Workshop organized by Sarawak Research Society, SRS

1. 1
Research Proposal and Procedure:
A Guide to Postgraduate Studies (I)
Kuching Park Hotel, Kuching, Sarawak
April 18-19, 2015
Organized by Sarawak Research Society (SRS)
Ernest Cyril de Run
Hiram Ting

2. 2
Initial Remarks
These workshop slides are prepared and designed specifically for
the postgraduate candidates in the present workshop. Hence, some
of the points are developed based on experience, not textbook-like
materials, and must be understood with the right context.
Hiram Ting
Acknowledgement
Gratitude to Prof Thurasamy Ramayah and Prof Ernest Cyril de Run
for providing useful information during the preparation of the
workshop slides.
Research Proposal and Procedure: A Guide to Postgraduate Studies
Kuching, 18-19 April, 2015

3. 3
What this workshop upholds…

4. 4
What this workshop upholds…

5. 5
What you should be doing…
Invest time to prepare

6. 6
What you should be doing…
Embrace challenges, live worthily

7. Workshop Outline
Day One
• Why Do Research
• Introduction to Research Proposal
• Overview of Research Proposal
• Concept, Context & Content
• Selecting Topic(s)
• Research Problem & Objective
• Identifying Research Gap
• Theoretical & Conceptual
Framework
• Literature Review*
• Research Design/Methodology*
• Significance of Study
• References and Time Frame
• Sources of Information
• Common Mistakes
7
Day Two
• Literature Review
• What and How Many
• How to Review
• How to Synthesize
• Research Methodology
• Research Paradigm & Design
• Population & Sample
• Instrument Design
• Data Collection and Analysis
• Taxonomy
• How to Start Writing
• How to Present & Defend
• Handling Challenges & Roadblocks
• Post-Research Proposal
• Hands-on Exercise

8. 8

9. Why Do Research?
… I went to a counseling session ... After first session, the counselor
left me with a question about my priority, family or study. So, I …
answered her that both have equal priority. … For second session,
she left me with another question, what motivates me to do my PhD.
Now, after thinking for a long time, I'm not so sure what motivates me
to do PhD. I just go with the flow. I want to be a lecturer. I am under
fellowship program. When I told her that it is compulsory for me, she
said that it is not a valid reason. She knows that I love teaching and
studying but they can be done in various ways. Why PhD??? I am
stuck now. Why PhD??? Can you share with me what motivates you
to do PhD???
By a PhD candidate in Malaysia
9

10. Why Do
Research?
CONTINUED
10

11. Why Do Research?
CONTINUED
The myths of doing a PhD…
 It is gonna be tough…
 The journey is lonely…
 Struggle between priorities…
 Supervisors know everything…
 Reviewers/examiners are there to make you suffer…
 Lost of momentum in the second semester/year…
11

12. Why Do Research?
CONTINUED
The myths of doing a PhD…
 How to get things done quicker…
 Keep attending workshops, seminars to ―learn‖ etc…
 Be a lecturer, easier to give lecture…
 Have better chance to work, get promoted…
 Earn more money and recognition…
12

13. Why Do Research?
CONTINUED
Some of the reasons why we do postgraduate studies:
 Not sure what to do/Can‘t seem to get anything right.
 Follow what our friends and colleagues are doing.
 Encouraged or told by parents, peers or anyone of importance.
 Want to prove to yourself and/or others that you can do it.
 ‗Interested‘ in teaching, admire the perceived flexibility and security.
 Believe that future life would be better with more education.
 To get promotion, increment of salary and/or better recognition.
 Encouraged by supervisors due to available projects, topics and funds.
 Cherish study life, feel good about going-back-to-school and study.
 Desire to learn more, irrespective of age and status.
 Find strong interest in working in academia.
 Interested in and committed to doing research.
13

14. 14

15. 15

16. Introduction to Research Proposal
 A research proposal is a formal and initial effort to carry out research,
usually written, stating the problem that will be tackled and the plan to
solve the problem.
 It presents the problem that is being researched and why it is important
(in relation to its objective, significance and contribution).
 It brings in discussions of research efforts of others who have done
similar research on similar issue.
16

17. Introduction to Research Proposal
CONTINUED
 It proposes procedures that are required to collect data, solve the
problem, and thus fulfil research objectives.
 It acts as a control mechanism for the duration of the research.
 It forces an estimation of time and budget.
 It is a concise write-up to indicate the candidate‘s interest in undertaking
the proposed research and demonstrate their capability in carrying it out.
It is a prerequisite to registration and often a gauge to ensure candidates
are ready to proceed with their research.
17

18. Introduction to Research Proposal
CONTINUED
 Even prior to preparing research proposal, one must have some ideas
about management/research problems and questions.
 Research process problems to avoid includes ill-defined management
problem, unresearchable questions, and politically-motivated research.
 Research process problems to think twice includes research areas which
your supervisors are not familiar with, background and topics that you
are not interested in and/or can hardly find online.
18

19. Introduction to Research Proposal
CONTINUED
 What do you think of the followings?
1. Investigating Intention of Tourists to visit Cultural Sites.
2. Determining Factors Affecting Business Performance using Facebook.
3. Developing A Political-Switching Model in Malaysia.
4. Exploring Lifestyle Change of the Minorities: A Case of Orang Asli.
5. Internal Marketing: How Managers Practise Marketing.
6. What about yours?
19

20. 20

21. Common Comments by Examiners/Reviewers
 Research gap is not clearly identified; research problem is not spelt out
with reference to literature.
 Objectives and significance of research are not up the required level.
 Subject of research is not of current interest.
 Void or lack of underlying theories.
 Void or lack of theoretical/conceptual contribution.
 Literature not current, exhaustive and coherent.
21

22. Common Comments by Examiners/Reviewers
CONTINUED
 Inclusion and exclusion of certain variables are not addressed.
 Research design is not clearly outlined and explained.
 Problems with measurement and testability of hypotheses.
 Issues with population, sampling, unit and choice of analysis.
 Writing style and the use of language.
 Feasibility of research based on time and budget.
22

23. Common Challenges Faced by Candidates
 Choosing the right topic.
 Identifying and determining research problem.
 Knowing what is the background study.
 Finding the gaps in literature.
 Knowing how to tackle ―so what?‖, ―what is so great about it?‖.
 Knowing how to prepare a proposal and the flow.
 Knowing why and what theory(ies).
23

24. Common Challenges Faced by Candidates
CONTINUED
 Knowing research methodology.
 Determining the right instrument.
 Different opinions between supervisors and among colleagues.
 Issues with ―keep reading‖; how much and where to stop.
 Issues with writing, including starting to write.
 Issues with presenting and defending research proposal.
 Dealing with panelists and examiners.
24

25. Interest &
Background?
Advice &
Suggestion?
Talk to
potential
supervisor?

26. Planning
Have a Bird-eye’s View
26

27. Planning
Sit Down and Think!
27

28. 28

29. Components of Research Proposal
 Introduction
 Research Problem/Problem Statement
 Rationale/Purpose of the Study
 Review of the Literature
 Proposed Research Framework
 Research Questions/Proposed Hypotheses
 Proposed Methods and Procedures
 Limitations and Delimitations
 Significance of the Study
 References
 Gantt Chart
29

30. Components of Research Proposal
30
Source:
http://sydney.edu.au/busin
ess/__data/assets/pdf_file/
0014/90410/Research_pro
posal.pdf

31. Components of Research Proposal
31
Source:
http://sydney.edu.au/busin
ess/__data/assets/pdf_file/
0014/90410/Research_pro
posal.pdf

32. Components of Research Proposal
CONTINUED
Sample of Research Proposal
 https://www.bcps.org/offices/lis/resear
chcourse/develop_writing.html
 http://www.education.uwa.edu.au/stud
ents/research/sample-proposals
 Research Proposal Samples provided
in pendrive.
 Take note that different universities,
disciplines and faculties may require
different proposal format and content.
 Hence, it is important to talk to your
potential/proposed supervisor, check
proposal guidelines, and refer to your
seniors‘works.
32

33. Concept, Context & Content
 A concept is a generalized idea about a class of objects, attributes,
occurrences, or processes that has been given a name. Examples in
social sciences: knowledge sharing, purchase decision, beliefs about
product, and entrepreneurial intention.
 A context is any environmental factors that may influence the research
process and/or the instructional outcomes under study including
background, geographic location, the physical environment, time of day,
social factors, and demographic factors. It is the ―area‖ of interaction.
 A content is a subject-specific information through which concept is
understood. It refers to particular issue so as to articulate the nature of
the content involved.
33

34. Concept, Context & Content
CONTINUED
CONCEPT
Knowledge
Sharing Behavior
Attitudinal
Beliefs
Motivation and
Intention
Post-purchase
Behavior
34
CONTEXT
Universities
in Malaysia
Social Campaign
in Sarawak
Join Cultural
Event/Activity
Consume
Traditional Food
CONTENT
Among Full-time
Academic staffs
Advertisement
about Safety Belt
RWMF among
Young Adults
Consume Dayak
Food by Ethnicity

35. Selecting Topic(s)
Topic Selection Consideration
 Personal interest
 Organizational support
 Ethical issues
 Relevance of the study
 Contribution to the field
 Time constraints
 Breath and scope
 Economic factors
 Sources of topic selection (with reference to concept, context and
content) includes journals, books, and dissertations in your field,
conferences, workshops, presentations, recommendations about future
research, courses, workplace, potential supervisor, expert consultations
and online library services
35

36. Selecting
Topic(s)
CONTINUED
36

37. Research Problem
37

38. Research Problem
CONTINUED
 Problem can be defined as ―any situation where there is a gap
between the real situation and the ideal situation‖.
 This is an area of conflict, concern, or controversy (a gap between what
is wanted and what is observed). Most relevant references that support
the claim need to be included.
 Problem statement can be described as follows:
 An existing problem where the managers want to find a solution.
 Situation where it is not a problem currently but the managers feel it
can be improved.
 Fields where conceptual clarity or broadening/deepening is needed
for better development of theory or explanation of the phenomenon.
 It is critically important to differentiate problem from symptom.
38

39. Research Problem
CONTINUED
 ―The problem statement describes the context for the study and it also
identifies the general analysis approach‖ (Wiersma, 1995, p. 404).
 ―A problem might be defined as the issue that exists in the literature,
theory, or practice that leads to a need for the study‖ (Creswell, 1994, p.
50).
 It is important in a proposal that the problem stands out—that the reader
can easily recognize it. Sometimes, obscure and poorly formulated
problems are masked in an extended discussion. In such cases,
reviewers and/or committee members will have difficulty recognizing
the problem.
 Understanding the nature of problem is of utmost importance as it will
affect planning and decision on research design.
39

40. Identifying Research Gap
 If you are working on original research, you will want to identify a need
for your research somewhere close to the beginning of your paper. This is
best done by surveying the current research and then identifying a gap
that you are going to fill.
 Explain what has been done and what is lacking or needs to be done. This
then creates an opportunity for you to make a contribution to the research
in the area.
 How to find the gap or whether it is the gap seems to be the most
essential question nowadays…
1. Critical literature review is required.
2. Read limitations and future studies in recent theses and journal articles.
3. Using techniques and tools may be useful but it does not help at all if
you don‘t read and keep reading.
40

41. Identifying Research Gap
CONTINUED
 Examples:
Research Gap identified: A study of the changes over the last decade.
There have been a number of valuable studies of self-employment
using cross-section data (Rees and Shah, 1986; Blanchflower and
Oswald, 1993; Taylor, 1996), all of which present evidence on a number
of employment and personal characteristics on the sector. However,
none of these studies provides a picture of the changes over the last
decade or forecasts the trends in self-employment as the recession of
1990 took hold.
41

42. Identifying Research Gap
CONTINUED
Research Gap identified: A research-based model for the evaluation of
self-access language learning centres.
In education in general, evaluation has played a vital role for more than
one hundred years (Madaus et al, 1983). In English Language Teaching
also, evaluation has been a major concern for over twenty years
(Strevens, 1976; Stern, 1983; Lynch, 1996). In contrast, it is only
recently (Star, 1994; Gardner & Miller, 1999) that attention has been
paid to the evaluation of learning outcomes in self-access centers.
However, if we are to argue that such centers provide an effective and
efficient alternative to other existing modes of language learning, it
remains a matter of serious concern that there is no research-based
model designed for their evaluation.
42

43. Identifying Research Gap
CONTINUED
What do you think of the above?
 Talk about what you have read with your supervisor. This is a good way
of testing out your views, and getting feedback about your analysis and
the relevance of what you have been reading. Be to defend your views -
this is good practice before having a defense or viva.
43

44. Research Objective
 Research objective explains the purpose of research.
 It is developed based on research problem so as to make sure whether it
is achievable, and hence, address the problem.
 Usually research objectives are listed from general to the specific ones.
 The objectives should be expressed in such a way that the reader can
determine whether the objectives have been achieved or not.
 Consistency must be verified by evaluating whether each objective is
discussed in research design, data analysis and the discussion of
findings.
 Examples: To investigate…
To develop a model…
To explore…
To determine relationships…
44

45. Research Objective
CONTINUED
45

46. Research Objective
CONTINUED
46
 The three categories of research
questions can be viewed as collective
and intertwined with types of research
studies:
1. Descriptive questions aimed at
describing a specific phenomenon.
2. Relational questions examine
relationships between two or more
variables.
3. Causal questions are concerned with
relationships among variables and
possible directions or causes of the
relationships.

47. Research Objective
CONTINUED
47
 A problem statement is a clear and
concise description of the issues the
researcher(s) needs to address.
 A research question is a statement
that identifies the phenomenon to be
studied.
 It must clearly define the domain, the
variables, and their relationship.
 A hypotheses is a specific statement of
prediction or educational guess
described in terms what a researcher
expects will happen in a study.
 Problems, objectives, questions and
hypotheses must be mutual reflecting.

48. Hypothesis Testing
 Proposed hypotheses may/may not be required in research proposal.
 The researcher may choose to use either one-tailed or two-tailed tests,
depending on his prior knowledge (based on literature) of the direction
of the test (Cohen and Holliday, 1984).
 Hypothesis is developed based on literature and the purpose of study.
 Proposition is usually formulated for qualitative study.
 Null hypothesis is not required in most cases.
48

49. Hypothesis Testing
CONTINUED
 Example:
H1 – System quality has a positive relationship with satisfaction.
H2 – Satisfaction has positive effect on intention.
 When formulating hypothesis, do consider:
1. Objectives of the study, e.g. model testing or scale development
2. Paradigm and approach, e.g. quantitative or qualitative study
3. Direction of the relationship, e.g. positive, negative or non-directional
4. Types of test, e.g. test of association and test of difference
5. Model complexity and number of hypotheses (principle of parsimony)
49

50. Theoretical and Conceptual Framework
Theory
 Theories are constructed in order to explain, predict and master
phenomena (e.g. relationships, events, or the behavior).
 A theory makes generalizations about observations and consists of an
interrelated, coherent set of ideas and models.
 The theoretical framework of the study is a structure that can hold or
support a theory of a research work. It presents the theory which
explains why the problem under study exists.
 Thus, the theoretical framework is but a theory that serves as a basis for
conducting research.
50

51. Theoretical and Conceptual Framework
CONTINUED
Theory
 Examples of theories
List of Theories:
http://www.utwente.nl/cw/theorieenoverzicht/Alphabetic%20list%20of%20theories/
Management Theories:
http://www.valuebasedmanagement.net/
Marketing Theories:
http://www.learnmarketing.net/theory.htm
Psychology Theories:
http://psychology.about.com/od/psychology101/u/psychology-theories.htm
Sociology Theories:
http://sociology.about.com/od/Sociology101/tp/Major-Sociological-Frameworks.htm
Grounded Theory:
http://www.qualres.org/HomeComm-3821.html
51

52. Theoretical and Conceptual Framework
CONTINUED
Elaboration Likelihood Model
 Origin
Petty and Cacioppo (1979)
 Core Assumption
The ELM is based on the idea that
attitudes are important because
attitudes guide decisions and other
behaviors. While attitudes can result
from a number of things, persuasion is
a primary source.
 Preferred Method
Experiment, questionnaire
 Reference
Cacioppo, J.T. & Petty, R.E. (1979).
Effects of message repetition and
position on cognitive response, recall
and persuasion. Journal of Personality
and Social Psychology, 27, 97-109
52

53. Theoretical and Conceptual Framework
CONTINUED
Concept
 After formulating the theoretical framework, the researcher has to
develop the conceptual framework of the study.
 A concept is an image or symbolic representation of an abstract idea.
Chinn and Kramer (1999) define a concept as a ―complex mental
formulation of experience‖.
 While the theoretical framework is the theory on which the study is
based, the conceptual framework is the operationalization of the theory.
 A conceptual framework is the researcher‘s own position on the
problem and gives direction to the study.
 It may be an adaptation of a model used in a previous study, with
modifications to suit the inquiry.
 Aside from showing the direction of the study, through the conceptual
framework, the researcher can be able to show the relationships of the
different constructs that he wants to investigate.
53

54. Theoretical and Conceptual Framework
CONTINUED
54

55. Theoretical and Conceptual Framework
CONTINUED
55

56. Theoretical and Conceptual Framework
CONTINUED
A list of established criteria for ‗good‘ conceptual framework:
1. Selectivity: there should be a clear and logical justification why a conceptual model
includes certain elements and excludes others (Whetten, 1989).
2. Parsimonious use of variables: as few variables as possible should be used,
restricting the model to the ‗vital few‘ (Pfeffer, 1982; Whetten, 1989).
3. Specificity: a framework should be precise and clear, with clear boundaries as to
what it covers, and what it does not cover (Pfeffer, 1982).
4. Comprehensiveness: considering the intention of the framework, all elements should
be taken into account that are needed to support any claims made (Whetten 1989).
5. Novelty: it is not sufficient just to repeat what others have done – a framework
should have its own conjecture and be surprising in offering new insights, which
often involves negating an existing and accepted theory (Davis, 1971; Siggelkow,
2007)
6. Meaning: does the framework present us with an instrument that helps understand an
existing, real-life managerial problem? The relevance to a practical problem seems to
be the point of greatest agreement in the literature (Schmenner, 2009)
56

57. Literature Review
 Literature reviews must demonstrate a thorough understanding of the
literature that pertains to your thesis topic.
 To synthesise (similar findings, themes, approaches?) and criticise
(differences & disagreements re findings, interpretation of relationships
and other results, historical changes, contexts, perspectives?).
 To show and explain the roots of the theories, concepts or research
approaches which underlie your subject area.
 To be further discussed in the next session.
57

58. Literature Review
CONTINUED
 There are various ways to review literature effectively.
 Summary table and mapping are two useful techniques that help you
to visualise connections and relative relationships between things.
 These associations are between literatures, and can help to identify
issues such as proximity and connections in terms of ideas and findings,
broadly identifying the key concepts across the literature and how each
paper or piece of material fits into this overall summary table or
conceptual map
 Every time you read a new piece of literature for your literature review,
make any necessary additions to your summary table or changes to your
map.
 How you visualise and design your table or map is entirely personal.
However, literature reviewing is a dynamic and cumulative exercise and
there are always new sources and new angles to consider.
58

59. Literature Review
CONTINUED
 You should start by answering these questions in relation to your
reading:
1. Write down the major themes from the literature which have
relevance for your piece of research.
2. Write down any areas of consensus between different authors.
3. Write down any areas of dispute or disagreement between particular
authors.
4. State if there are any special reasons which might account for the
different views held by different authors. For example, have they
conducted their research at different times or using different
techniques?
5. Note the implications which both the cases of consensus and the
disagreements have for your own research if applicable.
6. Every time you read new literature ask yourself: where does this
paper fit in and does it alter any of my answers to the previous 5
questions?
59

60. Methodology
 Paradigm: ―the set of common beliefs and agreements shared between
scientists about how problems should be understood and addressed‖
(Kuhn, 1962).
 Ontology: ways of constructing reality, ―how things really are‖ and
―how things really work‖.
 Epistemology: different forms of knowledge of that reality, what nature
of relationship exists between the inquirer and the inquired? How do we
know?
 Methodology: What tools do we use to know that reality?
 To be further discussed in the next session.
60
Ontology
EpistemologyMethodology

61. Methodology
CONTINUED
61
Paradigm Ontology Epistemology Question Method
Positivism Hidden rules
govern teaching
and learning
process
Focus on reliable
and valid tools to
undercover rules
What works? Quantitative
Interpretive/c
onstructivist
Reality is
created by
individuals in
groups
Discover the
underlying
meaning of
events and
activities
Why do you act
this way?
Qualitative
Critical Society is rife
with inequalities
and injustice
Helping uncover
injustice and
empowering
citizens
How can I change
this situation?
Ideological
review,
Civil actions
Pragmatic Truth is what is
useful
The best method
is one that solves
problems
Will this
intervention
improve learning?
Mixed
Methods,
Design-Based

62. Methodology
CONTINUED
62

63. Methodology
CONTINUED
63
https://onion.derby.ac.uk/
http://www.ukessays.com/essays/psychology/explanation-of-the-
concept-of-research-onion-psychology-essay.php

64. Methodology
CONTINUED
64
Take note that it is a proposed methodology.
Primary components
 Research paradigm and design
 Population and Sample
Incl. research site, sampling strategy, sample size
 Instrument Design
 Data Collection
 Data Analysis
Other Considerations
 Conceptual Framework
 Propositions/Hypotheses
 Preliminary Study
 Ethic Issues

65. Significance of Study
 It is basically about expected results and contribution.
 Expected results are written based on your objectives and hypotheses.
 Expected contributions ought to be conceptual, empirical and/or
methodological. It can be of the followings (from 3 onwards):
65

66. Significance of Study
CONTINUED
Example of theoretical, conceptual and empirical contribution:
 The present study will extend existing knowledge about brand loyalty by
integrating the theories of …
 As past studies predominantly look at leadership from the leader‘s perspective,
the addition of leadership from the follower‘s perspective will bring in
additional understanding of leadership concept and the importance of
followership…
 By incorporating feminist theory (sociology) into the study (management), a
holistic model will be developed to provide greater insights into the role of
female managers not only in relation to the organizations internally, but also to
the society externally…
 The inclusion of generation value as moderating variable in the model will
deepen the use of diffusion of innovations theory in developing markets by
articulating…
66

67. Significance of Study
CONTINUED
Example of Managerial Implication:
This study will be a significant endeavor in promoting good work environment
in the workplace and motivations of its employees. This study will also be
beneficial to the students and instructors in strategic management, corporate
strategies when they employ effective learning in their classroom setting
particularly in different concepts related to the use of effective human resources
management. By understanding the needs of the students and benefits of quality
education, these instructors and students be assured of a competitive advantage.
Moreover, this research will provide recommendations on how to evaluate the
performance of a certain institution in accordance to human resources management.
Moreover, this study will be helpful to the retail industry and business
practitioners in training and informing them in the area of human resources
management, objectives, and strategies. It will also serve as a future reference for
researchers on the subject of human resources and corporate companies. And
importantly, this research will educate clients in deciding on whether an industry
e.g. business industry is really fulfilling its responsibility to the community or is just
showing off to promote its business.
67

68. Limitation and Delimitation
 The limitations and delimitations sections of your research proposal
describe situations and circumstances that may affect or restrict your
methods and analysis of research data.
 Limitations are influences that the researcher cannot control. They are
the shortcomings, conditions or influences that cannot be controlled by
the researcher that place restrictions on your methodology and
conclusions. Any limitations that might influence the results should be
mentioned.
68

69. Limitation and Delimitation
CONTINUED
 Delimitations are choices made by the researcher which should be
mentioned. They describe the boundaries that you have set for the
study. This is the place to explain:
1. the things that you are not doing (and why not).
2. the literature you will not review (and why not).
3. the population you are not studying (and why not).
4. the methodological procedures you will not use (and why not).
69

70. References
 Citation is important because it is the basis of academics, that is, the
pursuit of knowledge.
 References acknowledge that part of your work is based on the work
and material of others.
 Failure to acknowledge that some of your opinions and information
have come from others may be regarded as plagiarism.
 References show your reader the range and nature of your source
materials.
 It is important that any reference you give to published sources provides
sufficient detail to enable anyone to find for themselves the book or
article you are citing. An accurate and detailed description of your
source allows your reader to find and read it.
70

71. References
CONTINUED
 APA or Harvard referencing lists can be easily found online via Google.
 There are various software available to facilitate referencing, such as
Endnote and Mendeley. Start using it at the very beginning.
 Other consideration: Learn to use features under References, Review
and Design in Word, such as Table of Content.
71
Reference:
http://www.cite.auckland.ac.nz/index
.php?p=essentials

72. Time Frame
 Research projects need to allow enough time for the research to be
conducted ethically, in other words, time is important in the following
ways:
1. allowing enough time for communicating with people who have
communication difficulties;
2. time for research teams to discuss the research;
3. time to reflect upon and learn from (for example) the pilot phase of
the research, and then time to build in improvements;
4. time not only to collect, but also to analyze the data;
5. time to report back your findings to your respondents, if appropriate;
6. time to write your reports, for those who have helped, and for the
various groups of people who may find your research useful – if
necessary in differing formats to suit a range of audiences.
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73. Time Frame
CONTINUED
Critical Path Method
73

74. Time Frame
CONTINUED
Gantt Chart
74

75. Time Frame
CONTINUED
The proposed time frame for your research proposal should match your
own schedule and time management:
1. Knowing what the task involves
 Discuss your work with your supervisor where possible
 Re-read your research proposal
2. Having an awareness of what time is available
 Year & weekly planners
 Anticipation of other work to be undertaken
3. Having an awareness of your work style: how can you adapt your
approach accordingly?
How do you work? Steady / sporadic/ last minute
Consider how deadlines affect you? Do you find deadlines useful?
Discuss…
75

76. Time Frame
CONTINUED
Planner Template
http://ithinkwell.com.au/PhDToolkit/index.html
76

77. 77

78. Sources of Information
78

79. Sources of Information
CONTINUED
79

80. Sources of Information
CONTINUED
1. Google Scholar
2. Online databases, such as Emerald Insight, Sage Journals
3. Online tools and videos, such as Youtube, Dropbox
4. Social networking sites, such as Facebook, personal blogs, forum etc
5. Library, where you can get past theses, statistics, historical records etc
6. Potential and/or proposed supervisor(s)
7. Colleagues and/or seniors
8. Local and/or international conferences, call for papers
9. Postgraduate colloquiums, seminars and workshops
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81. Common Mistakes
1. Not reading enough, not writing.
2. Studying alone.
3. Ambiguous research problem.
4. Lack of relevant literature to support the study (e.g. underlying theory,
gap of study and why it is important).
5. Incomprehensible research design.
6. Limitations are not revealed/not considered thoughtfully.
7. Unsuitable respondents selection.
8. Wrong selection of analytical methods.
9. Expected results and contribution are not highlighted or explained.
10. Research proposal not clearly written, including grammatical mistakes.
11. Unfamiliar with the nomenclature and taxonomy of research paper.
12. Lack of clarity in explanation and emphasis on key points.
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82. Thank You
82
Ernest Cyril de Run, PhD
Email: drernest@feb.unimas.my
Hiram Ting, PhD
Email: hiramparousia@gmail.com