people on a particular and pre-determined topic, e.g. consumer topic; political topic etc. The researcher creates a relaxed atmosphere and records in some way what is being said (e.g. by use of a tape-recorder, video, note-taker etc). The purpose of the discussion is introduced and discussion ground-rules agreed. The researcher encourages free discussion, but is ready to intervene if necessary to resolve group problems. Focus groups can be a useful way of finding out what the main issues and concerns of any group are. This can help in questionnaire design or to develop a future interview strategy. They can be a useful way too, of bringing to the surface issues that might not otherwise have been discovered: the dynamics of a group can often make people bolder in advancing their opinions.

SIZE & SAMPLING To elicit the views of larger groups, some form of sampling is usually necessary to attempt to gather opinions that are likely to be representative of the whole group. Sampling strategies are divided into two main groups: probability and non-probability sampling.

Probability Sampling:
Where the researcher has a significant measure of control over who is selected and on the selection methods for choosing them. Sampling methods allow for representative cross-sections, or particular groups to be identified or targeted. Main Methods: Simple Random Sampling: (selection at random by the researchers from a choice of subjects) Systematic Sampling: (selecting by the researchers at numbered intervals, e.g. every one person in five in the target group) Stratified Sampling: (sampling within particular sections of the target groups, e.g. you target a specific number of people based on the percentage of the total group that share the same characteristics. So, for example, in a study of an organisation that had 50 supervisors & 800 labourers, a 10% representative sample of this population would target 5 supervisors & 80 labourers to interview. Cluster Sampling: (surveying a particular cluster of the subject group)

Non-Probability Sampling:
Where the researcher has little initial control over the choice of who is presented for selection, or where controlled selection of participants is not a critical factor. Main Methods: Convenience Sampling: (sampling those most convenient; those immediately available) Voluntary Sampling: (the sample is selfselecting; they come forward voluntarily in response to an appeal) Purposive Sampling: (enables you to use your judgment to choose people that are presented or are available that best meet your objectives or your target groups). ‘Snowball’ Sampling: (building up a sample through informants. You start with one person – who then suggests another & so on) Event Sampling (using the opportunity presented by a particular event, e.g. a conference, to make contacts) Time Sampling (recognising that different times or days of the week or year may be significant and sampling at these times or days.

Simple Random sampling example:
To do a random sample you need a list of all the ‘elements’ in the population. So for example, if your population is all the employees at company X, get a full list of employees from the HR department. The following can be done to select a sample: 1. use a random sample generator – you will give the parameter of the sample i.e. 800 employees, need a sample of 100 and it will give you a list of 100 numbers. Match those to the numbers on the list and that’s your sample ( 2. select every Kth number on the list – this depends on the parameters above.

Validity Validity addresses the issue of whether the researcher is actually measuring what he/ she has set out to do. Face validity requires the research instrument to be relevant to participants in the study. Content validity is similar to face validity except that the researcher must seek the opinion of experts in the field on the adequacy of his/her research instrument. Criterion validity Predictive validity refers to the capacity of a respondent’s ratings and responses to items on the instrument to predict behaviour outside the immediate framework of the research instrument. Concurrent validity indicates whether the level of responses to items on the research instrument is parallel to other facets of the respondent’s overall behaviour.

Reliability Reliability of a research instrument refers to the consistency or repeatability of the measurement of some phenomena. Parallel forms of reliability which is a measure of equivalence and it involves administering two different forms of measurements to the same group of participants and obtaining a positive correlation between the two forms. Test-retest reliability which essentially involves administering the same research instrument at two different points in time to the same research subjects and obtaining a correlation between the two sets of responses. Inter-rater reliability, which is a measure of homogeneity. With inter-rater reliability one measures the amount of agreement between two people who rate a behaviour, object or phenomenon.

QN: QL: Measures of Quality Validity Reliability Credibility
Dependability Transferability Confirmability

1. Credibility – accuracy of the study
description must be plausible and recognized by participants Enhanced by: Prolonged time in the field repeatedly observing and interacting Using different data sources, methods, data type i.e. triangulation Triangulation More than 2 methods are used in a study with a view to double (or triple) checking results Increases the credibility and validity of the results Data triangulation: involves time, space, and persons Investigator triangulation: involves multiple researchers in an investigation Theory triangulation: involves using more than one theoretical scheme in the interpretation of the phenomenon Methodological triangulation: involves using more than one method to gather data, such as interviews, observations, questionnaires, and documents.

Test of quality 2. Dependability - stability and trackability of the changes in data over time and conditions extent to which another researcher with similar training and rapport with participants would make the same observations Determined by an audit trail: Involves auditing research process, documenting all the raw data generated, and assessing method of data analysis 3. Transferability - generalizability of the study findings to other settings, populations, and contexts Report must provide sufficient detail so that readers can assess this Lack of transferability is viewed as a weakness of qualitative methods 4. Confirmability - objectivity of the data Would another researcher agree about the meanings emerging from the data

Ethics Ensuring participants have given informed consent;
Ensuring no harm comes to participants; Ensuring confidentiality and anonymity; and Ensuring that permission is obtained.

Operationalisation

What is operationalisation and why is it important?
“Operationalisation is the process of strictly defining variables into measurable factors”. “The process defines fuzzy concepts and allows them to be measured, empirically and quantitatively”. Definition Measurement

How do we do it? Look at your research questions
Identify the concepts of importance Define them and identify the important variables which make up the concept Convert the variables into measurable parts

Example: the relationship between job satisfaction and employee turnover.
The concepts are job satisfaction and employee turnover. Depending on the definition/ theory of job satisfaction used, certain variables will be considered which make up ‘job satisfaction’ – see example:

Conceptual Definition of Job Satisfaction.
Job satisfaction is a term used to describe how content an individual is with his/her job. Operationalisation of Job Satisfaction Operational definitions include Indicators like: Attitude toward present job, Satisfaction with pay, Satisfaction with promotion opportunities, Satisfaction with coworkers, Satisfaction with supervisor. Actual Operationalisation of job satisfaction WORK ON PRESENT JOB Fascinating Boring PRESENT PAY Bad Fair Well-paid OPPORTUNITIES FOR PROMOTION Infrequent promotions Fair opportunities for promotion Good opportunities for promotion SUPERVISION Knows job well Knows job fair Doesn’t know job COWORKERS Best Good Poor JOB IN GENERAL Best I have had Pleasant job Worse than any I have had

Questionnaire items… Concept: Job satisfaction Operationalisation:
Conceptualisation: how content an individual is with his/her job Operationalisation: Work on present job Present pay Opportunities for promotion Supervision Coworkers Job in general Questionnaire items…

Research Proposal writing
Mancosa Blueprint

Components of the proposal
Subheadings for the proposal Cover page of the Research Proposal Table of Contents Introduction Research Context: Background The Research Problem Aim of the Study Research Objectives Research Questions Significance of the Study Literature Review Research Design and Methodology Ethical Considerations Chapter Organisation (planned for the dissertation) Proposed Timetable Bibliography

Cover page of the Research Proposal
A research proposal should be submitted with a cover page on which the full particulars of the student should appear as follows: Title/topic of research proposal First name/s and surname of student Student number Postal address Contact numbers (work, home and cell) address Date submitted

Formatting Length Formatting
The report should be 25 pages, excluding the bibliography, but including Table of Contents and Appendices. A tolerance level of 5% is allowed for reports above the page count Formatting Use 12 point font, Times New Roman or Arial at 1.5 line spacing. 1.25 inches or 2.5cm margin Justify right margin Bold all headings and sub-headings Tables and figures to be enclosed in frames with appropriate headings and numbers

Research Proposal Requirements
Table of Contents List of Figures List of Tables List of Acronyms

Table of Contents The Table of Contents lists the headings and sub-headings, as well as the pages that are used in the proposal. The following must be observed: All headings and sub-headings are numbered with numerals; alphabetical letters must not be used. The numbering must be in order. Only those pages that precede the Introduction use Roman numerals, for example, the Table of Contents is on page i, and the List of Acronyms is on page ii. Only the first page number of each section is given. For example, if the section “Literature review” covers pages 5 to 9, then only page 5 is indicated in the Table of Contents.

TABLE OF CONTENTS 1 Introduction 2 What is meant by wellbeing? 2.1 Subjective and objective wellbeing 2.2 In summary 3 Timeline 4 Why the interest in wellbeing? 4.1 Historical context 4.2 What are the limitations of GDP? 4.3 Disjuncture between rising GDP per capita and reported levels of happiness 4.3.1 Income and happiness 4.3.2 Wellbeing and income distribution 4.4 Warnings about the potential for misuse of wellbeing data 5 How should wellbeing be measured? 6 Should public policy be concerned with maximising the wellbeing of individuals? 7 Developments within Australia 7.1 National 7.1.1 Australian Bureau of Statistics 7.1.2 Australian National Development Index 7.1.3 Australian Unity Wellbeing Index 7.1.4 Herald/Age – Lateral Economics (HALE) Index of Wellbeing …………………………………… 7.2 NSW 7.2.1 NSW State Plan: NSW 7.2.2 Community Strategic Plans

Introduction The Introduction should be short – about one paragraph – giving the reader some basic information about the proposal itself, ‘setting the scene’, as it were. The following is needed: Background to the topic under review and why it is of relevance. A clear description of the subject, the scope of material reviewed and the purpose of the review. At the end of the introduction a "roadmap" should be used to inform the reader of what is contained in the document. This will aid in letting the reader know the scope of the material and the logical sequence in which it will be presented.

Research Context: Background
The background and introduction sets the stage for the problem to be researched. This is not a lengthy section and may contain only a few paragraphs. It starts with a concise overview of the research. Emphasise the importance of the proposed research and describe the research topic or theme. Explain the relevance of the study to the subject discipline and indicate what scientific contribution the study is expected to make towards extending existing knowledge of the subject. This section is also an ideal opportunity for you to give your readers up to date information about the topic that you have chosen; that is, to give the business context within which the problem is situated. It may include some personal experiences, the location of the study, and it may also include some information, some theory that you have gained from your preliminary literature review.

The Research Problem State what the exact problems/ challenges/ issue that the organisation is faced with and hence the need to research (this must be in line with your title). This can be between 1 to 3 paragraphs long. Keep the following in mind when writing your research problem: The general context of the problem area should be emphasised. Key concepts and ideas current in the area should be highlighted. Briefly note some of the underlying assumptions in the research area. Describe what needs to be solved and identify the most significant issues that require exploration.

As discussed in topic submission
Aim of the Study Research Objectives Research Questions Ethical Considerations

Significance of the Study
Checklist for Significance of the Study: To what extent will the research make an original and creative contribution to knowledge? To what extent will the research analyse and diagnose a particular problem? Why is it important to undertake this research? Whom will it benefit or to whom will it be important? Is the proposed research likely to promote further investigation within and/or across disciplines and fields? Has the expected outcome (or outcomes) of the research been clearly identified?

Literature Review Check list for the Literature Review:
For this section, the researcher must demonstrate that s/he is aware of the breadth and diversity of the literature that relates to the research topic. The purpose of the literature review is to situate your research in the context of what is already known about a topic. Check list for the Literature Review: Is there clear evidence of a thorough review of the literature? Is there a theoretical engagement with the relevant literature? Does the literature review provide an adequate theoretical framework for the study? Has appropriate literature been examined in order to provide the background to the problem and its formulation? Have relevant sources been used to identify the problem? Does the literature review correspond with the aims of the research? Are the cited references acceptable? Has the Harvard method of referencing been used and is it consistent? Are textual references and bibliographic citations correct?

Research Design and Methodology
Research Methodology Sampling Strategy Data Collection Instruments Data Analysis Pilot Study

Chapter Organisation & Proposed Timetable
The Chapter Organisation requires you to briefly explain a draft of the contents of each chapter of your dissertation. PROPOSED TIMETABLE State exactly when the research will begin and when it will end. Describe any special procedures that will be followed (e.g. instructions that will be read to participants, presentation of an informed consent form, etc.) It takes you a lot of time to complete the research.

Dissertation Chapter 5 Chapter 4 Chapter 3 Chapter 2 Chapter 1
Conclusions & Recommendations Results, Discussion & Interpretation Research Methodology Literature Review Introduction Chapter 3 Chapter 2 Chapter 1 Transparent 3-D steps with labels (Advanced) To reproduce the bottom rectangle shape with text effects on this slide, do the following: On the Home tab, in the Slides group, click Layout, and then click Blank. On the Home tab, in the Drawing group, click the More arrow on the Shapes gallery, and then under Rectangles, click Rectangle (first option from the left). On the slide, drag to draw a rectangle. Under Drawing Tools, on the Format tab, in the Size group, do the following: In the Shape Height box, enter 1.5”. In the Shape Width box, enter 3”. On the Home tab, in the bottom right corner of the Drawing group, click the Format Shape dialog box launcher. In the Format Shape dialog box, click Fill in the left pane, and then do the following in the right pane: Select Solid fill. Click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). In the Transparency box, enter 0%. Also in the Format Shape dialog box, click Line Color in the left pane, and then select No line in the right pane. Also in the Format Shape dialog box, click 3-D Rotation in the left pane. In the right pane, click the button next to Presets, and then under Parallel click Off Axis 2 Top (third row, second option from the left). Also in the Format Shape dialog box, click 3-D Format in the left pane, and then do the following in the right pane: Under Bevel, click the button next to Top, and then under Bevel click Circle (first row, first option from the left). Next to Top, in the Width box, enter 7 pt, and in the Height box, enter 7 pt. Under Depth, click the button next to Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). In the Depth box, enter 40 pt. Under Surface, click the button next to Material, and then under Translucent click Clear (third option from the left). Click the button next to Lighting, and then under Special click Two Point (second option from the left). In the Angle box, enter 70°. On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box. On the Home tab, in the Paragraph group, click Align Text Right to align the text right on the slide. Enter text in the text box, select the text, and then on the Home tab, in the Font group, select TW Cen MT Condensed from the Font list and then select 36 from the Font Size list. Under Drawing Tools, on the Format tab, in the WordArt Styles group, click the arrow next to Text Fill, and then under Theme Colors click White, Background 1 (first row, first option from the left). Drag the text box and position it over the rectangle. In the Format Text Effects dialog box, click 3-D Rotation in the left pane. In the right pane, click the button next to Presets, and then under Parallel click Off Axis 2 Left (second row, fourth option from the left). Select the text box. Under Drawing Tools, on the Format tab, click Text Effects, then point to 3-D Rotation, and then click 3-D Rotation Options. To reproduce the background on this slide, do the following: Right-click the slide background area, then click Format Background. In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the right pane, and then do the following: In the Type list, select Linear. Click the button next to Direction, and then click Linear Diagonal (first row, third option from the left). In the Angle box, enter 135%. Under Gradient stops, click Add or Remove until two stops appear on the slider. Under Gradient stops, on the slider, customize the gradient stops as follows: Click on the left stop, and then do the following: In the Stop position box, enter 0%. Select Stop 2 from the list, and then do the following: Click the button next to Color, and then under Theme Colors click White, Background 1, Darker 15% (third row, first option from the left). In the Stop position box, enter 100%. Select the rectangle. Under Drawing Tools, on the Format tab, in the Size group, do the following: In the Shape Height box, enter 0.33”. In the Shape Width box, enter 10”. On the Home tab, in the Drawing group, click Shapes, and then under Basic Shapes, click Right Triangle (first row, fourth option from the left). On the Home tab, in the Drawing group, click the arrow next to Shape Outline, and then click No Outline. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and then under Theme Colors click White, Background 1, Darker 15% (third row, first option from the left). Select the triangle. Under Drawing Tools, on the Format tab, in the Size group, do the following: On the slide, drag to draw a triangle. In the Shape Height box, enter 1.33”. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and then click White, Background 1, Darker 15% (third row, first option from the left). On the Home tab, in the Drawing group, click Arrange, and then do the following: Position the rectangle and the triangle so that the bottom edge of the triangle and the top edge of the rectangle are touching. Press and hold SHIFT and select both the rectangle and the triangle. Point to Align, and then click Align Bottom. Point to Align, and then click Align Center. Under Group Objects, click Group. In the Format Shape dialog box, on the Size tab, under Size and rotate, in the Rotation box, enter 180°. Under Drawing Tools, on the Format tab, in the Arrange group, click the arrow next to Rotate, and then click More Rotation Options. On the Home tab, in the Clipboard group, click the arrow next to Copy, and then click Duplicate. On the Home tab, in the Drawing group, click Arrange, point to Align, and then do the following: Click Align Center. On the Home tab, in the Drawing group, click the arrow next to Shape Fill, and then under Theme Colors click White, Background 1 (first row, first option from the left). Click Align Top. To reproduce the original text and rectangle, do the following: Press and hold SHIFT and select the original text box and rectangle. On the Home tab, in the Drawing group, click Arrange, and then under Group Objects click Group. On the Home tab, in the Editing group, click Select, and then click Selection Pane. In the Selection and Visibility pane, select each of the groups and drag on the slide to form a series of steps. On the Home tab, in the Clipboard group, click the arrow next to Copy, and then click Duplicate. Repeat this step until you have a total of five groups of shapes. On the Home tab, in the Drawing group, click Arrange, point to Align, and then click Distribute Horizontally. Also in the Selection and Visibility pane, press and hold CTRL and select all five groups of rectangles and text boxes. To change the text on the duplicate rectangles, click in each text box and edit the text. On the Home tab, in the Drawing group, click Arrange, point to Align, and then click Distribute Vertically. Dissertation

Bibliography Alphabetical No Numbering
You should include only those authors/sources that you have used in the proposal, including books, journals, newspaper articles, government gazettes, and the Internet. A correctly drafted Bibliography is a minimum requirement for acceptance of the study. Alphabetical No Numbering Example: Allen, A. (1993) Changing theory in nursing practice. Senior Nurse, 13(1), p Basford, L. and Slevin, O. (eds) (1995) Theory and practice of nursing: an integrated approach to patient care. Edinburgh: Campion. Burns, N. and Grove, S.K. (1997) The practice of nursing research: conduct, critique & utilization. 3rd edition. London: Saunders. Canetti, E. (2000) Crowds and power. Translated from German by C. Stewart. London: Phoenix.

Plagiarism & Turn-It-In

What is plagiarism Plagiarism occurs when a student:
Submits someone else's work as his/her own; Copies words or ideas from someone else without giving credit; Fails to put a quotation in quotation marks; Gives incorrect information about the source of a quotation; Changes words but copies the sentence structure of a source without giving credit; and Copies so many words or ideas from a source that it makes up the majority of their work, whether they give credit or not.

Some common reasons for plagiarism
Less time; Lack of patience; Ambition of achieving higher grades; No trust in one's own ability; Lack of knowledge; and Ignorance about the consequences of plagiarism.

Types of Plagiarism Full Plagiarism:
This is also known as 'complete plagiarism'. Whenever a student copies the content from another source as it is, it is called full plagiarism. Nothing is changed from the original source, and there is an absolute lack of original research. The language, the flow, and even the punctuation are copied to such an extent, that one cannot cite even a minor difference in the two contents. Full plagiarism, then refers to copying somebody else's original content, word by word, and presenting it as one's own. Partial Plagiarism: In most cases, the violation is committed by making use of synonymous vocabulary or changing sentences from active to passive voice and vice versa. In this way, the student does try to be original, but again the work does not contain any first-hand research.

Types of Plagiarism Minimalistic Plagiarism:
The student attempts to copy ideas, opinions, thoughts and concepts of another author, in such a way that his work does not seem like it has been plagiarised. Students commit this violation by not only changing the sentence construction and making use of synonymous vocabulary, but also changing the order in which the thoughts have been presented in the original work. Mosaic Plagiarism: When a student changes the construction of the sentence but does not bother to change the original wording. The sentences change, the flow changes, but the words remain the same. No due credit is given to the author of the original work.

Types of Plagiarism Source Plagiarism:
Sometimes, the author that a student is referring to may have quoted some other author in his work. Plagiarism in such cases, takes place when due credit is not given to the author one is gathering matter from. Citing primary reference is very important in such a case. Source Citation: Some students quote the name of the source, but provide no other accessible information, while some others very conveniently provide false references.

Plagiarism To avoid plagiarism, students must give credit whenever they use: another person’s idea, opinion, or theory; any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge; quotations of another person’s actual spoken or written words; or paraphrase of another person’s spoken or written words.

Plagiarism! Strategies for Avoiding Plagiarism
Put in quotations everything that comes directly from the text Paraphrase: This does not mean rearranging or replacing a few words. Check the paraphrase against the original text to be sure that they have not accidentally used the same phrases or words, and that the information is accurate. Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of people. Example: The African National Congress was assumed state power in the year 1994. This is generally known information. Students do not need to document this fact.

Avoid plagiarism OWN WORDS.
i.e. the use of other people’s work and the submission of it as though it were your own. Write everything in: YOUR OWN WORDS.

What is…

What is Turnitin? It’s web-based plagiarism detection software owned by Turnitin.com, Inc. Turnitin can be used as a deterrent, but more importantly, it should be used as an educational tool to teach students how to work with sources and to improve paraphrasing and quoting skills. Key Features: Originality report Similarity Index

How to avoid plagiarism
The repot shows all the areas which have been copied and pasted. Mancosa allows a maximum similarity index of 25%. All areas which appear in colour have been copied and need to be re-written. So to avoid plagiarism: You need to use paraphrasing – writing in your own words, what the author has said and referencing the information. Make use of quoting only when an idea cannot be re-written because the essence of the information will be lost. At Masters you need to demonstrate that you can READ, UNDERSTAND and INTERPRET information….. i.e. read an article, understand it, select the relevant information and write the ideas in your own words…..

Referencing MANCOSA

What is referencing? When you write an assignment at university, you are required to refer to the work of other authors. Each time you do so, it is necessary to identify their work by making reference to it— both in the text of your assignment and in a list at the end of your assignment. This practice of acknowledging authors is known as referencing.

Quick guide to referencing
(Source: Harris, 2001:155) Cite it! Did you think of it? No Is it common knowledge No Do not cite it! Yes Yes

Quick guide to referencing
(Source: Harris, 2001:155) Cite it! Another's words No Another's ideas Yes Quote and cite it! Do not cite it! Yes No

In text referencing In-Text Example Reference List Example
Books: Single Author (Doss, 2003) Doss, G. (2003) IS Project Management Handbook. New York: Aspen Publishing. Book Editor (Shaw, 2003) Shaw, M.J. (ed.) (2003) E-business management: Integration of Web technologies with business models. London: Kluwer Academic. Chapter: single author (Howard, 1998) Howard, S. (1998) Verbal Protocol Analysis. In Henderson-Sellers, B., Simons, A. and Younessi, H. (eds.), The Open Process Specification, pp Sydney: Addison Wesley.

Journal: Single author (Hammer, 1990) Hammer, M. (1990) Reengineering Work: Don't Automate, Obliterate. Harvard Business Review, July-August, pp Journal: Two authors (Lamb & Kling, 2003) Lamb, R. & Kling, R. (2003) Reconceptualizing users as social actors in information systems research. MIS Quarterly, 27(2), p. 197. Corporate author In-text: initially (Department of Foreign Affairs and Trade, 2002) In-text: thereafter (DFAT, 2002) Department of Foreign Affairs and Trade (2002) Connecting with Asia's tech future: ICT export opportunities. Canberra: Economic Analytical Unit, Commonwealth Government.

Published Conferences, seminars and meetings (Eidenberger et al., 2002) Eidenberger, H., Breiteneder, C. & Hitz, M. (2002) A Framework for Visual Information Retrieval. In Chang, S.K., Chen, Z. & Lee, S.Y. (eds.), Recent advances in visual information systems: 5th International conference, VISUAL 2002 proceedings, Hsin Chu, Taiwan, March 11-13, 2002, pp Theses and Reports (Rouse, 2002) Rouse, A.C. (2002) Information technology outsourcing revisited: success factors and risks. PhD thesis. Melbourne: Dept. of Information Systems, University of Melbourne.

Document on the WWW (author/sponsor given but not dated) According to Greenpeace (n.d.), genetically modified foods are … or Greenpeace (n.d.:1 of 2 ) recommends that ‘fewer genetically …’. Greenpeace (n.d.) The future is GE free [online]. Available from: [Accessed 28 September 2005]. Identifiable, personal author (Arch & Letourneau, 2002) Arch, A. & Letourneau, C. (2002) Auxiliary Benefits of Accessible Web Design. In W3C Web Accessibility initiative [online]. Available from: [Accessed 26 February 2004].

Paraphrasing Paraphrasing is rewriting an argument, opinion or point made in a source using your own words. If you are paraphrasing a particular argument or point made in a source you must acknowledge the source of your information and include page numbers. Example: It has been argued (Harris, 2001:20-21) that……… Harris (2001:20-21) argued that

Quotations Use quotation marks and include the page number.
If there are more than two authors, cite only the first followed by ‘et al’ which means and others. Example: According to Jones (2004:6), the Australian government has not done enough to eradicate the feral cat and states that “mandatory de-sexing of household cats ten years ago would of reduced feral cat numbers by 70% in 2003”.

General format - Bibliography
Author’s name Date Source title Town Publisher Crouch, D. (2006) Tournament. Cape Town: Hambledon Continuum. This title emphasised using underline or sometimes italics N.B. Use of capitals

General format – Bibliography (Publisher in U.S.A.)
Author’s name Date Source title Town State Publisher Crouch, D. (2006) Tournament. Los Angeles, CA: Hambledon Continuum. This title emphasised using underline or sometimes italics N.B. Use of capitals

Writing Style Use Academic Writing Style Avoid long sentences –
Meaning is lost Lack of clarity Link sections – Flow from start to finish, progressively developing thought and the topic Link each section and sub-section – overall document plan Do not use colloquial language – Don’t use “I”, “we”, “they”, “the researcher” Avoid “it”, “this”, “these” Abbreviations/Acronyms – Try avoid “etc”, “i.e” – write in full Only acronyms used frequently by that organisation can be used

You and your supervisor
Mancosa

Your role The dissertation is an independent piece of research. It is your responsibility to work consistently and independently. You are responsible for your deadlines, communicating them to your supervisor and adhering to them. You must make first contact with the supervisor (they are not obligated to meet with you face to face – this is a distance program). You must report to both your supervisor and research coordinator (RC’s do pastoral care, you must respond to it). Develop a project plan with set timelines for the timely completion of your dissertation.

The supervisor Supervisors are there to guide you only… They will not:
Provide you with literature; Proof read your work or edit your work; Write sections for you; Be available to you 24/7; and Be paid by you, they are paid by Mancosa. The supervisor is the ‘senior’ in the relationship and so it is your responsibility to communicate ad follow up with them.

CHECKLIST FOR STUDENTS
Communication is key. Communicate deadlines, expectations, leave periods, difficulties etc.. Mutual Understanding and expectations. Come to an understanding of what your roles are, what your expectations are. This will ensure minimal disagreements along the process. Planning and Consulting. You are responsible for the planning and sticking to your plan. Be realistic about timelines and consult with your supervisor as they are employed full time as well. “don't tell them what you want, ask what would work”. Submission and Return of Work. These timelines must be agreed upon and stuck to. Give the supervisor time to look at your work, don’t submit at the last minute. Follow up with the supervisor if their work is late and when necessary, ask your research coordinator for assistance in following up with your work.

FAQ’s Mancosa

Who is your RC? Your Research Coordinator (RC) is assigned when your topic is submitted. They are based at the Durban and JHB offices. They are responsible for: Topic approval; Pastoral care; Proposal approval; Issues and queries; and Support. They are not your supervisor and so are not there to review your work.

The Topic When do I submit a topic? As soon as you register!
Can I submit a topic before I register, or before my course work is complete? No, course work must be complete and you must be registered for the dissertation. How long does topic approval take? It takes a maximum of 2 weeks, provided you are not asked to resubmit after your first submission. What happens once y topic is submitted? You are allocated a supervisor.

Supervisors Who allocates them? Mancosa allocates you a supervisor based on your topic and region. Can I nominate my own supervisor? Yes, they must comply with the CHE requirements for supervision, provide the supporting documentation and sign a contract of supervision. Who pays the supervisor? Mancosa. Supervisor may not ask students for fees, if they do they must be reported immediately. What happens when I'm having difficulty contacting my supervisor? Make your RC aware, they will assist you.

Dates When is my submission date? This date is provided to you, on the supervisor allocation letter. What if I cant meet the deadline of first submission? You need to apply for an extension. What are the graduation submission dates? These are dates set by the department for qualification into the graduation. You must submit according to your submission date and NOT the graduation dates. Does Mancosa close? Yes, between 25 December and 1 January.

The research process Mancosa.

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