UiTM

APPLIED BUSINESS RESEARCH (ABR/BER 794/796)

BUSINESS ECONOMICS RESEARCH

(BER747/777)

GUIDELINES

This set of guidelines for the course Applied Research (ABR/BER794/796 & BER747/777) is divided into the following sections:

1) Introduction and Administration 2) Research Proposal 3) Research Report 4) Conclusion

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SECTION ONE:

INTRODUCTION AND ADMINISTRATION

1.1 OVERVIEW

Central to all managerial activities is the ability to make informed business decisions. Often

the difference between making good decisions and committing blunders lies in how managers

go about the decision making process. Hence managers are required to consistently study

and analyze issues to ensure that all decisions made are well grounded with facts and strong

rationale. In cultivating these habits, managers are required to be aware of and be involved in

some form of research activity as and when they make decisions at the work place.

Further, managers often interact with research consultants who are engaged by the

organization. It is therefore necessary for managers to discriminate between good and bad

studies undertaken by these consultants. Whenever the need arises managers are required to

undertake or participate in research to solve problems. In addition, managers are also

required to evaluate the findings and value of studies published in professional journals and to

be able to adapt to the changing work environment.

It is for these and many other reasons that Applied Research (ABR/BER 796/BER 777) is a

compulsory activity and a REQUIRED experience for students prior to the award of the

MBA/MBE by the Arshad Ayub Graduate Business School, UiTM.

1.2 BUSINESS RESEARCH

Business Research is often described as a systematic and organized effort to investigate a

specific problem (or a few related problems) encountered in a work environment or a given

task or a given setting, that need solutions. It is worth mentioning that Applied Research

(ABR/BER/BER) is NOT to generate a body of knowledge by trying to comprehend how certain

problems that occur in organization can be solved. Such exercise is undertaken in Basic

Research. However research done with the intention of APPLYING the results of findings to

solve specific problems currently being experienced in the organization, or currently being

faced by a given task in a given environment that are constantly changing, is what ABR/BER is

all about.

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In the running of the business enterprise, RESEARCH is primarily conducted to resolve

problematic issues in or interrelated among functional areas. These problematic issues could

be treated either from Macro or Micro perspectives or be strategically treated as effort for

enhancing efficiency and effectiveness of managing and creation of shareholders value. Thus

ABR/BER is designed to be a capstone achievement whereby potential MBA/MBE graduates are

required to undertake activities that exhibit the mastery of the knowledge acquired throughout

the time spent in pursuing MBA/MBE. Integrated knowledge is of course what is best

expected, but thorough knowledge in specific areas of study, either applied to a given task or

environment is much encouraged. All in all, the preference is definitely for knowledge

acquired in the classroom to be applied to current work challenges or to a focused area in

which MBA/MBE graduates are expected to play a role in future undertakings including as

employees, employers, entrepreneurs, intrapreneurs or technopreneurs.

1.3 CREDIT HOURS/CONTACT HOURS

ABR/BER/BER carries a 3 hours credit load with no classroom contact hours at all.

1.4 GROUP EFFORT

It is to be undertaken by a group of not more than 3 and not less than 2 students. This is to

enable students to realize that:

(i) No one has a mastery of all the knowledge within an MBA/MBE curriculum. Hence

combined effort or teamwork would enable cross learning among participants.

(ii) No one works alone in a work environment and each member of an organization

should be able to work together within a diverse workforce to achieve specific goals

which lead to the fulfilling of the Vision and Mission of an organization.

Hence, what is very pertinent is to realize the following implications.

Case 1 : 3 students/group x 3 credit Hours : = 9 credit

Case 2 : 2 students/group x 3 credit Hours : = 6 credit

This essentially means that each group is expected to spend at least 12 to 18 hours a week for

a period of not less than 120 to 150 days over two semesters. These hours are to be spent

independently undertaking literature review, developing the academic construct and research

methodology, developing research instruments, learning the appropriate measurement

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methods, including the necessary statistical knowledge and the use of statistical packages

such as SPSS.

Since every member of the group is entitled to the 3 credit hours required for the award of the

degree and the resultant GPA and CGPA calculations, it is essential that every member fulfill

their individual responsibility and be accountable to the achievement of the group

performance. Therefore the spirit of one for all and all for one should be the motto adapted.

1.5 PHASES AND APPOINTMENT OF ADVISOR/ADVISORS

ABR/BER/BER is divided into two major phases (Chart 1.1). Phase 1 being the proposal stage

which must be completed one semester prior to the graduating semester. The Faculty

reserves the right to reject any proposal deemed unacceptable. At this stage, early indication

of students capabilities to complete the project within the specific deadline will be determined.

The student group may at this point suggest/request/or name an advisor of their choice, but

the official appointment is subject to the expert judgment of the Program Coordinator.

Phase 2 of ABR/BER/BER consists of the actual data collection, analysis, and completion of the

final draft. The final draft must be completed two to three weeks before the date of

presentation (VIVA). Final drafts must be approved by the advisor and any rejection or

incomplete work at this stage would result in a DELAY in graduation for the respective group

of students. Registration or continued registration will be required with additional fees

charged accordingly.

1.6 ROLES OF ADVISORS

Advisors can add value to the ABR/BER/BER process and contents when they uphold their

responsibilities through the following activities.

Table 1.1 Roles of Research Advisors

o Act as an independent sounding board. o Assist in the set up of strategic agenda. o Encourage provocative and proactive

questions to stimulate explorative and

inquisitive learning.

o Provide a platform for the process of thinking and facilitating it.

o Guide in the collation and interpretation of data.

o Facilitate students to think out-of-the-box.

o Operate as a catalyst in decision-making and further action.

o Help identify blind-spots.

o Impart energy and enthusiasm in the

project and provide continuous encouragement.

o Bestow a symbolic presence to help

students think and behave as to exhibit concern and impart expert (MBAs curriculum) knowledge.

o Communicate constructive criticism on the

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output.

Chart 1.1 APPLIED BUSINESS PROJECT FLOW CHART

DEADLINE ACTIVITY PHASE/SEMESTER

EMBA MBA/MBE

Approval of project and allocation of advisor

Registration of Graduate Project

Meet with advisor, data collection and analysis

Submission of final draft

Feedback from advisor

Revised draft

Project presentation/VIVA

Feedback from advisor

Minor correction

Submission of ABP

proposal

Preliminary Literature Review - Academic construct

Informal search/discussion with potential advisor

Group Formation and Preliminary discussion on research area

Non Approval

Submission of final project

report

PHASE 1

PHASE 2

WEEK 1

WEEK 12

WEEK 14

WEEK 1

SEM. 2 SEM 3

SEM 3 SEM 4

WEEK 10

WEEK

12-14

WEEK 15 (Fully bound 3 copies)

Project withdrawal

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1.7 ROLES OF EXAMINERS

The examiners role is first, to ensure that the scientific process of applied research is adhered

to with the principal focus on academic construct and methodology such that the results of

analysis is consistent with the objectives of the applied research. This role will be fulfilled

primarily during the VIVA/presentation/examination, (refer advisor/examiner examination

guideline) .Secondly, in line with the main purpose of ABR/BER/BER, the ability of the

candidates in translating the research findings to solve a specific business problem needs to be

critically assessed. Should the examiner require advance preview, a summary or a set of

power point presentation material could be submitted in order for examiners to be prepared

prior to the students presentation.

1.8 VIVA/PRESENTATION

The (students) group will be required to present their research and findings of the

ABR/BER/BER at a scheduled time whereby two examiners will be present for evaluation, in

the presence of their advisor. Such dates are fixed and are not subject to change, unless

decided otherwise by the Program Coordinator.

1.9 ABR/BER EVALUATION

The primary advisor has the right to evaluate the research in his or her capacity as advisor.

The advisors evaluation carries 60% of the Final Grade for the group. As a general rule,

every member of the group should obtain similar grade or equal marks. However, the advisor

has the authority to vary the grade according to his or her assessment of the contribution

from each group member on the entire project.

The other 40% of the Final Grade would consist of the average marks/evaluation assessed by

the 2 selected examiners. The grading format is in Specimen one.

6.2 GRADUATION REQUIREMENT

ABR/BER/BER is the capstone for the entire MBA/MBE program/curriculum and hence failure to

secure a B grade will lead to failure to obtain the Degree. Subject to the evaluation of the

Faculty, a group of students may apply for extension of time to complete the project, while the

Faculty also reserves the right to advise the students to continue for an additional semester to

ensure completion. It is worthy to note that failure to secure a B grade will affect the

graduation

status of every member of the group, notwithstanding the CGPA required for the award of the

Degree.

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SECTION TWO:

PROPOSAL GUIDELINES

1. INTRODUCTION

Most institutes of higher learning have some required format for proposals to be submitted by

research students which are generally similar in context. The researcher has to draw up a plan

to investigate issues and solve some specific problems. Each proposal must provide some

explanation about the structure of the task, how it is conceptualized and the methods to be

used in carrying out the plan.

The Applied Research (ABR/BER 796/BER 777) course requires graduating students to submit

two main documents the project proposal and the final report. While writing the

former does not contribute to the overall grade of this course, its importance cannot be

underestimated. After all, one's research is only as a good as one's proposal. Besides,

the ABR/BER 796/BER 777 course treats the project proposal as a necessary prerequisite to

the final report.

A good proposal is direct and straight forward. It sells what the researcher(s) is proposing to

do and why she/he is proposing it. In other words, it must be compelling (that is, interesting),

manageable (able to be carried out), and significant (important for the stakeholders). This

handout, therefore, aims to facilitate and guide final year MBA/MBE students in writing up a

good project proposal. For this purpose, the guideline is arranged into four major sections

getting started, research process, ABP proposal format, and research expectations.

2. GETTING STARTED

In essence, ABR/BER 795 will equip students with the basic skills of undertaking research, and

how research is used to support management decision making. It is also a capstone course

that requires students to apply at least one business decision making tool to synthesize the

research outcomes and to offer actionable managerial decisions. Therefore, it is always

advisable (although it is not necessary for MBA students) that candidates should begin the ABP

project by getting acquaintance with a business organization. For EMBA students, the

students workplace is a good place to start.

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For most students, getting started is synonymous with numerous head scratching sessions

leading to the project title. In most cases, at least two or three topics are generated for

discussion among group members (made up of a minimum 2 persons and a maximum 3

persons).

This is definitely not a bad way of starting ABR/BER 795 project, as long as these ideas are not

generated out of nowhere or based on gut feeling. Ideas must come from a reliable source,

usually from a respected person in an industry, from observation over a certain period of time

or from undertaking desk research (Section 3 will elaborate more on this aspect). Table 2.1

provides a What, Why, and How Framework (source: Watson, 1994b:S80) to get you started.

Table 2.1 What, Why, and How Framework for Crafting Research

What? What puzzles/intrigues me (my

company)! What do I (my company) want to

know more about/understand better What are my key research

questions?

Why? Why is this of interest to others (member of my

group, my work environment, practitioners or policy makers?)

Can the research be justified as a contribution to problem solving process or solutions to my current problems?

How conceptually? What models/tools can I draw

on/develop to answer my research questions?

How can these be brought together

into a basic business models/tools to guide my investigation?

(Academic Construct/Tools Theoretical Framework) Research primarily conducted to resolve

problematic issues in, or INTERRELATED among the areas of Accounting, Finance, Operations, Management,

Marketing, HRM, etc.

How practically? What investigative styles and techniques shall I

use to apply my conceptual framework (both to gather material and analyze it)?

How shall I gain and maintain access to

information sources? (Methodology) Focus: Applied Research, i.e. research done with the intension of applying the results of the findings

to solve specific problems currently being experienced in the organization, or of public interest preference is of micro as opposed to macro perspective.

3 THE RESEARCH PROCESS

From the academic perspective, writing a research proposal should begin with an inquiry into

the need for a particular research topic leading to a research/project title (Chart 3.1 The

Research Process). This inquiry provides a starting point for the activities of identifying the key

issues leading to research problem definition, setting of research objectives, specifying the

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information and data requirements, developing a research plan, and designing the data

collection method.

Below is a checklist for a proposal:

1. It defines a question, problem, or issue [or a set of these] addressed by the project. This

is the "engine" that drives the inquiry into the topic.

2. It identifies the audience(s) the project will address.

3. It explains why the inquiry is significant for a particular audience or audiences.

4. It proposes a method or approach to start the inquiry. Several methods may be proposed,

if the project is large or complex.

5. It suggests relevant sources of information about the inquiry you are aware of or plan to

look for.

Chart 3.1 The Scientific Research Process

Step 1: Recognize the Need for Research

The process of observation or sensing of a problem or problems around you is what gets most

of the research, especially applied research, started. The next step for the manager is to

determine whether there is a real problem, and if so, how serious. At this point, a few sessions

of brainstorming with your group members would be useful. Similarly, paper/magazine/trade

news clippings on current business issues would be able to support your argument. It is also

Research

Process

1 Recognize the Need

for Research

2 Define the Research

Problem and Objectives

3 Specify Information and

Data Requirements

4 Develop the

Research Plan 5

Design Method for Collecting Data

6 Perform the Research

Data Collection

7 Process/Analyze Data and Interpret Results

8 Prepare Research Report;

Communicate Findings

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advisable to keep in mind that this course (ABR/BER 795) is two-pronged in nature - to

enhance the employability of graduating MBAs and to lay foundation for career enhancement

and career change among graduating EMBAs. Thus, do choose problematic area/s that could

gear you towards your future career advancement.

Step 2: Define the Research Problem and Objectives

The problem identification stage calls for further preliminary data gathering. Talking to

industry experts, in depth reading of specific magazines, trade news, and popular periodicals

or undertaking a simple survey are examples of this activity. Integration of the information

obtained through these informal and formal search exercises should help a researcher to

determine and strengthen the argument that a problem or problems do exist. Naturally,

understanding of the business tools/models learned throughout the MBA program would

facilitate the problem definition process.

Note that, the existence of a problem or problems does not necessarily mean that something

is seriously wrong with a current situation that needs to be rectified immediately. A problem

could simply indicate an interest in an issue where finding the right answers might help to

improve an existing situation. Hence, it is often advised to define a problem as any situation

where a GAP exists between the actual and the desired state of affairs. Be careful to ensure

that symptoms are not defined as a real problem.

Once a gap has been found, a problem statement is written out. Problem definition or

problem statement is a clear, precise, and succinct statement of the question or issue that is

to be investigated with the goal of finding an answer or solution (Sekaran, 2003, p. 70).

Based on the problem definition, a set of research objectives are then proposed. As a general

guideline, a good problem statement should spell out what is wrong with the current situation

and what are the information needed/variables to be studied in order to solve the current

situation. Appendix 1 provides two examples.

Step 3: Specify Information and Data Requirements/Literature Review

Once the problem has been identified and the objectives have been established, the next step

is to specify the information and data requirements, as well as, the sources for these data.

Secondary data include information from books, journals, newspapers, magazines,

government publications, previous academic works, financial, marketing and other reports,

annual reports. Table 3.1 provides a breakdown of secondary data sources and their

importance according to the stages in the research process. The UiTM library subscribes and

provides a comprehensive source of primary data for your convenience. Seek help from the

library staff if you are unfamiliar with data search.

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Table 3.1 Breakdown of Secondary Sources

Information Source

What it does Examples Research Process

General Sources Provides an overview of a topic and provides leads to where more information can be found

Daily newspapers, popular periodicals and magazines, and trade books.

Needed for Step 1 of the research process

Secondary Sources Provides a good knowledge of the topic/area to be studied and the business tools available to solve the problematic area.

Books on specific subjects and business models, bank reports, KLSE

Needed for Step 2 of the research process

Primary Sources Provides a good knowledge of past work in this area, the variables/business models used, past methodologies, past outcomes and managerial

implications

Journals, abstracts and scholarly books, bank reports/prospectus, Data of Companies in KLSE

Needed for Step 3 onwards of the research process

Due to the academic nature of the ABR/BER796/BER777 course, at this stage of the research

process, graduating candidates are expected to carry out and to document a relatively

comprehensive review of literature from secondary data sources in the chosen area of the

research problem. A substantial literature survey/review is important as it provides the

foundation for the academic construct or theoretical framework or business model of the

research. Be forewarned that students usually find this activity an exasperating and difficult

process. However, at the end of the day, it is a worthwhile effort as it provides you with a

deeper understanding of the way/s to go about addressing the GAP in your problem

statement. Furthermore, this process will equip you with richer research vocabularies to dazzle

current/future bosses!

Step 4: Develop the Research Plan

A big part of the research plan is the building up of a Theoretical Framework/Academic

Construct for the impending research work. In essence, this framework/construct is the end

product of the literature review as noted in step 3 above (Appendix 2 provides the examples).

Below are important notes on Theoretical Framework/Academic Construct:

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i) The theoretical framework is the foundation on which the entire research project is

based. It is logically developed, described, and elaborated network of associations

ii) among the variables deemed relevant to the problem situation and identified through

preliminary investigations, observations, and literature survey (Sekaran, 2003).

iii) The basis of Theoretical Framework or Academic Construct are the basic acceptable

foundations found in any specific areas of study or concepts that are common and

specific (in some cases) to the core area of study, be it marketing, accounting,

management, HRM and other related fundamental functional areas of management

including operations and technology.

iv) Literature Survey provides a solid foundation for developing Theoretical Framework or

Academic construct.

v) Among the essential elements of Theoretical Framework are:

a) Variables considered relevant to the study should be clearly identified and

labeled in the discussion.

b) The discussion should state how the variables are related and relationships

established.

c) The resultant relationship must be shown as the expected outcomes.

d) A clear explanation of why the relationship exists must be established based

on established theories, concepts, dimensions and elements drawn from

Literature Review.

e) A schematic diagram of the Theoretical Framework MUST be provided and

clearly demonstrated such that any reader could easily comprehend the

theorized relationship.

Note**** Decision making tools in Appendix 3 could be used as the Theoretical

Framework/Academic Construct.

For quick reference: (i) http://www.valuebasedmanagement.net/ (ii) Have and Have and Frans Stevens, The Management Tools

and Practices that will Improve Your Business, Prentice Hall, 2003, ISBN: 0-273-66201-5

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Step 5: Design Method for Data Collection (Non-Finance)

Having identified the variables in a problem situation and developed the theoretical

framework, the next step is to design the research in a way that the requisite data can be

gathered and analyzed to arrive at a solution. It is therefore the description of the research

journey.

Note that, while it is a must that all candidates undertake secondary data collection, only

those groups with pure non-finance topics are required to undertake primary data collection.

(Pure finance topics refer to those topics that need a set of financial data over time for

analysis). Having said that, graduating students with pure non-finance topics, would spend a

considerable amount of time discussing the methodology for primary data collection in this

section.

For this ABR/BER796/BER777 course, the methodological areas that need to be addressed in

the proposal are:

1. Type of Research Design

2. Unit of Analysis

3. Population, Sampling frame, Sample Size

4. Sampling Method

5. Data Collection Method

6. Plan for Data Analysis (Brief)

1. TYPE OF RESEARCH DESIGN In general there are two types of research design

Exploratory and Conclusive. For the purpose of ABR/BER and due to the consultative

nature of this course, a conclusive research design is preferred. Likewise, no sophisticated

design is encouraged since the issue of PRECISION and CONFIDENCE is not essential.

Further, it is expected that Applied Business Research projects will stay clear of

experimental and quasi-experimental types of study. Hence, by type, most ABR/BER

research works are confined to DESCRIPTIVE STUDY and CASE STUDY while only

occasionally a CORRELATIONAL STUDY may be attempted. A FIELD STUDY focusing on

the relationship between variables (e.g. interest rates and deposit patterns etc) which is

often done in a noncontrived setting, with no interference, is acceptable. However LAB

EXPERIMENTATION designs are discouraged completely.

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2. UNIT OF ANALYSIS refers to the source from where information is going to be extracted.

Individuals, groups, dyads, divisions, companies, industry, or countries are examples. In

all circumstances the unit of analysis must be clearly identified. In addition, the time

horizon of the study horizontal or longitudinal should also be specified.

3. POPULATION, SAMPLING FRAME AND SAMPLE SIZE A research work needs to specify the

list/source from which a researcher will obtain the total number of the population. This is

called a sampling frame. To illustrate, if the unit of analysis is employees of COMPANY Z,

the sampling frame could be the payroll list. Similarly, if the units of analysis are banks in

Malaysia, the Association of Bankers or Bank Negara could be the sampling frames. As to

the sample size, specifying the exact number is tricky, as again it depends very much on

the research design. As far as consumer study is concerned a sample of 200 respondents

should be acceptable.

4. SAMPLING METHOD - Essentially there are two broad types of sampling probability

sampling and non-probability sampling. Within each type, there are various specific

methods. Below are illustrations of the sampling methods (not exhaustive) which you

could choose from.

Simple Random Sampling

Systematic Sampling students are expected to

Stratified Sampling acquire knowledge on their

Cluster Sampling own or with the advice of the

Convenience Sampling appropriate advisors

Quota Sampling

Do note that the literature review should guide you in choosing the most appropriate research

design to address the problem statement and research objectives. In any case, it must be

well defined and appropriately applied.

5. DATA COLLECTION METHOD - is an integral part of research design. Problems researched

with the use of appropriate methods greatly enhance the value of the research. Among them

are:

Interviews : face to face; telephone, electronic; structured or unstructured.

Questionnaires : personally administered; mail, electronically administered.

Observation : of individual events.

It must be noted that students engaging in non-pure finance topics and who are planning to

use a questionnaire as the research instrument, must be very, very familiar with the various

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fundamentals of questionnaire design and the scales of measurement. These include the

principles of wording, social desirability, length, and sequencing.

Even though, as suggested earlier, the issue of RELIABILITY and VALIDITY is not to be

emphasized, appropriate measurement scales must be observed. The NOMINAL, ORDINAL,

INTERVAL, and /or RATIO scales must be appropriate and applicable to the types of data to be

collected for analysis. As a measure of comfort, INTERNAL VALIDITY of the method

undertaken and the theoretical construct used is essential.

6. PLAN FOR DATA ANALYSIS - (At the proposal stage, only suggested possible methods of

analysis to be used are needed). The proposal should also indicate the Software Package to be

used for data analysis. Examples are: EXCELL / SPSS; EXPERT SYSTEMS, STATISTICAL

NAVIGATOR

Step 5: Research Methodology (Finance and Economics)

Having identified the variables in a problem situation and developed the theoretical

framework, the next step is to design the research in a way that the requisite data can be

gathered and analyzed to arrive at a solution. It is therefore the description of the research

journey. Testable hypotheses which are developed from the theoretical framework will be

tested and that determines the relationship between the variables in study.

After the sections on literature review and theoretical framework have been securely identified

and noted, the next step in the research process is to identify the respective variables as well

as measure them. Secondary data sources, which are interpretations of primary data, can be

found in company records, government publications industry analysis and other centralized

and reliable sources including those from the Internet.

It is important to note that most databases provide bibliographic citations or records from

books or journals that enable researchers a faster way of gaining access to literature. There

are also certain databases that provide historical time series data that enable researchers

investigate and test hypotheses. Some relevant examples are provided in the table below.

Information Sources

Stock Market Indices and Individual Company Stock Prices and Financial Data Malaysian Economic Data including Balance of Payment, Trade and other

Economic Fundamentals

Thomson Datastream Advance in UiTM PTAR 1. http://www.bnm.gov.my

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Economic Data on Population, and other Malaysian Fundamentals World Bank, World Development Indicators, Database

Bank for International Settlements, Annual Reports and Press Release. International Monetary Fund, Surveys and World Economic Outlook. CIA Factbook

US Census Bureau

http://www.statistics.gov.my http://www.worldbank.org

http://www.bis.org http://www.imf.org https://www.cia.gov/cia/publications/factbook/index.html

http://www.census.gov/ipc/www/idbnew.html

Research design involves a series of rational decision-making steps to design the research so

that requisite data can be gathered and analyzed to arrive at a solution. This section also

provides the major skeletal framework for the research. The methodological areas that need

to be addressed in the proposal for this ABR/BER796/BER777 course are:

1. Data and Sample Statistics

a. Data and Sources

Explanation of data used and sources where data are collected including IMF,

Statistics Department of various countries, Bank Negara Malaysia, UiTM

Library, and others must be referenced accordingly.

b. Sample of Study

Sample of variables, time period, explanation of variables, formulas, expected

signs, etc.

c. Statement of Hypothesis

A number of hypotheses relevant to the objectives set in the research plan

including null or alternative hypothesis.

2. Statistical Method of Analysis

a. Types of Tests and Statistical Software applied

The types of statistical software used including SPSS, EViews, RATS, STRATA,

or other statistical packages that will be used must be introduced. The

different types of tests used in the study must be clearly explained including

time series models, ARCH/GARCH, GMM estimator, error correction and VAR,

maximum likelihood estimation, SUR, simultaneous equations models, panel

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models, non-linear models and many others. One simple example is the

explanation of the regression equation in the simple/multiple regression

analysis which applies the variables in its model. Explanation should also be

provided for the relevant dependent and independent variables in the model.

b. Descriptive Statistics

In order to have a feel for the data collected for analysis, it is important to first

check the data series for normality, stationarity, and other statistical problems

including heteroscedasticity, autocorrelation, and multicollinearity. A general

description of the data should provide the mean, standard deviation, max/min,

skewness and kurtosis of all the data series to be tested.

c. Hypothesis Testing

Hypothesis testing is used when sample statistics are obtained to estimate the

overall population decision in examining data. The following steps are followed

in conducting hypothesis tests:

Step 1: Statement of null and alternative hypotheses

Step 2: Selection of the appropriate statistical test

Step 3: Determination of the level of significance

Step 4: Calculate the value of the test statistics

Step 5: Make a decision to reject or not to reject the null

T-test, p values or other statistical values are used to determine if there is

significant relationship between IDV and DV. It also measures the probability

of error in the predictive value. The confidence interval accepted normally is

95%. The rule of thumb also states that if the t-statistics is > 2, it indicates

that a significant relationship exists between the independent and dependent

variables.

d. Least Square Regression

LSR is used hand in hand with linear regression model for analysis. It is a way

of finding the fixed values required to complete the linear regression model. In

detail, it is a way of looking for the constant term a and the slope b in the

linear regression model. After the linear regression model is estimated, the

least square regression line is then sketched along a graph of data distribution

called scatter diagram. The process of obtaining these fixed values for linear

regression model is carried out using the least square regression method.

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e. Correlation Coefficient

Correlation coefficient, r, is the degree of association between independent

and dependent variables. The coefficient ranges from +1 to -1. It is

categorized into one of the following category listed for linear correlation

coefficient result:

r=1 Perfect positive linear correlation

0.75 < r < 1 Strong positive linear correlation

0 < r < 0.25 Weak positive linear correlation

r = 0 no linear correlation

-0.25 < r < 0 weak negative linear correlation

-1 < r < -0.75 Strong negative linear correlation

r = -1 Perfect negative linear correlation

f. Coefficient of Determination (R)

The coefficient of determination denoted by R measures the proportion of

variation in Y (dependent variable) that is explained by X (independent

variable). In other words, this value measures how well the independent

variables can explain the dependent variable in the regression model. The

coefficient ranges from 0 to 1. A higher value of R provides a better

regression analysis result as compared to a lower value of R. This means that

if R value is high, it provides a more confident relationship between

independent and dependent variables.

g. t-stats

T-statistic is used to determine if there is significant relationship between the

independent variable and the dependent variable. It also measures the

probable error in the predictive value. It is calculated by dividing the

coefficient by the standard error and the confidence interval used is normally

95%. It is used when we test one population correlation coefficient when both

variables are quantitative and when the sample is small.

h. p -values

Statistical tests that report the extent to which the test statistic disagrees with

the null hypothesis when one wants to know what percentage of the sampling

distribution lies beyond the sample statistics; most statistical computer

programs report the results of statistical tests as probability values (p values).

19

The p value is the probability of observing a sample value as extreme as, or

more extreme than, the value actually observed, given that the null hypothesis

is true, i.e. the probability of Type I error. The p-value is compared with the

significance level (), and on this basis the null hypothesis is either rejected or

not rejected. If the p-value is less than the significance level, the null

hypothesis is rejected and vice versa.

i. F-stats, F-Probability

The test statistic for ANOVA is the F ratio which compares the variance from

the last 2 sources i.e. the between-group variance/within-group variance. To

compute the F ratio, the sum of the squared deviations for the numerator and

denominator are divided by their respective degrees of freedom. By dividing,

we are computing the variance as an average or mean, thus the term mean

square. The degree of freedom for the numerator, the mean square between

groups, is one less than the number of groups (k-1). The degree of freedom

for the denominator, the mean square within groups, is the total number of

observations minus the number of groups (n-k). The higher the F-stats or the

lower the f-prob, the more significant the model in explaining changes in the

dependent variable.

4 CONTENT AND FORMAT OF ABR/BER PROPOSAL Given the previous discussion, ABR/BER PROPOSAL should include: Section 1 : Introduction/scenario/objectives/significance/scope/limitations.

Section 2 : Literature Review.

Section 3 : Theoretical Framework/Academic Construct

Section 4 : Research Design and Methodology

Section 5 : A sample of any questionnaire to be used

A Gantt chart, depicting timeline for research implementation must accompany any proposal.

In terms of formatting as in the context of title page, font, spacing, margin and etc., THE

GUIDELINES ON THESIS FORMAT For Graduate Programs published by Institute of Graduate

Studies should be observed.

To further guide your proposal writing, do note that, to write: B. Section 1 Issues in Step 1 and Step 2 of the research process must be clearly dealt

with. A brief write-up of the company under study (if applicable) should also be

included.

20

C. Section 2 Issues in Step 3 of the research must be addressed. Only essential

information required towards the development of an Academic Construct or Theoretical

Framework needs to be identified and elaborated. Authoritative sources must be

quoted diligently, especially those within a specific area of functional areas of

management.

D. Section 3 Issues in Step 4. Essentially this section lays down the Theoretical

Framework/Academic construct and the ensuing research questions or hypotheses.

Theoretical Framework/Academic construct is a MUST as it highlights the focus of your

research as well as relates to the research plan (type of study).

E. Section 4 - Issues in Step 5 of the research process. This section must provide

arguments for your choice of methodology.

5. RESEARCH EXPECTATION

Keeping to deadlines is a must. From the academic perspective (see also Appendix 4 and 5),

the proposal must meet most of the following Scientific Investigation rules:

*1. Purposiveness:

Definite aim or purpose, i.e. purposive focus.

*2. Rigor:

A good theoretical base and a sound methodological design.

*3. Testability:

Assuming, a researcher hypothesizes employees who are late for work are lazy and

lack commitment to task. A correlation analysis could substantiate this.

4. Replicability:

Similar findings emerge on the basis of data collected by other organizations

employing the same methods.

5. Precision and Confidence:

Not essential for ABP purposes.

*6. Objectivity:

21

Conclusions drawn through the interpretation of the results of data analysis should be

objective; i.e. they should be based on the facts of the findings derived from actual

data, and not on the researchers own subjective or emotional values or imagination.

*7. Generalizability

The scope of applicability of the research findings in one organizational setting. The

wider the range of applicability of the solutions generated by the research the more

useful the research is to the users.

8. Parsimony

Simplicity in explaining the problems that occur, and in generating solutions for the

problems, is always preferred.

* Essential elements

6. SUMMARY

The research proposal, as emphasized in the early part of this handbook, is the first document

that provides evidence to your seriousness in pursuing and completing the MBA/EMBA

program. An ill-conceived proposal dooms the project even if it somehow gets approved. A

high quality proposal, on the other hand, not only promises success for the project, but also

impresses your advisor, examiner, and eventually your potential /current organization.

SECTION THREE:

RESEARCH REPORT

3.1 INTRODUCTION

At the end of the ABR/BER endeavour, besides the bitter sweet memories of going through

this research experience, your final report will be what you are left with and what will be

referred to by others. Thus, all students should write with the aim of leaving good quality

academic work behind, as you exit the graduate school.

Naturally, the quality of the entire ABR/BER project is reflected in the written report. While

writing styles may differ from one person to another, it must be noted that clarity and good

organisation of thought are important. In essence, writing a good report is a demanding task.

Nonetheless, to be able to tell the audience something that you have discovered can be truly

exciting. This section provides a guideline for the structure of a research report.

3.2 CONTENT AND FORMAT OF ABR/BER REPORT WRITING

In almost any research work, the reporting is organised into FIVE basic chapters. Appendix 6

and 7 provide the ABR/BER format for Non-Finance and Finance students respectively. Note

that in terms of formatting as in the context of title page, font, spacing, margin and etc.,

THE GUIDELINES ON THESIS FORMAT For Graduate Programs published by the Institute of

Graduate Studies (IGS) should be observed.

3.3 CONCLUSION

While this ABR/BER handbook aims to provide sufficient guide for graduate students to

prepare for the ABR/BER project, this handbook is by no means conclusive and

comprehensive. This is where the guidance of your academic advisor must be sought and

observed. They will have the final say of your ABR/BER process and their opinion must be

respected and adhered to.

23

Appendix 1

Topic, Problem Statement and Research objectives

Topic 1: Return to dominant position: Strategy in hyper-competition

condition and sustaining competitive advantage: Case Study Celcom (Malaysia) Berhad

Problem Statement

The aggressive market as reflected in the previous data has introduced a hyper-competition condition in the cellular industry in which the players are now launching

strategies for competitive advantage. This situation has indeed negatively affected

Celcoms market and revenue shares. The issue in question is how to survive in the current market condition? Can the company re-juvenate lf and re-gain the market

share?

Research objectives

The objectives of this proposal, therefore, are as follows:

to verify a competitive position of a main player in the telecommunication industry;

to identify specific competitive issues faced by a main player in the industry; to formulate and recommend appropriate competitive strategy or strategies for

Celcom in strengthening its position as the market leader.

Topic 2: Achieving Competitive Position in Container Haulage Through

Differentiation: The Case of Kontena Nasional Berhad

Problem Statement

Today, the Malaysian container haulage industry is overcrowded. Customers logistics expectations are rising in tandem with the intensifying competition within

their respective industries. ICT has become a necessity in logistics operations while

profits of major container haulage operators are declining. In such a situation,

container haulage operators must adopt competitive strategy either through cost

leadership, differentiation or focus strategy.

Research Objectives

In view of the above scenario, the objectives of this research are:

To determine the state of competition within the Malaysian haulage industry. To examine the impact of changing environment on the haulage operators. To identify customer purchase criteria. To diagnose sources of competitive differentiation for haulage operators. To develop an appropriate differentiation strategy for a haulage operator.

24

Appendix 2

Theoretical Framework for Hyper-competition condition

Builds or inherits

entry barriers

No response

Reinforces barriers

Attacks entrants

home market

Attacks soft Market

segment

Widens attack to

adjacent segments

Starts price war

Restarts the cycle

in adjacent market

Incumbent Entrant

Source: Adapted from R.A. DAveni with Robert Gunther, Hypr-Competitive Rivalries: Competing in a Highly Dynamic Environment 1994, Free Press, 1995 p.115

25

Appendix 2 - continuation

Support

Primary

Inbound logistics

Operations

Outbound logistics

Marketing & sales

Service

Firm infrastructure

Human resource management

Technology development

Procurement

Margin

Margin

Support

Primary

Inbound logistics

Operations

Outbound logistics

Marketing & sales

Service

Firm infrastructure

Human resource management

Technology

Procurement

Margin

Margin

Firms value chain Customers value chain

Academic Construct for Competitive Position

Information Flow

S U P P L I E R

S

Planning &

Forecasting

Procurement

Production Distribution &

Logistics

Customer

Service

Performance

Measures

Cash Flow C U S T O M E R

S

26

Appendix 3

BUSINESS MODELS/TOOL

Tools of Strategic Analysis Gap analysis SWOT analysis PEST analysis Goowth drivers Fishbone technique Porters five forces Industry mindser GE grid BCG Ansoff model Motivator-Hygiene Factors Competitor partfiling Uncertainty grid Ratios analysis Sensitivity analysis Profitability Cost-benefit Tools of Strategic Analysis Shareholder value Analysis (SVA) Decision tree Profit impact marketing strategy (PIMS) Game theory Business models and business modeling BCG and finance and investment strategies Attractiveness Implementation Difficulty

(AID) grid Force-field analysis Stakeholders analysis Scenario building

Note: The listing is NOT EXHAUSTIVE

27

Appendix 4 POSSIBLE ABR/BER CHECK LIST

(Topical Areas of Research)

A. Organic Business Development Projects

New Products New Markets Value-Creating

Distribution Channels New Technologies.

B. Projects Involving Strategic and Financial Planning.

C. Restructuring Projects.

D. Information Systems Projects.

E. Management Buyout Projects. F. Alliance and Joint Venture Projects.

G. Operational Projects

- operational expansion - cost management and efficiency - Activity Based Costing (ABC)

- Business Process Engineering

H. Value Chain and Supply Chain. I. Any others focusing on your current environmental challenges as long

as the basic conceptual framework is based on any of the functional areas of management and business operations, which form the entire

MBA/EMBA Curriculum.

28

Appendix 5

Ten ways to get your proposal turned down

1. Dont follow the directions or guidelines given for your kind of

proposal. Omit information that is asked for. Ignore word

limits (wherever applicable).

2. Ensure that the title has little relationship to the stated objectives; and that neither title nor objectives link to the proposed methods or techniques.

3. Produce wooly, ill-defined objectives.

4. Have the statement of the central problem or research focus

vague, or obscure it by other discussion.

5. Leave the design and methodology implicit; let them guess.

6. Have some mundane task, routine consultancy or poorly

conceptualized data trawl masquerade as a research project.

7. Be unrealistic in what can be achieved with the time and

resources you have available.

8. Be either very brief, or, preferably, long-winded and repetitive in your proposal. Rely on weight rather than quality.

9. Make it clear what the findings of your research are going to be, and demonstrate how your ideological stance makes this

inevitable.

10. Dont worry about a theoretical or conceptual framework for your research. You want to do a down-to-earth study so you can forget all that fancy stuff.

29

Appendix 6

REPORT WRITING FORMAT NON FINANCE

ABSTRACT

CHAPTER ONE INTRODUCTION 1.1 Background of the industry/Study 1.2 Statement of the problem 1.3 Objective(s) of the research

1.4 Scope of the study 1.5 Significance of the study 1.6 Definition of terms (if any)

CHAPTER TWO - LITERATURE REVIEW

3.1.1 Background of the research area (Set the context of your research) 3.1.2 Concept and definition of key components of the research area 3.1.3 Individual sections on each component of the research area 3.1.4 Theoretical framework/academic construct

- Statement of the research question(s)/Statement of the hypotheses 2.5 Summarize to conclude

CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3.1 The research design 3.2 The population and sample size 3.3 The instrument for the research 3.4 The fieldwork and data collection method

3.5 The data analysis

CHAPTER FOUR - DATA ANALYSIS AND INTERPRETATION 4.1 Profile of respondents 4.2 Discussion of findings one/objective one/hypothesis one/research question one 4.3 Discussion of findings two/ objective one/hypothesis one/research question one

4.4 Discussion of findings three/ objective one/hypothesis one/research question one 4.5 Discussion of findings four/ objective one/hypothesis one/research question one 4.6 Discussion and synthesizing the findings and implications to the theoretical

framework/Academic construct CHAPTER FIVE - RECOMMENDATIONS AND CONCLUSIONS

5.1 Summary of key findings 5.2 Application of these findings to the specific situation Bibliography Appendix

In terms of formatting as in the context of title page, font, spacing, margin and etc., THE GUIDELINES ON THESIS FORMAT For Graduate Programs published by IGS should be observed.

30

Appendix 7

REPORT WRITING FORMAT FINANCE

Chapter One: Introduction 1.1 Background of the Industry/Study 1.2 Problem Statement 1.3 Research Questions 1.4 Objectives of the Study 1.5 Scope of Study

1.6 Significance of Study 1.7 Definition of Terms

Chapter Two: Literature Review 2.1 Introduction

2.2 Individual sections on literature Chapter Three Research Methodology 3.1 Data and Sample Statistics

3.1.1 Data and Sources of Data 3.1.2 Sample of Study 3.1.3 Theoretical Framework

3.1.4 Statement of Hypothesis 3.2 Statistical Method of Analysis

3.2.1 Types of Tests and Statistical Software 3.2.2 Simple/Multiple Linear Regression 3.2.3 Correlation Coefficient 3.2.4 Coefficient of Determination

3.2.5 Hypothesis Testing

Chapter Four: Empirical Findings 4.1 Introduction 4.1 Descriptive Statistics 4.3 Interpretation of Results

Chapter Five: Conclusion 5.1 Summary and Conclusion 5.2 Recommendation for Future Studies 5.3 Limitations of the Study Bibliography

Appendix

In terms of formatting as in the context of title page, font, spacing, margin and etc., THE GUIDELINES ON THESIS FORMAT For Graduate Programs published by IGS should be observed.

31

Specimen 1

ABR/BER796/BER777

ORAL PRESENTATION EVALUATION

NOTES: FOCUS OF EXAMINERS 1. To ensure that the scientific research procedures consistent to the research

processes are evidently clear. 2. To ensure that the model/theoretical construct/academic construct/research

architecture used in the research process are consistent and applicable as appropriate in addressing to the issues/problems/concerns/as stated in the objectives of the ABR/BER. For example: Marketing Construct for Marketing Issues, Operations for operational issues, Organizational Behaviour and Development for Organizational issues, Accounting and Finance for issues and problems related to Accounting and Financial Analysis, Strategic Tools for Strategic Planning and decision making, and others where applicable.

3. To ensure the focus of ABR/BER research type of research processes, i.e.: Social

Field Studies, reflect the Descriptive survey, Controlled Experiments, Field Experiment, Sample Survey, or Case Study. By definition the focus of ABR/BER is on Case Study appropriate to the area of study reflecting the breadth and depth of various subject areas with preferences to the candidates current work environments.

4. Hence the importance of sampling techniques should be examined consistent with

the type of research definition. 5. Although minimum compliance is necessary, the Issues of Reliability and Validity of

Outcomes are not the focus of ABR/BER. However the use of the appropriate academic (field of concentration) construct/research architecture must be emphasized.

6. Report must also portray the timeliness of issues, concerns, and problems facing any

profession with the context of challenges to business operations in the country. Given the above, evaluation of the respective presentation are governed by the following criterion and values. Below are the proportion of the total marks contributed by the Advisor, Examiner I and Examiner II.

Final Report

Presentation

60% - Advisor

20% - Examiner I 20% - Examiner II

85%

15%

5% - Advisor

5% - Examiner I

5% - Examiner II TOTAL MARKS 100%

32

ABR/BER796/BER777 APPLIED BUSINESS RESEARCH

ADVISOR/EXAMINERS FINAL REPORT EVALUATION

Topic : Students ID: Name of Students: 1. .. 2. .. 3. ..

EVALUATION CRITERIA POINTS

ALLOCATED POINTS

AWARDED

A. PROJECT ETHICS (Advisors subjectivity and freedom) i) Time and Schedule Management ii) Commitment to Effort iii) Evidence of group cooperativeness among

group members. iv) Adherence to advice, and suggestions

4 4

4 2

14

B. RESEARCH PROCESS AND ARCHITECTURE

i) Relevance of concerns, problem statements

and issues to statement of objectives.

ii) Evidence of the norm of scientific inquiry

iii) Appropriateness of academic constructs

research framework, problems, issues as

identified by the research objectives.

iv) Type of study is clear and focus.

v) Appropriateness of method of analysis used.

vi) Appropriateness of the tools of analysis used.

vii) Accuracy of analysis. (Note: The issue of Reliability and Validity need not be

overly emphasized)

3

5

5

4 4 4

5

30

NOTES: 1. Advisor/Examiner are expected to maintain academic integrity consistent with academic and philosophical perspectives and respect among academic colleague. 2. ABR/BER Projects and research papers are meant for depository and references by academic and non-academic.

Please tick () Advisor Examiner

33

Evaluation Criteria Points

Allocated Points

Awarded

C. LITERATURE REVIEW

i) Academic area of study is evident (i.e. Marketing, Operations, Strategic issues, HRM, Accounting and Finance, Management etc.)

ii) Evidence of materials reviewed as reflected by the choice of academic construct and method of analysis adopted.

iii) Relevance and consistency of literature review, problem, issues and research framework.

iv) Appropriate citations and references to authorities concerned.

3

3

3

3

12

34

D. FINAL REPORT

i) Concerns, problems and issues are well identified.

ii) Impact of issues and problems (as reflected by the manner the analysis was conducted) to immediate mark environment.

iii) Recommendations drawn from analysis are

feasible and action initiated.

iv) Significance/contributory to the organization and ability to operationalize

v) Significance, Importance and limitations of

interpretations well articulated.

vi) Adhere to standard project writing format including footnotes and references.

vii) Overall adequacy and internal consistency well

established.

viii) Potential Application to practical environment.

ix) Contribution of the research to the field of study/or work environment.

x) Evidence of comprehensive knowledge of

academic and practical experience related to the research topic.

xi) Evidence of skills and competencies required to

undertake research ABR/BER project independently.

4

4

4

4

4

4

4

4

4

4

4

44

TOTAL 100

35

APPLIED BUSINESS RESEARCH ABR/BER796/BER777

TITLE : ____________________________________________________________

____________________________________________________________

____________________________________________________________

Please rate the respective presentation according to the following criterion and value. Of the total only 15% will be prorated for contribution to final grade and marks.

Assessment Criteria Points

allocated Points earned

Student 1 Student 2 Student 3 A. PRESENTERS/RESEARCHERS

(10 marks) (i) Overall appearance and pleasantry

5

(i) Confidence, comfort, and control of the environment and mannerism

5

B. RESEARCH PROCESS AND ARCHITECTURE (15 marks)

(As evidence during 30 minutes presentations)

(i) Identification and definitions of concerns, problems, and objectives and limitations dearly explained

5

(ii) Focus of area of study/academic discipline appropriateness.

5

(iii) Research Architecture reflect the scientific approach as scientific inquiry procedures

5

C. APPROPRIATENESS OF LITERATURE (15 marks)

(i) Relevancy to area of research concentration/academic area chosen.

5

(ii) Provide sufficient materials towards project/research design and architecture

5

(iii) Correctness of materials reviewed.

5

Advisor/Examiner

36

Assessment Criteria Points

allocated Points earned

Student 1 Student 2 Student 3 D. QUALITY OF THE PROJECT/RESEARCH (35 marks) (i) Correctness of the topic reflecting

industry interest

5

(ii) Appropriateness of questions and issues addressed

5

(iii) Theoretical framework/Academic Construct/Tools of Strategic Analysis Appropriateness and Rigorousness

5

(iv) Identification, Analysis, Presentation and Interpretation of data

5

(v) Consistency of Findings to Project objectives

5

(vi) Implications and contribution to field of study/profession/organization

5

(vii) Appropriateness of recommendations relative to findings (an opposed to wishful thinking or recommendations)

5

E. PRESENTATION CLARITY (25 marks) (i) Clarity of arguments and internal

consistency reflecting scientific inquiry

5

(ii) Language and grammar 5

(iii) Presentation style: structured/organized/appeal

5

(iv) Responses/justifications to questions/issues/raised by examiners.

5

F. Quality of Visual Aids used clarity, easily interpretable, focus and appropriateness to subject matter.

5

TOTAL 100

37

ADVISOR / EXAMINERS COMMENTS A. Serious Weaknesses 1. .

2. .

3. .

B. Specific Strengths 1. .

2. .

3. .

Advisor : .

Examiner (1) : .

Examiner (2) : .