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Research Methodology – Types, Examples and writing Guide

Table of Contents

Research Methodology

Definition:

Research Methodology refers to the systematic and scientific approach used to conduct research, investigate problems, and gather data and information for a specific purpose. It involves the techniques and procedures used to identify, collect , analyze , and interpret data to answer research questions or solve research problems . Moreover, They are philosophical and theoretical frameworks that guide the research process.

Structure of Research Methodology

Research methodology formats can vary depending on the specific requirements of the research project, but the following is a basic example of a structure for a research methodology section:

I. Introduction

• Provide an overview of the research problem and the need for a research methodology section
• Outline the main research questions and objectives

II. Research Design

• Explain the research design chosen and why it is appropriate for the research question(s) and objectives
• Discuss any alternative research designs considered and why they were not chosen
• Describe the research setting and participants (if applicable)

III. Data Collection Methods

• Describe the methods used to collect data (e.g., surveys, interviews, observations)
• Explain how the data collection methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or instruments used for data collection

IV. Data Analysis Methods

• Describe the methods used to analyze the data (e.g., statistical analysis, content analysis )
• Explain how the data analysis methods were chosen and why they are appropriate for the research question(s) and objectives
• Detail any procedures or software used for data analysis

V. Ethical Considerations

• Discuss any ethical issues that may arise from the research and how they were addressed
• Explain how informed consent was obtained (if applicable)
• Detail any measures taken to ensure confidentiality and anonymity

VI. Limitations

• Identify any potential limitations of the research methodology and how they may impact the results and conclusions

VII. Conclusion

• Summarize the key aspects of the research methodology section
• Explain how the research methodology addresses the research question(s) and objectives

Research Methodology Types

Types of Research Methodology are as follows:

Quantitative Research Methodology

This is a research methodology that involves the collection and analysis of numerical data using statistical methods. This type of research is often used to study cause-and-effect relationships and to make predictions.

Qualitative Research Methodology

This is a research methodology that involves the collection and analysis of non-numerical data such as words, images, and observations. This type of research is often used to explore complex phenomena, to gain an in-depth understanding of a particular topic, and to generate hypotheses.

Mixed-Methods Research Methodology

This is a research methodology that combines elements of both quantitative and qualitative research. This approach can be particularly useful for studies that aim to explore complex phenomena and to provide a more comprehensive understanding of a particular topic.

Case Study Research Methodology

This is a research methodology that involves in-depth examination of a single case or a small number of cases. Case studies are often used in psychology, sociology, and anthropology to gain a detailed understanding of a particular individual or group.

Action Research Methodology

This is a research methodology that involves a collaborative process between researchers and practitioners to identify and solve real-world problems. Action research is often used in education, healthcare, and social work.

Experimental Research Methodology

This is a research methodology that involves the manipulation of one or more independent variables to observe their effects on a dependent variable. Experimental research is often used to study cause-and-effect relationships and to make predictions.

Survey Research Methodology

This is a research methodology that involves the collection of data from a sample of individuals using questionnaires or interviews. Survey research is often used to study attitudes, opinions, and behaviors.

Grounded Theory Research Methodology

This is a research methodology that involves the development of theories based on the data collected during the research process. Grounded theory is often used in sociology and anthropology to generate theories about social phenomena.

Research Methodology Example

An Example of Research Methodology could be the following:

Research Methodology for Investigating the Effectiveness of Cognitive Behavioral Therapy in Reducing Symptoms of Depression in Adults

Introduction:

The aim of this research is to investigate the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression in adults. To achieve this objective, a randomized controlled trial (RCT) will be conducted using a mixed-methods approach.

Research Design:

The study will follow a pre-test and post-test design with two groups: an experimental group receiving CBT and a control group receiving no intervention. The study will also include a qualitative component, in which semi-structured interviews will be conducted with a subset of participants to explore their experiences of receiving CBT.

Participants:

Participants will be recruited from community mental health clinics in the local area. The sample will consist of 100 adults aged 18-65 years old who meet the diagnostic criteria for major depressive disorder. Participants will be randomly assigned to either the experimental group or the control group.

Intervention :

The experimental group will receive 12 weekly sessions of CBT, each lasting 60 minutes. The intervention will be delivered by licensed mental health professionals who have been trained in CBT. The control group will receive no intervention during the study period.

Data Collection:

Quantitative data will be collected through the use of standardized measures such as the Beck Depression Inventory-II (BDI-II) and the Generalized Anxiety Disorder-7 (GAD-7). Data will be collected at baseline, immediately after the intervention, and at a 3-month follow-up. Qualitative data will be collected through semi-structured interviews with a subset of participants from the experimental group. The interviews will be conducted at the end of the intervention period, and will explore participants’ experiences of receiving CBT.

Data Analysis:

Quantitative data will be analyzed using descriptive statistics, t-tests, and mixed-model analyses of variance (ANOVA) to assess the effectiveness of the intervention. Qualitative data will be analyzed using thematic analysis to identify common themes and patterns in participants’ experiences of receiving CBT.

Ethical Considerations:

This study will comply with ethical guidelines for research involving human subjects. Participants will provide informed consent before participating in the study, and their privacy and confidentiality will be protected throughout the study. Any adverse events or reactions will be reported and managed appropriately.

Data Management:

All data collected will be kept confidential and stored securely using password-protected databases. Identifying information will be removed from qualitative data transcripts to ensure participants’ anonymity.

Limitations:

One potential limitation of this study is that it only focuses on one type of psychotherapy, CBT, and may not generalize to other types of therapy or interventions. Another limitation is that the study will only include participants from community mental health clinics, which may not be representative of the general population.

Conclusion:

This research aims to investigate the effectiveness of CBT in reducing symptoms of depression in adults. By using a randomized controlled trial and a mixed-methods approach, the study will provide valuable insights into the mechanisms underlying the relationship between CBT and depression. The results of this study will have important implications for the development of effective treatments for depression in clinical settings.

How to Write Research Methodology

Writing a research methodology involves explaining the methods and techniques you used to conduct research, collect data, and analyze results. It’s an essential section of any research paper or thesis, as it helps readers understand the validity and reliability of your findings. Here are the steps to write a research methodology:

• Start by explaining your research question: Begin the methodology section by restating your research question and explaining why it’s important. This helps readers understand the purpose of your research and the rationale behind your methods.
• Describe your research design: Explain the overall approach you used to conduct research. This could be a qualitative or quantitative research design, experimental or non-experimental, case study or survey, etc. Discuss the advantages and limitations of the chosen design.
• Discuss your sample: Describe the participants or subjects you included in your study. Include details such as their demographics, sampling method, sample size, and any exclusion criteria used.
• Describe your data collection methods : Explain how you collected data from your participants. This could include surveys, interviews, observations, questionnaires, or experiments. Include details on how you obtained informed consent, how you administered the tools, and how you minimized the risk of bias.
• Explain your data analysis techniques: Describe the methods you used to analyze the data you collected. This could include statistical analysis, content analysis, thematic analysis, or discourse analysis. Explain how you dealt with missing data, outliers, and any other issues that arose during the analysis.
• Discuss the validity and reliability of your research : Explain how you ensured the validity and reliability of your study. This could include measures such as triangulation, member checking, peer review, or inter-coder reliability.
• Acknowledge any limitations of your research: Discuss any limitations of your study, including any potential threats to validity or generalizability. This helps readers understand the scope of your findings and how they might apply to other contexts.
• Provide a summary: End the methodology section by summarizing the methods and techniques you used to conduct your research. This provides a clear overview of your research methodology and helps readers understand the process you followed to arrive at your findings.

When to Write Research Methodology

Research methodology is typically written after the research proposal has been approved and before the actual research is conducted. It should be written prior to data collection and analysis, as it provides a clear roadmap for the research project.

The research methodology is an important section of any research paper or thesis, as it describes the methods and procedures that will be used to conduct the research. It should include details about the research design, data collection methods, data analysis techniques, and any ethical considerations.

The methodology should be written in a clear and concise manner, and it should be based on established research practices and standards. It is important to provide enough detail so that the reader can understand how the research was conducted and evaluate the validity of the results.

Applications of Research Methodology

Here are some of the applications of research methodology:

• To identify the research problem: Research methodology is used to identify the research problem, which is the first step in conducting any research.
• To design the research: Research methodology helps in designing the research by selecting the appropriate research method, research design, and sampling technique.
• To collect data: Research methodology provides a systematic approach to collect data from primary and secondary sources.
• To analyze data: Research methodology helps in analyzing the collected data using various statistical and non-statistical techniques.
• To test hypotheses: Research methodology provides a framework for testing hypotheses and drawing conclusions based on the analysis of data.
• To generalize findings: Research methodology helps in generalizing the findings of the research to the target population.
• To develop theories : Research methodology is used to develop new theories and modify existing theories based on the findings of the research.
• To evaluate programs and policies : Research methodology is used to evaluate the effectiveness of programs and policies by collecting data and analyzing it.
• To improve decision-making: Research methodology helps in making informed decisions by providing reliable and valid data.

Purpose of Research Methodology

Research methodology serves several important purposes, including:

• To guide the research process: Research methodology provides a systematic framework for conducting research. It helps researchers to plan their research, define their research questions, and select appropriate methods and techniques for collecting and analyzing data.
• To ensure research quality: Research methodology helps researchers to ensure that their research is rigorous, reliable, and valid. It provides guidelines for minimizing bias and error in data collection and analysis, and for ensuring that research findings are accurate and trustworthy.
• To replicate research: Research methodology provides a clear and detailed account of the research process, making it possible for other researchers to replicate the study and verify its findings.
• To advance knowledge: Research methodology enables researchers to generate new knowledge and to contribute to the body of knowledge in their field. It provides a means for testing hypotheses, exploring new ideas, and discovering new insights.
• To inform decision-making: Research methodology provides evidence-based information that can inform policy and decision-making in a variety of fields, including medicine, public health, education, and business.

Advantages of Research Methodology

Research methodology has several advantages that make it a valuable tool for conducting research in various fields. Here are some of the key advantages of research methodology:

• Systematic and structured approach : Research methodology provides a systematic and structured approach to conducting research, which ensures that the research is conducted in a rigorous and comprehensive manner.
• Objectivity : Research methodology aims to ensure objectivity in the research process, which means that the research findings are based on evidence and not influenced by personal bias or subjective opinions.
• Replicability : Research methodology ensures that research can be replicated by other researchers, which is essential for validating research findings and ensuring their accuracy.
• Reliability : Research methodology aims to ensure that the research findings are reliable, which means that they are consistent and can be depended upon.
• Validity : Research methodology ensures that the research findings are valid, which means that they accurately reflect the research question or hypothesis being tested.
• Efficiency : Research methodology provides a structured and efficient way of conducting research, which helps to save time and resources.
• Flexibility : Research methodology allows researchers to choose the most appropriate research methods and techniques based on the research question, data availability, and other relevant factors.
• Scope for innovation: Research methodology provides scope for innovation and creativity in designing research studies and developing new research techniques.

Research Methodology Vs Research Methods

About the author.

Muhammad Hassan

Researcher, Academic Writer, Web developer

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What Is Research Methodology? A Plain-Language Explanation & Definition (With Examples)

By Derek Jansen (MBA)  and Kerryn Warren (PhD) | June 2020 (Last updated April 2023)

If you’re new to formal academic research, it’s quite likely that you’re feeling a little overwhelmed by all the technical lingo that gets thrown around. And who could blame you – “research methodology”, “research methods”, “sampling strategies”… it all seems never-ending!

In this post, we’ll demystify the landscape with plain-language explanations and loads of examples (including easy-to-follow videos), so that you can approach your dissertation, thesis or research project with confidence. Let’s get started.

Research Methodology 101

• What exactly research methodology means
• What qualitative , quantitative and mixed methods are
• What sampling strategy is
• What data collection methods are
• What data analysis methods are
• How to choose your research methodology
• Example of a research methodology

What is research methodology?

Research methodology simply refers to the practical “how” of a research study. More specifically, it’s about how  a researcher  systematically designs a study  to ensure valid and reliable results that address the research aims, objectives and research questions . Specifically, how the researcher went about deciding:

• What type of data to collect (e.g., qualitative or quantitative data )
• Who  to collect it from (i.e., the sampling strategy )
• How to  collect  it (i.e., the data collection method )
• How to  analyse  it (i.e., the data analysis methods )

Within any formal piece of academic research (be it a dissertation, thesis or journal article), you’ll find a research methodology chapter or section which covers the aspects mentioned above. Importantly, a good methodology chapter explains not just   what methodological choices were made, but also explains  why they were made. In other words, the methodology chapter should justify  the design choices, by showing that the chosen methods and techniques are the best fit for the research aims, objectives and research questions. 

So, it’s the same as research design?

Not quite. As we mentioned, research methodology refers to the collection of practical decisions regarding what data you’ll collect, from who, how you’ll collect it and how you’ll analyse it. Research design, on the other hand, is more about the overall strategy you’ll adopt in your study. For example, whether you’ll use an experimental design in which you manipulate one variable while controlling others. You can learn more about research design and the various design types here .

Need a helping hand?

What are qualitative, quantitative and mixed-methods?

Qualitative, quantitative and mixed-methods are different types of methodological approaches, distinguished by their focus on words , numbers or both . This is a bit of an oversimplification, but its a good starting point for understanding.

Let’s take a closer look.

Qualitative research refers to research which focuses on collecting and analysing words (written or spoken) and textual or visual data, whereas quantitative research focuses on measurement and testing using numerical data . Qualitative analysis can also focus on other “softer” data points, such as body language or visual elements.

It’s quite common for a qualitative methodology to be used when the research aims and research questions are exploratory  in nature. For example, a qualitative methodology might be used to understand peoples’ perceptions about an event that took place, or a political candidate running for president. 

Contrasted to this, a quantitative methodology is typically used when the research aims and research questions are confirmatory  in nature. For example, a quantitative methodology might be used to measure the relationship between two variables (e.g. personality type and likelihood to commit a crime) or to test a set of hypotheses .

As you’ve probably guessed, the mixed-method methodology attempts to combine the best of both qualitative and quantitative methodologies to integrate perspectives and create a rich picture. If you’d like to learn more about these three methodological approaches, be sure to watch our explainer video below.

What is sampling strategy?

Simply put, sampling is about deciding who (or where) you’re going to collect your data from . Why does this matter? Well, generally it’s not possible to collect data from every single person in your group of interest (this is called the “population”), so you’ll need to engage a smaller portion of that group that’s accessible and manageable (this is called the “sample”).

How you go about selecting the sample (i.e., your sampling strategy) will have a major impact on your study.  There are many different sampling methods  you can choose from, but the two overarching categories are probability   sampling and  non-probability   sampling .

Probability sampling  involves using a completely random sample from the group of people you’re interested in. This is comparable to throwing the names all potential participants into a hat, shaking it up, and picking out the “winners”. By using a completely random sample, you’ll minimise the risk of selection bias and the results of your study will be more generalisable  to the entire population. 

Non-probability sampling , on the other hand,  doesn’t use a random sample . For example, it might involve using a convenience sample, which means you’d only interview or survey people that you have access to (perhaps your friends, family or work colleagues), rather than a truly random sample. With non-probability sampling, the results are typically not generalisable .

To learn more about sampling methods, be sure to check out the video below.

What are data collection methods?

As the name suggests, data collection methods simply refers to the way in which you go about collecting the data for your study. Some of the most common data collection methods include:

• Interviews (which can be unstructured, semi-structured or structured)
• Focus groups and group interviews
• Surveys (online or physical surveys)
• Observations (watching and recording activities)
• Biophysical measurements (e.g., blood pressure, heart rate, etc.)
• Documents and records (e.g., financial reports, court records, etc.)

The choice of which data collection method to use depends on your overall research aims and research questions , as well as practicalities and resource constraints. For example, if your research is exploratory in nature, qualitative methods such as interviews and focus groups would likely be a good fit. Conversely, if your research aims to measure specific variables or test hypotheses, large-scale surveys that produce large volumes of numerical data would likely be a better fit.

What are data analysis methods?

Data analysis methods refer to the methods and techniques that you’ll use to make sense of your data. These can be grouped according to whether the research is qualitative  (words-based) or quantitative (numbers-based).

Popular data analysis methods in qualitative research include:

• Qualitative content analysis
• Thematic analysis
• Discourse analysis
• Narrative analysis
• Interpretative phenomenological analysis (IPA)
• Visual analysis (of photographs, videos, art, etc.)

Qualitative data analysis all begins with data coding , after which an analysis method is applied. In some cases, more than one analysis method is used, depending on the research aims and research questions . In the video below, we explore some  common qualitative analysis methods, along with practical examples.  

Moving on to the quantitative side of things, popular data analysis methods in this type of research include:

• Descriptive statistics (e.g. means, medians, modes )
• Inferential statistics (e.g. correlation, regression, structural equation modelling)

Again, the choice of which data collection method to use depends on your overall research aims and objectives , as well as practicalities and resource constraints. In the video below, we explain some core concepts central to quantitative analysis.

How do I choose a research methodology?

As you’ve probably picked up by now, your research aims and objectives have a major influence on the research methodology . So, the starting point for developing your research methodology is to take a step back and look at the big picture of your research, before you make methodology decisions. The first question you need to ask yourself is whether your research is exploratory or confirmatory in nature.

If your research aims and objectives are primarily exploratory in nature, your research will likely be qualitative and therefore you might consider qualitative data collection methods (e.g. interviews) and analysis methods (e.g. qualitative content analysis). 

Conversely, if your research aims and objective are looking to measure or test something (i.e. they’re confirmatory), then your research will quite likely be quantitative in nature, and you might consider quantitative data collection methods (e.g. surveys) and analyses (e.g. statistical analysis).

Designing your research and working out your methodology is a large topic, which we cover extensively on the blog . For now, however, the key takeaway is that you should always start with your research aims, objectives and research questions (the golden thread). Every methodological choice you make needs align with those three components. 

Example of a research methodology chapter

In the video below, we provide a detailed walkthrough of a research methodology from an actual dissertation, as well as an overview of our free methodology template .

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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199 Comments

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Thanks for your comment.

We can’t write your methodology for you. If you’re looking for samples, you should be able to find some sample methodologies on Google. Alternatively, you can download some previous dissertations from a dissertation directory and have a look at the methodology chapters therein.

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how do i reference this?

MLA Jansen, Derek, and Kerryn Warren. “What (Exactly) Is Research Methodology?” Grad Coach, June 2021, gradcoach.com/what-is-research-methodology/.

APA Jansen, D., & Warren, K. (2021, June). What (Exactly) Is Research Methodology? Grad Coach. https://gradcoach.com/what-is-research-methodology/

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A qualitative study on the experiences and challenges of MBA students' engagement with a business research methods module

Journal of Work-Applied Management

ISSN : 2205-2062

Article publication date: 17 March 2021

Issue publication date: 5 April 2022

Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.

Design/methodology/approach

The study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.

Outcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.

Originality/value

Outcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.

• Business research
• Research methods

Nzekwe-Excel, C. (2022), "A qualitative study on the experiences and challenges of MBA students' engagement with a business research methods module", Journal of Work-Applied Management , Vol. 14 No. 1, pp. 46-62. https://doi.org/10.1108/JWAM-08-2020-0040

Emerald Publishing Limited

Copyright © 2021, Chinny Nzekwe-Excel

Published in Journal of Work-Applied Management . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

Introduction: study context and rationale

Undertaking or conducting business and management research projects can be a daunting experience for students, probably because of the requirement to adopt an academic stance while undertaking the task/ project, which is intended to be practice-based. Students may demonstrate full engagement on the idea of undertaking a project or research; however they seem to disconnect from the requirement of doing so within the confines of academic research process. Thus, it can be a challenge for an academic, who is teaching a research methods module to guide/ encourage students to stay within the scope of an achievable research study ( Lewthwaite and Nind, 2016 ). Over the past four decades, there is a reasonable number of studies on the challenges associated with teaching research methods as well as suggestions on how to encourage students to become more engaged and less anxious while undertaking their research projects ( Ransford and Butler, 1982 ; Zablotsky, 2001 ; Tashakkori and Teddlie, 2003 ; Ekmekci et al. , 2012 ; Lewthwaite and Nind, 2016 ; Mullins, 2017 ). Carr (2014) collated and presented discussions from five studies on the challenges associated with teaching research methods in business and management to both undergraduate and MBA students. The challenges were around the epistemological assumptions and differing methodological conceptions of tutors, equipping staff/ tutors with statistical capabilities for quantitative research methodology and enabling students to develop the skills or aptitudes associated with the research process. The completion of students' projects can also be viewed in the context of collaborative or paired projects; an empirical study carried out by Ronnie (2017) shows high levels of positive outcomes. Amongst other factors, Ronnie's study reveals that early and ongoing conversations between the students, trust in each other's ability and self-reflection contribute to productive outcomes in the paired-project process.

The difficulty for students to engage with and to link the knowledge gained in the research methods teaching to the entirety of their higher education study is a recognisable challenge for the students ( Winn, 1995 ; Chapdelaine and Chapman, 1999 ; Ekmekci et al. , 2012 ). Winn (1995) suggests that live organisational issues or projects based on problems within a specific organisation can offer a unique opportunity toward mitigating such challenges. Similarly, Garnett et al. (2016) argue that there is the need for the projects to be grounded in real-time work-related issues. This may mean a review and subsequent redesign or reformation of the research methods module within the business and management discipline. Ekmekci et al. (2012) outline a number of reflective questions/ recommendations and associated implications on how to enable students to apply the knowledge gained in their research methods course. A summary of the authors' recommendations show that tutors of the research methods course play a significant role in creating the right atmosphere that will enable students navigate their learning in a meaningful way.

With particular focus on qualitative research approach, Cassell (2018) discussed the challenges faced by over 200 MBA students in conducting their business and management research. Cassell demonstrated the need for the students to develop the knowledge, skills and competences required for undertaking qualitative research, which can be used for effective management practice. While the focus of the business and management projects may not be categorically on aptitude or skills development, Toledano-O'Farrill (2017) argues that students are expected to develop workplace skills as a result of their involvement with the project activities. For example, qualitative research which involves a series of questioning between the researcher and the respondent as part of the data collection process for the research enables the researcher to develop skills such as critical thinking, reflective ability and communication skills ( Wall et al. , 2017a , b ).

Evidence shows that MBA students enrol on their MBA course with minimal work experience and critical thinking ability ( Schaupp and Vitullo, 2019 ), which highlights the need for research methods to be taught in such a way that students are enabled to “build-up” the required knowledge and competences ( Galliers and Huang, 2012 ). Similarly, Llamas and Boza (2011) argue that research methods by definition should be applicable to a specific discipline ( or practice ). In a similar line of argument, Beardwell and Claydon (2007 , cited in Rowe et al. , 2017 ) echo that employers prefer graduates who have the ability to reflect and synthesise opinions through critical thinking. The challenges of undertaking their business and management research projects raise the questions: how MBA students apply critical thinking to practical problems, how to keep them engaged throughout the research process and essentially how to enable them to confidently develop or enhance a wide range of personal and professional skills, which are a necessity in today's workplace.

Therefore, the aim of this study is to explore the experiences of a group of MBA students who recently undertook their business research module and completed their business and management research project as part of their MBA degree program.

Research module design

This study explores student experiences in completing a business and management research module and in carrying out a business and management research project. One of the key requirements of the research module is for students to define their project topics themselves with assistance from their project supervisors. The module is developed to include interactive teaching components, action-learning sets (ALS), which are designed to be student-led and tutor-facilitated and individual (and in some cases, group) supervision. The module design incorporates the active-blended learning concepts, including a combination of face-to-face and virtual/ online sessions.

Planning the business and management research

Conducting and writing up the literature review

Deciding on the right methodological approaches; Research Governance and Ethics

Collecting and gathering data

Analysing and interpreting data

Dissemination and presentation: Write-up of the project report.

The ALS are designed to help consolidate the research project process, enable students to frame their research ideology and to make more tailored decisions for their individual business and management research. At this stage of the process, students may become anxious initially; however with support and guidance from their project supervisors, they should be able to channel their energy and anxiety toward making better informed decisions and choices for their business and management research. It is also during the ALS classes that students begin to develop the confidence to undertake their individual business and management research projects; the ALS classes provide an environment for learners to share their research experiences, express their challenges and suggest strategies with tailored support or advice from their project supervisors.

Methodology

Paradigm and research stance.

An interpretivist paradigm was adopted for this study; this enabled gaining an understanding of the research focus through subjective relationship with the participants ( Manroop, 2017 ). Interpretivism places focus on the perceptions, interpretations and experiences of individuals ( Cohen et al. , 2010 ; Fisher, 2010 ). Therefore, interpretivism was assumed for this study with the intention to individually question the study participants and to gain an understanding of their experiences from undertaking their business and management research projects. Consequently, a qualitative methodology was employed, which created a platform to generate in-depth personal information on the subject under study. This approach was considered more appropriate considering the intention to explore the views and experiences of a diversity of postgraduate students who have recently undertaken the assessed business and management research module. Thus, this methodology enabled the investigation of student learning experience in the area of undertaking business and management research and thorough evaluation of the perceptions of different categories of students.

This study recruited participants from a United Kingdom (UK) public university with campuses in the UK and two partner institutions in Vietnam. Precisely, the concept of purposeful sampling was used, which means that a selection of students enrolled on the business and management research module (under discussion) was recruited as participants for the study because they could purposefully inform an understanding of the aim of the study ( Creswell, 2013 ). A total of four cohorts from two academic years (2016/17 and 2017/18) were considered for this study, which had a total of 54 students enrolled on the module. 33 were contacted, and 13 agreed to be part of the study. However, only 11 attended the interview sessions, which resulted in a small sample. Nonetheless, there is evidence to suggest that the sample size of 11 for a qualitative study can be considered as being suitable. Morse (1994 , cited in Guest et al. , 2006 ) recommended a minimum of six participants while Dukes (1984) and Reimen (1986) (both cited in Creswell, 2013 ) recommended a sample size of 3–10. As perceived by 14 qualitative research experts collated by Baker et al. (2012) , the sample size for a qualitative study varies and will depend on the number of participants who are sufficient to provide evidence on the issue under discussion; some of the experts argue that one interview is sometimes sufficient (p. 16; 24), while some other experts suggest a minimum sample size of 12 (p. 11; 19).

This study's population (54) comprised students who received the same teaching sessions from the same research module. It is aimed at exploring the students' experiences on undertaking the business research module and completing their research project; therefore, effort was made to draw rich, detailed responses and insights from the 11 participants. Subsequently, critical evaluations of the collected data were carried out. Thus, data saturation was considered and achieved through the sampling process, data collection strategy, the study timeframe and data analysis. The 11 participants who contributed to the study are recent MBA graduates of the UK Higher Education Institution under study, who achieved varied grade categories in the business and management research module assessment. All the participants were on full-time MBA programme and eight were in some form of employment during their MBA study. Details of the participants are shown in Table 1 . The 11 participants comprised five participants who had the module taught and delivered in the UK and six participants who had the module taught and delivered outside the UK (in Vietnam).

Approach and data collection procedure

The interview technique was the primary data collection tool that was adopted to capture the students' experiences in undertaking their business and management research projects as well as their perceptions on the research module under study. All the interview sessions were carried out between March and June 2019, when the students/participants were not under any form of academic pressure in terms of exams or pending assignments/resits. In addition, all the interview sessions were carried out in consideration of the participants' availability and convenience. Prior to the data collection, appropriate ethical approval was adhered to, which included obtaining each participant's signed consent before the interview sessions. A participant information sheet, which outlined the purpose of the study and explained the conditions for participation was given to each interview participant before conducting the interviews. Subsequently, voluntary participation, issues of strict confidentiality and participants' anonymity were established. Prior to the data collection, an individual email containing the consent form was sent to each participant to sign their consent to participate in the interview. Each of the 11 participants had their one interview session organised and carried out in a formal fashion, and each interview session lasted approximately 40 min (see Table 1 ). During the interview sessions, simpler opening questions were used to ease the interviewees, thereby ensuring that any form of tension or anxiety was eliminated or reduced ( Nzekwe-Excel, 2012 ). Similarly, pertinent closing questions were used to enable the interviewees make concluding remarks and/or additional comments to their earlier responses. Effort was made to keep the participants within the focus of the study by highlighting the purpose of the study as well as asking additional questions for clarity. In addition, each interview was audio-recorded and fully transcribed.

Students/ participants' expectations from the research module before the teaching/ delivery

Students/ participants' expectations from the research module during the teaching/ delivery

Students/ participants' positive experiences while undertaking their business and management research projects

Students/ participants' challenging experiences while undertaking their business and management research projects and how these were managed

Students/ participants' perceptions on whether their expectations were met and the benefits of the business and management research module

The participants' recommendations in the review/ redesign of the business and management research module

Analytical procedure

The concept of thematic analysis was used in analysing and interpreting the data. Precisely, thematic analysis was used for identifying themes and patterns of behaviour or meanings in the interview/ qualitative dataset. The themes are developed by placing the initial coding of the data in such a way that they can be moved around to form connections with data that has similar coding ( Howitt and Cramer, 2008 ). Themes are defined as “conversation topics, vocabulary, recurring activities, meanings, feelings, and proverbs” ( Taylor and Bogdan, 1984 , p. 131, cited in Aronson, 1994 ). For the purpose of this study, the themes are phrases or comments, also known as the participants' responses. Therefore, thematic analysis was employed because of its flexibility in identifying participants' experiences, views and behaviours, which seeks to understand what participants' think, feel and do ( Clarke and Braun, 2017 ). The six phases of implementing thematic analysis as suggested by Braun and Clarke (2006) were considered in analysing the collected/ interview data of this study. The six phases include: familiarisation of the data, generation of initial codes, searching for themes, reviewing the themes, defining and naming the themes and then producing the report.

Sufficient time was dedicated toward transcribing, reviewing the data as well as making initial notes. The NVIVO qualitative data analysis software was employed for the initial coding process of the data, which subsequently helped in searching for/ identifying themes. NVIVO provided a platform for grouping the data in different ways using folders, sets and cases for coding, easy access and retrieval of the data ( Wiltshier, 2011 ). As an approach to data analyses, the identified themes (generated data) were reviewed, and named by managing, classifying, and categorising the data using a process of reduction and coding technique ( Nzekwe-Excel, 2012 ). Subsequently, meaningful textual segments were derived based on similar and/or dissimilar viewpoints of the study's participants ( Nzekwe-Excel, 2012 ).

Data analyses and findings

The first two interview questions were aimed at exploring the students' preparedness and engagement prior to and during the delivery of the business and management research module. Responses from these questions were grouped under the themed-category labelled “Preparedness”. The theme “Preparedness” was used because it reflects how students were prepared for the business and management research module, including their expectations and learning needs.

The third and fourth questions were aimed at exploring the students' critical thinking ability and their engagement with the module. Responses from these questions were grouped under the themed-category labelled “Engagement”. The theme “Engagement” was used because it reflects the students' ongoing interest in the module including challenges and their learning development from the module.

The fifth question was aimed at exploring the students' ability to manage the entire research process from question formulation through to analysis and interpretation of results. Responses from this question were grouped under the themed-category labelled “Aptitude”. The theme “Aptitude” was used because it reflects the students' personal and research skills development including their met expectations and learning needs.

Finally, participants were given the opportunity to make additional comments regarding the progressive review and delivery of the module through the sixth/ final question. Responses from this question were grouped under the themed-category labelled “Reformation”. The theme “Reformation” was used because it reflects the students' suggestions on how the business and management research Module can be further enhanced in its design and delivery.

It is important to note that the terms “Preparedness”, “Engagement”, “Aptitude” and “Reformation” were put together in view of the aim of this study as well as to categorise the participants' responses accordingly.

Preparedness of the students

The study identified a number of themes in an evaluation of students' expectations before and during the teaching sessions for the business and management research module. The students' “prior” expectations were generally focussed on their desire to gain or expand their knowledge on business and management research processes and on what to do to succeed in the module assessment. A careful review of the students' expectations “during” the teaching sessions show focused research needs as shown in Figure 2 .

Engagement of the students

The students' engagement throughout the duration of the module delivery and the conduct of their individual projects were analysed based on their perceptions on what they enjoyed, the challenges they encountered and their coping mechanisms. Most of the positive experiences shown by the interviewees' supportive comments express the learning or skills gained in conducting their business and management projects and confidence developed in the area of business and management research strategies ( Figure 3 ). With respect to the challenges that the students encountered while conducting their projects, references were made to a number of factors associated with different stages of their projects, the online mode of module delivery and personal issues such as managing and combining full-time study and full-time employment.

Aptitude of the students

In an attempt to explore the students' ability to manage their entire research process and demonstrate a consistent focus on their arguments, this study sought to find out the participants' perceptions on whether their “prior” and “during” module expectations were met as well as the participants' views on the benefits of the module to them on a personal basis. As illustrated in Figure 4 , the findings show strong positive affirmations from the participants. There are also demonstrations of understanding on the systematic stages of the research process.

Reformation of the module

As a way forward toward upgrading the business and management research module, the study drew insights from the participants. The findings, as shown in Figure 5 , uncover varied viewpoints, mostly around the timing allocated to the module delivery and quantitative/ statistical support sessions. Interestingly, some of the participants noted that they simply like the module design/ delivery as it is and do not think a redesign is necessary.

Evaluation of findings and discussions

This study presents verbatim quotes of the interview participants (in italics) as a way to reinforce the study findings. The participants' identifier numbers shown in Table 1 are written next to the quotes.

Business and management research expectations and learning needs

Being the final module that the students are expected to complete and pass before being considered for their MBA degree qualification, it is no surprise that some of the students' expectations prior to undertaking their business and management research projects were focused on the successful completion and submission of the project assessment. This is shown by comments from two of the interviewees: “ I had expectation on graduation” (INTC-UK2); “ I had a knowledge shortage. I wanted to know what is expected…in submission” (INTH-UK5) .

“we were not sure how to do research…to have some knowledge transfer” (INTH-UK5).

“I had little knowledge…Um, the advancement of knowledge especially on facial products…More socialisation with people…I became a specialist” (INTC-UK2).

“It has…broadened my knowledge in the area that I researched on.… it made me have a more critical thinking approach…making sure you are exactly on point in asking the right questions” (INTH-UK5).

“Applying the knowledge that is being learned to… specific business projects” (VNT-Hanoi2)

“I wanted to explore…business research process to apply in practical…” (VNL-Hanoi2)

“Mostly, I expect…to get the implication and recommendation to handle the situation we are facing (in the organisation); gaining knowledge to apply to my current organisation' I try to check my topic with my organisation… to deliver the project” (VNJ-HMC3).

“I had an expectation that the module will provide me a way we can know to start a business plan” (VNU-HMC2).

“I wanted to know more information on the business market” (VNT-HMC1).

In addition, one of two of the participants in part-time employment at the time of the module delivery also expected to acquire knowledge on business concepts in view of their career aspirations: “ I expected this module will give…an opportunity to study new knowledge….for…future when I want to start my own business…” (INTP-UK3) .

“I had questions such as “what am I gonna do for my dissertation? “will I find my topic?” (INTC-UK1)

“The subject of the research topic: because the topic I chose has also been chosen by another. So the difficulty is in decision making for the topic” (INTC-UK2).

“how to define a topic was confusing…but by end of the teaching week, I had idea on what to do my research on” (INTH-UK5).

“Therefore, what I expect was finding a suitable method for the research topic…to proceed” (VNK-Hanoi3).

“I expected that…my research is easy to find and not much difficult to understand but my thinking was wrong; some were easy to understand but some were difficult to understand” (INTP-UK3).

“Struggled with which methodology to go by… what should I use to support my research? These took a lot of time” (INTH-UK5).

“…due to my chosen topic, I had to travel back home to interview the participants. There were times when I couldn't find the appropriate literature to support my research” (INTP-UK4).

One of the participants noted that their met expectations were more in theory than in practice, which suggests a drawback: “Actually for me, the expectations were met more in theory than in practical” (VNU-HMC2) . The same participant suggested that the teaching sessions should be more tailored to their own environment: “ …to be met in practice, it can be based in more research in Vietnam market” (VNU-HMC2).

Business and management research learning experience and skills gained

“I also understood about the changes that I could suggest making it easier for women to work in bank” (INTP-UK4).

“When I finish and submit, I think I made a difference for myself” (VNJ-HMC3)

“The skills I developed doing this module are my study skills, research skills, analysing skills” (INTC-UK1).

“Absolutely…bring me many skills like developing independent working skills, problem solving skills, management skills, decision-making skills, market research, data analysis” (VNT-Hanoi2).

“Yes, the project provided insights for my organisation, and it meet the expectation, and it's good timing” (VNJ-HMC3).

“I think this module is very valuable for me so I know how to conduct a research and I learn about time management and I learn about how to conduct the survey, and know about the research questions” (VNJ-HMC3)

The above participants' positive comments suggest that the goal of the module to enable learners to be equipped with or develop the skills to undertake research on a high level ( Kilburn et al. , 2014 ), and of course on a practical basis in the workplace is a welcomed approach.

“The other challenge I faced was the fact that we had to do online classes…in my view if we were present physically in the class with teachers, it would have been better. (INTP-UK4).

“However it is also hard to catch up…ideas because the other students showed up without preparation. In addition, we…work full time and study therefore hard to follow the deadlines while lack of statistics and software experiences” (VNL-Hanoi1).

One of the participants commented on the opportunity for students to interact and share ideas in the teaching and learning environment: “ It ' s also interesting to listen to the others ' ideas to see how they implement the research on different industries and various cases” (VNL-Hanoi1). These insights indicate the strength of action learning sets and the workshop teaching method. Workshops enable dialogue and constructive interactions between learners and tutors ( Nzekwe-Excel, 2014 ). In their discussion on the role of action learning concept/ approach in executive management program, Johnson and Spicer (2006) and Kelliher and Byrne (2018) assert that the approach fosters learning, effective interactions, progress and knowledge transfer. In addition, Ronnie (2017) elucidates that there is an opportunity for collaborative dialogue and an atmosphere for students to build on each other's ideas: “I remember, I identified the wrong topic and my scope was very big and I get support from my classmates” (VNJ-HMC3) .

“ readily available tutor-support'; “quick response from the project supervisor, which helped speed the project process” (INTC-UK1).

“…were my supervisor kept on providing me feedback whenever, I mailed her any of my work completed” (INTP-UK4).

“I'm really thankful of the conversations I received from my tutors” (INTH-UK5).

“Um, I think for me, it's very helpful and Project Supervisor's guidance is helpful” (VNJ-HMC3).

“the Project Supervisor teach on how to take care of each work, how to use exact words for…” (VNU-HMC2).

A key component in undertaking business and management research projects is adherence to appropriate ethical procedures; the ethical procedure is expected to demonstrate research governance and integrity, particularly in the design of the data collection procedure/ tool. Interestingly, one of the interviewees highlighted the learning she gained while undergoing the rigorous ethical approval process: “For me, actually I learnt from…first of all is Ethics Form…teach on how to take care of each work, how to use exact words for each person…make the questionnaire for the customer service … (VNU-HMC2).

“For me, actually I learnt … first of all…” (VNU-HMC2).

“I did not fully understand the principles of qualitative research, so I encountered many difficulties in the process of analysing…. Although I failed to do a quality research…the study helped me understand important principles such as collecting and analysing data accurately. Besides, I also get better understood the importance of determining goals…, I also realized that not spending enough time to review theory and doing research is a major cause of this failure” (VNK-Hanoi3).

“For me I can make the questionnaire for…industry so we can control the quality of the service” (VNU-HMC2).

“However, what I have not really understood after the course is that I still have not fully understood how to effectively apply qualitative and quantitative analysis methods to other kinds of research” (VNK-Hanoi3).

“I prefer that I will identify the topic by myself and if I think it's too big, I will get guidance from my project supervisor and I will change by myself because actually I learn by myself a lot” (VNJ-HMC3).

“Providing the topics may be a good for those not knowing what they gonna do or kind of lost, that is students who are unsure of their career prospects. On the contrary, doing so, will limit students' ability to think outside the box, limit their creativity and initiation” (INTC-UK1).

“like to decide the title but at the same time have the tutor support on the recommendation on the topic, which my tutors did” (INTH-UK5).

“Well it depends on the students. Personally, I do recommend you choose me a topic because to be honest I don't know what to choose as it's the first time of the research. I think it will facilitate the students if you provide the students the topic to choose. It may also block the ability of the students to think outside the box” (INTC-UK2).

These show that the business and management research module provides a unique opportunity for learners to explore or examine an area of interest on a specific subject within the business and management discipline.

An exploration of the participants' comments on the “timing” theme broadly reflect management of the students' time throughout their business and management research process: “…challenge of time management” (VNJ-HMC3); “A challenge I had was to follow on the schedule...because we had to share our time…and working (VNT-HMC1)”; “Challenge I had was managing my time with respect to personal job commitments and attend the sessions as well, and commuting…from…most times made the project challenging” (INTC-UK1). These unimpressive comments also suggest a personal act of discipline, commitment and responsibility from the students are required to successfully complete their business and management research. A slightly different comment on “timing”: “Deadlines should note the holiday leave of professors as we have different new year holiday…we don ' t have holidays for Christmas and New Year” (VNL-Hanoi1) still highlights the need for students to develop the habit of good time management practice. The module assessment deadline is set well in advance before the module delivery and the students are made aware of the deadline in the first teaching session. In addition, the students are sent deadline reminders throughout the duration of the module/ their business and management research.

Another area where the students appeared to find challenging is in their data analyses and the technicality of their chosen data analysis software (SPSS): “I wish that we could have a workshop for 1 hour or…n the classroom…teach us a bit more about SPSS first because for some of us, that ' s the first time they hear about SPSS” (VNU-HMC2) . It is not surprising that this issue was raised again when asked on their views for recommendations on the review/ redesign of the module. Similarly, some of the themes identified as the participants' challenging experiences ( Figure 3 ) were identified as themes for the reformation of the module ( Figure 5 ).

Future direction for the business and management research module

Reflecting on the participants' recommendations for the business and management research module ( Figure 5 ) and in consideration of the main highlights from the study findings (discussed above), the review of the module will be addressed from two perspectives: module design and module delivery. It is important to note that the themes shown in Figure 5 have been defined in such a way that they are strategies aimed to be implemented in the review of the module's content and activities.

At present, qualitative and quantitative data analyses taught sessions are embedded in the module design, with an inclusion of independent/ additional support sessions available to students to take advantage of from the university learning development/ statistics team. However, the participants' responses or concerns around quantitative evaluations, including software usage (“Should have a separate session to train software/ statistics” (VNL-Hanoi1); “My challenge is knowledge about the statistics I used in my research because I never known and done it before” (INTP-UK3); “I think that choosing the right form of analysis (qualitative or quantitative) for different research objects is very important…the module should focus more deeply on…analysing information with specific examples” (VNK-Hanoi3)) suggest that students are not taking advantage of the additional support sessions tailored toward qualitative and quantitative/ statistical evaluations. Though research shows that it is not unusual for students to be anxious or concerned toward statistical evaluations ( Baglin et al. , 2017 ), it may be a step in the right direction to “formally” embed the additional support sessions on quantitative/ statistical evaluations and qualitative analysis in the module design and delivery to bridge this knowledge gap. The contents of the additional support sessions will need to be modified or updated accordingly for each cohort considering that students' research topics vary. Some degree of competence in statistical evaluations is expected from today's graduates in the workplace as shown in the outcomes from Harraway and Barker (2005) study; so the formalised additional support or specialised data analyses sessions may be one way to develop and harness this skill in students as they undertake their business and management research projects.

With respect to decision-making for the research topic, a possible way forward is to have two options including students deciding on their project topics themselves and students' choosing a topic from a list made available to the students. Making a list of project topics available could help trigger possible areas that the students may want to focus their research on. This may consequently minimise unnecessary anxiety, enable effective time management, foster/ boost the research profile of the institution as the predefined research topics will be put together in consideration of the institution's current research areas/ foci. In addition, aspirational research areas could be developed or expanded on through the predefined research topics; the list of topics could be put together to embrace a wider perspective and in consideration of locations where the module is taught or delivered, which is in view of one of the non-UK participants' comments: “If possible, … add more case-study in the module design and delivery; I think the case study should be … focussed in Vietnam (VNT-HMC1)” . Whether students define their project topic themselves or make a choice for a project topic based on a list of available topics, it is important that students are guided and supported on how to decide/define their project topic with careful consideration of what they have a passion for. In his discussion on a six-stage process for choosing a project topic, Fisher (2010) identifies interest as the first stage or fundamental requirement of the topic definition.

The theme “Diversified communication modes” refers to how information is communicated to (and with) the students enrolled on the module. An unsurprising comment from one of the participants “Use social media i.e. Whatsapp Facebook, Instagram and email students directly instead of expecting them to always check the Learning_Environment [1] site” (INTC-UK2) demonstrates the drive for IT embrace in today's society. With a module that already has the concepts of active-blended learning in its design, extending its communication platforms as a means to facilitate student engagement and success should be a straightforward process.

Concluding remarks and further research

The critical evaluations of the findings from the qualitative data discussed in the preceding sections of this paper show the relevance, benefits and challenges associated with the business and management research module in the personal and professional development of learners. This study contributes to knowledge and practice on teaching research methods and supporting students while they undertake their business and management projects as follows: the study findings provide useful insights on MBA students' preparedness for undertaking business and management research projects, the students' development of a range of personal, practical and research skills and triggers for enabling the students' engagement throughout the research process. Furthermore, outcomes of this study suggest that where the challenges associated with undertaking business and management research projects are adequately channelled toward developing practical skills required in the workplace through progressive support from the academic project supervisors, it will contribute toward creating a rewarding learning experience for learners as well as enabling effective applications of theory into practice.

While transcribing the data and carefully reviewing the participants' responses, and making initial notes, it was observed that factors such as gender, academic year when the module was delivered and place of module delivery did not uncover any obvious disparity in the participants' responses to the interview questions. Nevertheless, there is still an opportunity for further research on the possible effects of these factors on the students' academic performance/ grade achieved.

Interview themes: Knowledge acquired and application of business and management research techniques

Interview themes: expectations and learning needs from business and management research

Interview themes: Learning and skills gained in business and management research

Interview themes: Benefits associated with business and management research

Interview themes: review of business and management research module

Study participants

Learning_Environment = This is the acronym for the virtual learning environment of the higher education institution under study.

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Full-time MBA Research Methods module: a combination of education, experience and practicality

“The Research Methods module taught me a lot about the research methods which are available and how to apply them. In addition, this module was very helpful in preparation for my final project as part of the full-time MBA”.

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Research Methodology Notes, PDF I MBA (2024)

• Post last modified: 11 January 2023
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Download Research Methodology Notes, PDF, Books, Syllabus for MBA (2024). We provide complete Research Methodology pdf. Research Methodology study material includes Research Methodology notes, book, courses, case study, syllabus, question paper, MCQ, questions and answers and available in Research Methodology pdf form.

Research Methodology subject is included in MBA so students are able to download Research Methodology notes for MBA 2nd year and Research Methodology notes for MBA 3th semester.

Table of Content

• 1 Research Methodology Syllabus
• 2 Research Methodology PDF
• 3 Research Methodology Notes
• 4 Research Methodology Questions and Answers
• 5 Research Methodology Question Paper
• 6 Research Methodology Books

Research Methodology Notes can be downloaded in Research Methodology pdf from the below article.

Research Methodology Syllabus

A detailed Research Methodology syllabus as prescribed by various Universities and colleges in India are as under. You can download the syllabus in Research Methodology pdf form.

Module 1: Research Methodology

Module 2: Types Of Research

Module 3: Research Design

Module 4: Samplin

Module 5: Data Collection, Data Processing And Data Analysis

Module 6: Problem Formulation

Research Methodology PDF

Research methodology notes.

Research in common parlance refers to a search for knowledge. One can also define research as a scientific and systematic search for pertinent information on a specific topic. Research is an academic activity and the term should be used in a technical sense.

The new Oxford English Dictionary defines research is “the scientific investigation into and study of material, sources etc inorder to establish facts and the reach new new conclusions”.

Research Methodology Questions and Answers

If you have already studied the Research Methodology and notes, then it’s time to move ahead and go through previous year Research Methodology question and answers.

• What do you understand by term Research Problem? What are the objectives of Research Problem?
• Explain different sources of research problem by giving suitable examples under source.
• List and explain the characteristics of good research problem. 4. Elaborate on common errors committed by researchers in selecting the research problem.
• Discuss the importance of critical literature review and its uses in planning innovation research.
• Explain various sources of obtaining data for the selected research problem.
• What is plagiarism? How plagiarism can be detected using online tools?
• What are common forms of plagiarisms in research reports?
• Give a detailed account on content of a research report.
• Lucidly present the stages for preparation of a research report.
• Explain essential features of report writing highlighting the importance and implication of research outcomes.
• What is a Patent? What are the criteria of patentability?
• What is innovation? Elucidate various type of innovation.
• Write short notes on the following: (a) Patents (b) Designs (c) Trade Marks (d) Copyright
• What types of inventions are not patentable in India?
• What is a Geographical Indication? What is a “generic” geographical indication?
• Why do geographical indications need protection? How are geographical indications protected?

Research Methodology Question Paper

If you have already studied the Research Methodology and notes, then it’s time to move ahead and go through previous year Research Methodology question paper.

It will help you to understand the question paper pattern and type of Research Methodology question and answer asked in MBA 3rd year Research Methodology exam. You can download the syllabus in Research Methodology pdf form.

Research Methodology Books

Below is the list of Research Methodology books recommended by the top university in India.

In the above article, a student can download Research Methodology notes for MBA 2nd year and Research Methodology notes for MBA 3rd semester. Research Methodology study material includes Research Methodology notes, Research Methodology books, Research Methodology syllabus, Research Methodology question paper, Research Methodology case study, Research Methodology questions and answers, Research Methodology courses in Research Methodology pdf form.

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What are the types of Questionnaire?

Types of questionnaire 1. Structured questionnaire a) Have definite and concrete questions. b) Is prepared well in advance. c) Initiates a formal inquiry. d) Supplements and checks the data, previously accumulated. e) Used in studies of the economics and the social problems, studies of the administrative policies and changes etc.

2. Unstructured questionnaire a) Used at the time of the interview. b) Acts as the guide for the interviewer. c) Is very flexible in working. d) Used in studies related to the group of families or those relating to the personal experiences, beliefs etc.

A questionnaire can also be divided as the follows depending on the nature of the questions therein 1. Open ended questionnaire a) Respondent is free to express his views and the ideas. b) Used in making intensive studies of the limited number of the cases. c) Merely an issue is raised by such a questionnaire. d) Do not provide any structure for the respondent’s reply. e) The questions and their orders are pre – determined in the nature.

2. Close ended questionnaire a) Responses are limited to the stated alternatives. b) One of the alternatives is simply YES or NO. c) Respondent cannot express his own judgment.

3. Mixed questionnaire a) Questions are both close and open ended. b) Used in field of social research.

4. Pictorial questionnaire a) Used very rarely. b) Pictures are used to promote the interest in answering the questions. c) Used in studies related to the social attitudes and the pre – judices in the children.

Write a note on The Questionnaire Method followed in Research Methodology

Introduction and the meaning This method acts as a great source or a facility for the collection of the data from the diverse and scattered group of people. A questionnaire consists of a variety of the questions printed or typed in a definite order on a form – which are mailed further to the respondents. The respondent has to answer these questions on his own.

The main function or the objective of the questionnaire is to collect data from the respondents, who are generally scattered in a vast diverse area.

This method also helps in the collection of reliable and dependable data.

According to Bogardus, “a questionnaire is a list of the questions sent to a number of persons to answer. It secures the standardized results that can be tabulated and also treated statistically.”

Advantages of the Questionnaire 1. Requires less skill. 2. Less training is needed. 3. Cheaper in nature. 4. Also impersonal in nature. 5. Pressure is less. 6. Anonymity.

Disadvantages of the Questionnaire 1. Returns are low if compared to the other methods used for the collection of the data. 2. Response is also less. 3. Less flexible in working. 4. Occurrence of errors. 5. Less reliable. 6. Sometimes answers obtained can be wrong. 7. Not efficient in the depth – problems.

What are the steps involved in carrying out an experiment?

Steps involved in carrying out an experiment are:-

1. Choice of variable – a) Investigative questions can be prepared by the researcher depending on the nature of the problem. b) Hypothesis should be operationalised. c) Variables are to be selected by the researcher. d) Number of the variables to be tested is to be decided.

2. Levels of treatment – a) Refer to the differences or the distinctions made by the researcher between the different aspects of the treatment conditions. b) Levels assigned to an independent variable should be based on the simplicity.

3. Experimental environment – a) Environmental control constantly holds the physical environment of the experiment. b) The researcher must have the complete knowledge about the various extraneous variables. c) These extraneous variables can exist in the factors like age, gender, race etc. d) Their presence can have a great affect on the dependent variables.

4. Choice of the Experimental Design – a) Are very unique in nature compared to the other research designs. b) Provide positional as well as the statistical plans. c) Helps in designating the relationship between the experimental treatments and the experimenter’s observations. d) Helps in providing the strength to the generalization of the results beyond the experimental settings.

5. Subjects allocation – a) The selected subjects should represent the population to which the researcher has to generalize. b) Firstly a sample frame is made and then the subjects for the experiment to the groups are assigned – Randomization method is used for this purpose. c) Experimental subjects act as a self – selecting sample as mostly the size of the sampling frame is small.

6. Tests, Pilot tests – a) Pilot testing reveals the errors in the design. b) Pre – testing helps in carrying out the refinement before the final test. c) Scripts can be revised during this step.

7. Analysis – a) By carrying proper and accurate planning and the pre – testing, the data needed for the experiment can be given an order and structure. b) These structures are usually very uncommon to the surveys. c) The various options used by the researchers to measure and instrument are observational techniques, coding schemes, paper and pencil teats, self – report instruments with the open or the closed questions etc.

Explain The Experimental Method?

Definition and Meaning There are different types of research – the two major types of the research that need to be identified for getting the basic understanding of the experimental method are the exploratory research and the conclusive research.

Experiment is actually the study consisting of the intervention by the researchers beyond that requires for the measurements.

Generally these types of the interventions are very helpful in carrying out the manipulation of the various variables that ultimately help in setting up and observing the effects caused to the subjects that are being studied.

The explanatory variable is manipulated by the researcher and then the researcher observes whether the hypothesized dependent variable is affected by the intervention or not.

The experiment possesses a statement of the problem that is to be solved. One basic point to be kept in mind is that during the designing of the experiment, the design should be such that all the points of view to establish what the experiment is intended to do must be brought out.

By experimentation one is able to get very accurate information and experiments are carried out at basically at the two following scales – 1. Laboratory Scale – a) Experiments are carried out in an artificial environment. b) Unwanted effects of the extraneous variables can be minimized. c) Natural nature of the responses of the subjects cannot be estimated. d) High level of the internal validity is also available. e) But sometimes these experiments can become invalid in nature.

2. Field scale – a) Carried out in the real – world environment. b) Offers very high level of the external validity. c) But the internal validity suffers. d) Are very costly compared to the experiments that are carried out in the laboratory. e) Are very time – consuming. f) Very complicated in the working nature.

What are the Objectives of Experiment? 1. Measurement of the outcome or the dependent variable. 2. Determining the functional form that is responsible for the linkage of some of the criterion variable to a set of the input variables. 3. Identifying the relevant variables. 4. Establishing the causal relationships. 5. Formulating the hypothesis. 6. Defining the various variables.

What are the Constituents of an Experiment? 1. Experiment – (a) Making a statement that is very clear and also is easy to understand. (b) Selecting the dependent variable or the response factor. (c) Deciding or selecting those factors in which the variation is to be made. (d) Selecting the different levels of these factors.

2. Designs – (a) The number of the observations to be taken is to be decided. (b) The order in which the experimental procedure is to be followed is to be decided. (c) Use of the randomization method must be made. (d) Selecting the mathematical model which helps in describing the experiment.

3. Analysis – (a) Collecting the data and then processing this data. (b) Computation of the test statistics. (c) Interpreting the results for the experiment.

What are the Advantages of the Experiment? 1. Helps in carrying out the manipulation of the independent variable. 2. Provides better effective control for the contamination from the extraneous variables. 3. Helps in better adjustment of the variables. 4. The convenience and the cost of the experimentation are superior to the other methods. 5. Experiments can be repeated.

What are the Disadvantages of the experiment? 1. The artificial nature of this type of method is the main drawback. 2. Although experimentation method is a comparatively cheap method but in some cases it can really affect the budget planning. 3. Generalization from the non – probability samples can pose problems. 4. Predicting is not possible and if it is done – it can be risky in some cases.

Explain the types of Survey’s?

1. Factual Survey – Needs factual information.

2. Opinion Survey – Opinion of the person interrogated is used to make an evaluation on a certain method.

3. Interpretive Survey – • The person interviewed has to do more than just reporting a fact. • Acts as an interpreter.

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Top 100 MBA Project Topics [Updated 2024]

Are you an MBA student looking to make your mark with an impactful project? Choosing the right MBA project topic can be the key to unlocking doors to career success. Whether you’re focusing on finance, marketing, human resources, operations, or entrepreneurship, there’s a wealth of possibilities to explore. In this blog, we’ll dive into some compelling MBA project topics across these areas, helping you find inspiration for your next big endeavor.

How to Choose the Right MBA Project Topics

Table of Contents

Now that we’ve explored some exciting project topics, how do you choose the one that’s right for you? Here are some tips:

• Consider Your Interests and Career Goals: Choose a topic that aligns with your passions and future career aspirations.
• Evaluate Feasibility and Data Availability: Ensure you have access to the necessary data and resources to complete your project successfully.
• Consult with Faculty or Industry Professionals: Seek guidance from your professors or industry experts to refine your topic and approach.
• Importance of Originality: Aim for a topic that contributes new insights or approaches to the field, showcasing your creativity and analytical skills.

Top 100 MBA Project Topics: Category Wise

• Financial Analysis of XYZ Company: Conduct an in-depth analysis of the financial performance, ratios, and trends of a specific company.
• Investment Strategies in Emerging Markets: Explore the opportunities and risks associated with investing in emerging markets, providing insights for investors.
• Analyzing the Impact of Interest Rate Changes on Investment Portfolios: Investigate how fluctuations in interest rates affect investment portfolios, offering strategies for risk management.
• Financial Risk Management in the Banking Sector: Study the methods and practices used by banks to manage financial risks, with a focus on risk mitigation strategies.
• Evaluating Capital Budgeting Techniques in Manufacturing Industry: Compare and evaluate different capital budgeting techniques used by manufacturing firms to make investment decisions.
• Mergers and Acquisitions: A Comparative Study: Compare the impact and outcomes of different mergers and acquisitions in various industries, analyzing their success factors.
• IPO Valuation and Investment Strategies: Explore the valuation methods of Initial Public Offerings (IPOs) and develop investment strategies for IPO investors.
• Impact of Corporate Governance on Firm Performance: Analyze how corporate governance practices influence the performance and value of companies.
• Behavioral Finance: Understanding Investor Behavior: Study the psychological factors influencing investor decisions and their impact on financial markets.
• Analysis of Credit Risk Management in Banks: Investigate the credit risk management practices of banks, focusing on loan portfolio analysis and risk mitigation techniques.
• Consumer Behavior Analysis in E-commerce: Examine the behavior patterns and preferences of online consumers in the e-commerce sector.
• Social Media Marketing Strategies for Small Businesses: Develop effective social media marketing strategies tailored for small businesses to enhance their online presence.
• Brand Loyalty: Factors Influencing Customer Retention: Identify and analyze the factors that contribute to brand loyalty and customer retention in various industries.
• Impact of Celebrity Endorsements on Consumer Buying Behavior: Investigate how celebrity endorsements influence consumer perceptions and purchasing decisions.
• Online vs. Offline Retail: Consumer Preferences and Trends: Compare the preferences and trends of consumers in online and offline retail environments, identifying key differences.
• Market Entry Strategies for International Markets: Develop market entry strategies for businesses looking to expand into international markets, considering cultural and regulatory factors.
• Digital Marketing Trends: A Comparative Analysis: Analyze the latest trends in digital marketing channels and their effectiveness in reaching target audiences.
• Customer Satisfaction and Service Quality in Hospitality Industry: Evaluate the relationship between customer satisfaction, service quality, and loyalty in the hospitality sector.
• Product Placement Effectiveness in Films and TV Shows: Study the effectiveness of product placement as a marketing strategy in films and television shows, measuring brand recall and impact.
• Green Marketing: Sustainable Practices and Consumer Perception: Investigate consumer perceptions and behaviors towards green products and sustainable marketing practices.

Human Resources

• Employee Engagement Strategies for Remote Teams: Develop effective strategies to enhance employee engagement and motivation in remote work settings.
• Diversity and Inclusion Initiatives in Multinational Corporations: Analyze diversity and inclusion programs in multinational companies, assessing their impact on organizational culture and performance.
• Talent Management Practices in the IT Industry: Study talent management strategies and practices in the Information Technology sector, focusing on recruitment and retention.
• Performance Appraisal Systems: A Comparative Study: Compare different performance appraisal systems used by organizations and their impact on employee performance and satisfaction.
• Work-Life Balance Programs and Employee Wellbeing: Evaluate the effectiveness of work-life balance programs in improving employee wellbeing and productivity.
• Leadership Styles and Organizational Culture: Analyze how different leadership styles contribute to shaping organizational culture and employee engagement.
• Training and Development Programs: Impact on Employee Performance: Investigate the effectiveness of training and development programs in enhancing employee skills and performance.
• Workplace Stress Management Strategies: Develop strategies to manage workplace stress and promote employee mental health and wellbeing.
• Employee Retention Strategies in High-Tech Industries: Identify and analyze effective strategies for retaining talent in high-tech industries with high turnover rates.
• Gender Pay Gap Analysis and Equal Pay Policies: Study the gender pay gap in various industries and evaluate the effectiveness of equal pay policies in reducing disparities.

Operations Management

• Supply Chain Optimization in Manufacturing Sector: Optimize supply chain processes and logistics in the manufacturing industry to reduce costs and improve efficiency.
• Lean Management Implementation in Service Sector: Implement Lean management principles in service-oriented organizations to eliminate waste and improve operational efficiency.
• Inventory Management Strategies for Retail Chains: Develop inventory management strategies to minimize stockouts and excess inventory in retail chains.
• Six Sigma Implementation in Healthcare: Quality Improvement: Implement Six Sigma methodologies in healthcare organizations to improve quality of care and patient outcomes.
• Logistics and Distribution Network Optimization: Optimize logistics and distribution networks to improve delivery times and reduce transportation costs.
• Operations Planning and Control in the Food Industry: Develop efficient operations planning and control strategies for food processing and distribution companies.
• Total Quality Management (TQM) Practices: Case Studies: Study successful case studies of Total Quality Management implementation in various industries.
• Process Automation and Robotics in Manufacturing: Explore the use of automation and robotics in manufacturing processes to improve productivity and efficiency.
• Service Quality Measurement and Improvement in Hospitality: Develop tools and techniques to measure and improve service quality in the hospitality industry.
• Green Operations: Sustainability Practices in Manufacturing: Implement sustainable and eco-friendly practices in manufacturing operations to reduce environmental impact.

Entrepreneurship

• Feasibility Study for a Tech Startup: Conduct a feasibility study for a tech startup, analyzing market demand, competition, and financial projections.
• Business Plan Development for a Social Enterprise: Develop a comprehensive business plan for a social enterprise focusing on social impact and sustainability.
• Crowdfunding as a Financing Option for Startups: Explore the use of crowdfunding platforms as a viable financing option for early-stage startups.
• Franchise Business Model: Analysis and Case Studies: Analyze the franchise business model and study successful case studies of franchise operations.
• E-commerce Market Entry Strategy for Small Businesses: Develop an e-commerce market entry strategy for small businesses to expand their online presence.
• Innovation Management in Startups: Best Practices: Study best practices for managing innovation and creativity in startup environments.
• Angel Investing: Strategies and Risk Management: Explore angel investing strategies and risk management practices for investors in early-stage startups.
• Entrepreneurial Leadership: Traits and Success Factors: Analyze the traits and characteristics of successful entrepreneurial leaders in various industries.
• International Expansion Strategies for SMEs: Develop strategies for small and medium-sized enterprises (SMEs) to expand into international markets.
• Business Model Innovation: Disruptive Strategies: Explore disruptive business model innovation strategies used by successful startups to gain a competitive edge.

General Management

• Change Management Strategies in Organizations: Develop change management strategies to facilitate organizational transitions and transformations.
• Corporate Social Responsibility (CSR) Programs: Impact Assessment: Evaluate the impact of CSR programs on brand reputation and stakeholder perceptions.
• Strategic Alliances and Joint Ventures: Case Studies: Study successful case studies of strategic alliances and joint ventures in various industries.
• Crisis Management and Communication Strategies: Develop crisis management plans and effective communication strategies for organizations facing crises.
• Market Research and Analysis for New Product Launch: Conduct market research and analysis to guide the launch of a new product or service.
• Project Management Best Practices: Implementation: Study and implement project management best practices for successful project execution.
• Knowledge Management Systems: Implementation and Benefits: Implement knowledge management systems in organizations to capture and share valuable knowledge.
• Business Process Reengineering (BPR) for Organizational Efficiency: Redesign and optimize business processes using Business Process Reengineering methodologies.
• Strategic HR Planning for Organizational Growth: Develop strategic HR plans to align human resources with organizational goals and growth objectives.
• Technology Adoption and Integration Strategies: Develop strategies for the adoption and integration of new technologies to drive business growth.

International Business

• Global Market Entry Strategies for Multinational Corporations: Develop market entry strategies for multinational corporations expanding into new global markets.
• Cultural Intelligence in International Business Negotiations: Study the role of cultural intelligence in successful international business negotiations.
• International Trade Policies and Impact on Global Business: Analyze international trade policies and their implications for global businesses.
• Cross-Cultural Leadership: Challenges and Strategies: Explore challenges and strategies for effective cross-cultural leadership in multinational organizations.
• Export Marketing Strategies for Small and Medium Enterprises (SMEs): Develop export marketing strategies for SMEs looking to enter international markets.
• Global Supply Chain Management: Best Practices: Study best practices in global supply chain management to optimize international operations.
• Foreign Direct Investment (FDI) Trends and Analysis: Analyze trends in Foreign Direct Investment and their impact on global economies.
• Political Risk Analysis for International Business: Assess political risks and their impact on international business operations and investments.
• Global Branding and Positioning Strategies: Develop global branding and positioning strategies for products and services in diverse markets.
• International Business Negotiation Strategies: Study negotiation strategies and tactics for successful international business deals.

Information Technology Management

• Cybersecurity Threats and Risk Management: Analyze cybersecurity threats and develop risk management strategies for organizations.
• Big Data Analytics for Business Intelligence: Implement Big Data analytics to derive business insights and improve decision-making.
• Cloud Computing Adoption: Challenges and Opportunities: Study the challenges and opportunities of adopting cloud computing in organizations.
• Digital Transformation Strategies for Traditional Businesses: Develop strategies for traditional businesses to undergo digital transformation.
• Blockchain Technology Applications in Supply Chain: Explore the applications of blockchain technology in optimizing supply chain processes.
• AI and Machine Learning for Predictive Analytics: Implement AI and machine learning algorithms for predictive analytics in business.
• IT Governance and Compliance Frameworks: Develop IT governance frameworks to ensure compliance and data security.
• Mobile App Development for Business Solutions: Design and develop mobile applications to address business challenges and enhance customer experience.
• IT Infrastructure Optimization and Cost Reduction: Optimize IT infrastructure to reduce costs and improve efficiency in organizations.
• ERP Implementation and Business Process Integration: Implement Enterprise Resource Planning systems for seamless business process integration.

Healthcare Management

• Healthcare Quality Improvement Initiatives: Develop quality improvement initiatives to enhance patient care and safety in healthcare settings.
• Healthcare Innovation: Telemedicine and Remote Monitoring: Explore the use of telemedicine and remote monitoring technologies to improve healthcare delivery.
• Health Information Systems: Implementation and Benefits: Implement Health Information Systems to improve patient data management and healthcare efficiency.
• Healthcare Cost Analysis and Optimization: Analyze healthcare costs and develop strategies to optimize spending and improve financial performance.
• Patient Satisfaction and Service Quality in Hospitals: Evaluate patient satisfaction levels and service quality in hospitals, identifying areas for improvement.
• Healthcare Policy Analysis and Impact Assessment: Analyze healthcare policies and assess their impact on healthcare organizations and patient care.
• Healthcare Marketing Strategies for Hospitals: Develop marketing strategies to promote hospitals and healthcare services to the community.
• Electronic Health Records (EHR) Implementation: Implement Electronic Health Record systems to enhance patient data accessibility and accuracy.
• Healthcare Compliance and Regulatory Requirements: Ensure healthcare organizations comply with regulatory requirements and standards.
• Healthcare Supply Chain Management Optimization: Optimize healthcare supply chain processes to ensure timely and cost-effective delivery of medical supplies.

Sustainability and Green Business

• Corporate Sustainability Reporting and Transparency: Develop sustainability reporting frameworks to enhance corporate transparency and accountability.
• Green Supply Chain Management Practices: Implement green supply chain management practices to reduce environmental impact.
• Circular Economy Strategies for Waste Reduction: Develop strategies for implementing a circular economy model to minimize waste.
• Renewable Energy Investment Analysis: Analyze the feasibility and returns of investments in renewable energy projects.
• Sustainable Packaging Solutions for Consumer Goods: Develop sustainable packaging solutions to reduce environmental impact in the consumer goods industry.
• Carbon Footprint Analysis and Reduction Strategies: Analyze carbon footprints of organizations and develop strategies to reduce emissions.
• Water Management and Conservation in Industries: Implement water management practices to conserve water resources in industrial operations.
• Biodiversity Conservation Strategies for Businesses: Develop strategies for businesses to contribute to biodiversity conservation efforts.
• Green Building Design and Certification: Design green buildings and obtain certifications for sustainable construction practices.
• Eco-Tourism Development and Sustainability: Develop eco-tourism initiatives that promote environmental conservation and community engagement.

Embarking on an MBA project is an exciting opportunity to apply your knowledge and make a tangible impact. Whether you’re delving into finance, marketing, human resources, operations, or entrepreneurship, there’s a vast landscape of topics to explore.

Remember, the right project topic can be the launching pad for your career, so choose wisely. Dive into MBA project topics that ignite your curiosity, challenge your intellect, and leave a lasting impression on your audience. Good luck on your MBA journey!

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