Research Methodology for International Business Handbook...Research methodology is a systematic way to solve a problem. It is a science of studying how research is to be carried out

Research Methodology for International Business Handbook

Research Methodology for International Business

Handbook

International Business Management Faculty

Universidad Pontificia Bolivariana

Julio Cesar Ramirez Montañez

Mónica Lucía Gómez Gómez


Contents Research Methodology for International Business ............................................................................... 4

Presentation ..................................................................................................................................... 4

Objectives: ................................................................................................................................... 5

Student Learning Outcomes ........................................................................................................ 5

Learning and Teaching Activities ................................................................................................. 6

Unit 1: The Nature of Research ..................................................................................................... 6

1.1 Importance of Research ......................................................................................................... 8

1.2 Research Methods ..................................................................................................................... 9

1.2.1.1 Descriptive vs. Analytical: .............................................................................................. 10

1.2.1.2 Applied vs. Fundamental ................................................................................................ 10

1.2.1.3. Quantitative and Qualitative Methods ........................................................................... 11

1.2.1.3.1 Quantitative Research: ................................................................................................ 11

1.2.1.3.2 Qualitative Research ................................................................................................... 11

Unit 2. Quantitative Survey ......................................................................................................... 12

2.1 Population: ............................................................................................................................... 14

2.2 Sampling .................................................................................................................................. 14

2.3 Questions ................................................................................................................................. 13

2.4 How should it be used? ............................................................................................................ 15

2.5 What is the output? .................................................................................................................. 16

Unit 3. Interviews ......................................................................................................................... 18

3.1 Interview Style .......................................................................................................................... 18

3.2 Interview Type: ......................................................................................................................... 18

Unit 4. Research Proposal........................................................................................................... 20

4.1 Formulating the research problem ........................................................................................... 21


4.1. What is a research question? ............................................................................................. 24

4.2 Aim and Objectives of your Research Proposal ....................................................................... 25

4.2.1 Aim or General Objective .................................................................................................. 26

4.2.2 Specific Objectives ............................................................................................................ 26

4.2.3 Objective Writing Verbs ..................................................................................................... 26

4.3 Justification or Significance of the Research ............................................................................ 27

4.4 Theorerical Framework ............................................................................................................ 27


Research Methodology for International Business

Presentation

Research methodology is a way to systematically solve the research problem. It may be understood

as the theory of how research should be undertaken. Research metholody consists of various steps

adopted by a researcher in studying his research problem along with the logic behind them.

Researchers not only need to know how to deal with statistical data, such as the mean, the mode, the

median or the standard deviation or how to apply particular research techniques, but they also need to

know which of these methods or techniques, are relevant and which are not, and what would they mean

and indicate and why. (Kothari, 2004)

A fundamental criterion that researchers need to develop is their capacity to understand and decide

which techniques and procedures are best applicable to certain problems. Different problems require

different methodological approaches, thus, designing particular methodologies to undertake research

problems is an inherent task to experienced researchers.

This handbook is a guide for students to learn to identify and formulate a research problem, applying

appropriate research approaches and methods of inquiry (both quantitative and qualitative). Students

will also find information about different approaches, strategies and methods available to undertake

research, as well as techniques and procedures for collecting and analysing different types of data.

This course text is part of the learning content for the Research Methodology class at the International

Business Management Faculty. In addition to this printed course text, students can also have access

to the course web site in this subject, which will provide them with more learning content at

www.researchmethodology.jimdo.com.

http://www.researchmethodology.jimdo.com/


Objectives

This text aims to extend the understanding of different research approaches and methodologies in

order to prepare students for their own research projects in the International Business discipline. This

handbook will assist students in identifying, discussing and formulating a research problem, in selecting

and applying appropriate research approaches and methods of inquiry (both quantitative or qualitative),

and in presenting their results.

After reading the handbook, you will have been introduced to and

explore a range of approaches, strategies and methods with which

you could tackle your research project. Of equal importance, you

will know that there is no one best way for undertaking all research.

Rather you will be aware of the choices you will have to make and

how these choices will impact upon what you can find out. This means you will be able to make an

informed choice about the approaches, strategies and methods that are most suitable to your own

research project and be able to justify this choice.

When reading the handbook, you will have been introduced to the most frequently used

techniques and procedures for collecting and analysing different types of data; you will have had a

chance to practise them and will be able to make a reasoned choice regarding which to use. Besides,

when selecting and using these techniques you will be aware of the contribution that the appropriate

use of information technology can make to your research

Student learning outcomes

After finishing the Research Methodology Course, International Business students will be able to:

• Discuss possible research approaches and methodologies.

• Construct and document an appropriate research design, including argumentation for data

collection and analysis methods/techniques.

• Discuss limitations and potential contribution to theory and practice.

• Develop and present a research proposal.

• Formulate research questions.


Learning and teaching activities

This course adopts the principles of student-centred learning and dialectics.

• This involves a combination of providing information to students and motivating them to use

this information in problem-solving environments.

• Students, as active participants, are expected to take responsibility for their own individual

and collective learning.

• The course involves lectures, workshops, presentations, discussions, and individual and

group learning activities and assignments.

• Assignments are designed to enable students to undertake individual and group learning

guided by the teacher.

Unit 1: The Nature of Research

Research is a logical and systematic search for new and useful information on a particular

topic. It is an investigation of finding solutions to scientific and social problems through objective and

systematic analysis. It is a search for knowledge, that is, a discovery of hidden truths. Here knowledge

means information about matters. The information might be collected from different sources like

experience, human beings, books, journals, nature, etc. A research can lead to new contributions to

the existing knowledge. Only through research is it possible to make progress in a field. (Kothari, 2004).

Research is indeed civilization and determines the economic, social and political development of a

nation. The results of scientific research very often force a change in

the philosophical view of problems which extend far beyond the

restricted domain of science itself. Research is not confined to

science and technology only. There are vast areas of research in

other disciplines such as languages, literature, history and sociology.

Whatever might be the subject, research has to be an active, diligent

and systematic process of inquiry in order to discover, interpret or

revise facts, events, behaviors and theories. Applying the outcome of research for the refinement of

knowledge in other subjects, or in enhancing the quality of human life also becomes a kind of research

and development. (Kothari, 2004).


Research methodology is a systematic way to solve a problem. It is a science of studying how research

is to be carried out. Essentially, the procedures by which researchers go about their work of describing,

explaining and predicting phenomena are called research methodology. It is also defined as the study

of methods by which knowledge is gained. Its aim is to give the work plan of research.

1.1 What are the Objectives of Research?

The prime objectives of research are to:

• discover new facts.

• verify and test important facts.

• analyse an event or process or phenomenon to

identify the cause and effect relationship.

• develop new scientific tools, concepts and theories to

solve and understand scientific and nonscientific

problems.

• find solutions to scientific, nonscientific and social problems and

• overcome or solve the problems occurring in our everyday life.

(Rajasekar, Philominathan & Chinnathambi, 2013)

1.2 What makes people do research?

This is a fundamentally important question. No person would like to do research unless there are

some motivating factors. Some of the motivations are the following:

• To get a research degree (Doctor of Philosophy (Ph.D.)) along with its benefits like better

employment, promotion, increment in salary, etc.

• To get a research degree and then to get a teaching position

in a college or university or become a scientist in a research

institution.

• To get a research position in countries like U.S.A., Canada,

Germany, England, Japan, Australia, etc.

• To solve the unsolved and challenging problems.


• To get joy of doing some creative work.

• To acquire respectability.

• To get recognition.

• Curiosity to find out the unknown facts of an event.

• Curiosity to make new discoveries.

• To serve the society by solving social problems.

Some students undertake research without any aim, possibly because of not being able to think of

anything else to do. However, such students can also become good researchers by motivating

themselves toward a respectable goal. (Rajasekar, Philominathan & Chinnathambi, 2013)

1.3 Importance of Research

Research is important both in scientific and nonscientific fields. In our

life, new problems, events, phenomena and processes occur every

day. Practically, implementable solutions and suggestions are

required for tackling new problems that arise. Scientists have to

undertake research on them and find their causes, solutions,

explanations and applications. Precisely, research assists us to understand nature and natural

phenomena.

Some important avenues of research are:

• A research problem refers to a difficulty which a researcher or a scientific community or an

industry or a government organization or a society experiences. It may be a theoretical or a

practical situation. It calls for a thorough understanding and possible solution.

• Research on existing theories and concepts help us identify the range and applications of

them.

• It is the fountain of knowledge and provide guidelines for solving problems.

• Research provides basis for many government policies. For example, research on the needs

and desires of the people and on the availability of revenues to meet the needs helps a

government to prepare a budget.

• It is important in industry and business for higher gain and productivity and to improve the

quality of products.

• Mathematical and logical research on business and industry optimizes the problems in them.


• It leads to the identification and characterization of new materials, new living things, new stars,

etc.

• Only through research, inventions can be made; for example, new and novel phenomena and

processes such as superconductivity and cloning have been discovered only through research.

• Social research helps find answers to social problems. They explain social phenomena and

seek solution to social problems. (Rajasekar, Philominathan & Chinnathambi, 2013)

1.4 Research Methods

The international business discipline of research has a ranging background from international

economics, marketing, management, strategy, business enterprise, finance, accounting and a number

of other business aspects, common to the national economy that has

ever since evolved to the international platform as business

hasgrown globally, drawing attention upon the four different

international platforms: global, inter-national, trans-national and

multi-national. (Elci, 2007)

The research in international business has however evolved over

the last two centuries with increased practical use. This research is not limited to quantitative research

that has been the norm for a long-time. As the accuracy of data and quantitative appraisals have been

the structures of research in the field. However, recent advances over the last few decades have

increased the use of qualitative research in international business. The use of quantitative and

qualitative techniques has increased largely in use ininternational business research in recent years,

however, varying in the range of use of either techniques depends upon the sub-international business

category. (Elci, 2007)

1.4.1 Main Types of Research. The basic types of research are as follows:


1.4.1.1 Descriptive vs. Analytical. Descriptive research includes surveys and fact-finding enquiries

of different kinds. The major purpose of descriptive research is description of the state of affairs as it

exists at present. The main characteristic of this method is

that the researcher has no control over the variables; he

can only report what has happened or what is happening.

In social science and business research we quite often use

the term Ex post facto research for descriptive research

studies. Most ex post facto research projects are used for

descriptive studies in which the researcher seeks to measure such items as, for example, frequency of

shopping, preferences of people, or similar data. Ex post facto studies also include attempts by

researchers to discover causes even when they cannot control the variables. The methods of research

utilized in descriptive research are survey methods of all kinds, including comparative and correlational

methods. In analytical research, on the other hand, the researcher has to use facts or information

already available, and analyze these to make a critical evaluation of the material. (Kothari, 2004).

1.4.1.2 Applied vs. Fundamental. Research can be either applied research or fundamental research.

Applied research aims at finding a solution for an immediate problem facing a society or an

industrial/business organisation, whereas fundamental

research is mainly concerned with generalisations and

with the formulation of a theory. Research concerning

some natural phenomenon or relating to pure mathematics

are examples of fundamental research. Similarly, research

studies, concerning human behaviour carried on with a

view to make generalisations about human behaviour, are

also examples of fundamental research, but research aimed at certain conclusions facing a concrete

social or business problem is an example of applied research. Thus, the central aim of applied research

is to discover a solution for some pressing practical problem, whereas basic research is directed

towards finding information that has a broad base of applications and thus, adds to the already existing

organized body of scientific knowledge. (Kothari, 2004).


1.4.1.3. Quantitative and Qualitative Methods. Quantitative research is based on the measurement

of quantity or amount. It is applicable to phenomena that can be expressed in terms of quantity.

Qualitative research, on the other hand, is concerned with qualitative phenomenon, i.e., phenomena

relating to or involving quality or kind. For instance, when we are interested in investigating the reasons

for human behaviour (i.e., why people think or do certain things), we quite often talk of ‘Motivation

Research’, an important type of qualitative research (Kothari, 2004).

1.4.1.3.1 Quantitative Research. Quantitive research is based on the

measurement of quantity or amount. Here a process is expressed or

described in terms of one or more quantities. The result of this research

is essentially a number or a set of numbers.

Some of the characteristics of quantitave research/ method are:

It is numerical, non-descriptive, applies statistics or

mathematics and uses numbers.

• It is an iterative process whereby evidence is evaluated.

• The results are often presented in tables and graphs.

• It is conclusive.

• It investigates the what, where and when of decision making. (Kothari, 2004).

1.4.1.3.2 Qualitative Research. Qualitative research, on the other hand, is concerned with qualitative

phenomenon. Some of the characteristics of qualitative research/method are:

• It is non-numerical, descriptive, applies reasoning and uses words.

• Its aim is to get the meaning, feeling and describe the situation.

• Qualitative data cannot be graphed.

• It is exploratory.

• It investigates the why and how of decision making.


Unit 2. Quantitative Surveys

Surveys are a popular method of collecting primary data. The broad area of survey research

encompasses any measurement procedures that involve asking questions of respondents. They are a

flexible tool, which can produce both qualitative and quantitative information depending on how they

are structured and analysed. In this section we focus on the

quantitative use of surveys, and in later sections we will explore the

more qualitative use of survey methods. Surveys are a useful a

means of gathering data from businesses, community organisations

and residents, and survey research is one of the most important

areas of measurement in applied social research. However, health

warnings need to be attached to the use of quantitative surveys and

careful consideration need to be taken before embarking on any large-scale survey. In undertaking a

survey it is important to understand who you want to survey, how you are going to select them, how

you are going to survey them, what you want to ask them and how you are going to organize the task.

(MacDonald & Headlam, n.d.)

Steps to make a Survey

Topic

Questions

Population

Sample

Questionnaire application

Data analysis


2.1 Questions

Once you have decided on the topic for your survey, it is necessary to formulate your questions. Write

questions that are clear, precise, and relatively short. Because every

question is measuring something, it is important for each to be clear

and straightforward. Your goal is for each respondent to interpret the

meaning of each survey question in exactly the same way. There is

a whole range of questions to be asked in survey design, such as:

What types of questions can be asked? How complex will/can the questions be? Will screening

questions be needed? Can question sequence be controlled? Will lengthy questions be asked? Will

long response scales be used? Here we outline the main types of questions used in quantitative

surveys:

• Closed questions: these have a number of possible answers in a list for respondents to

choose from (e.g. a closed question about the sources of funding for a community project

would ask respondents to choose from a list of categories, such as New Deal for Communities,

Neighbourhood Renewal Funding and so on). Usually, closed questions include an ‘other’

option to enable respondents to add any categories that have been omitted. (MacDonald &

Headlam, n.d.)

• Ranking scales: These are most commonly used when trying to ascertain the level of

importance of a number of items. A list of choices is provided and respondents are asked to

put them in order (e.g. when undertaking a feasibility study for a new town centre, a question

using a ranking scale may show a list of items that are commonly found in town centres and

ask respondents to rank which ones are most important to them). (MacDonald & Headlam,

n.d.)

• Sliding scales: these are used to discover respondents’ strength of feeling towards an issue.

Respondents are given a series of statements and asked how much they agree or disagree

with the statement by using a sliding scale where numbers represent different strengths of

feelings. (MacDonald & Headlam, n.d.)


It is vitally important to conduct a trial run or pilot of any survey, as those that have designed a survey

and are close to its subject, may take for granted that the questions and layout will work as a survey

with the wider intended population. A survey may be piloted with colleagues or friends that have the

same level of involvement in the subject you are surveying as the wider intended population. Feedback

should be sought on the ease upon which the survey can be followed and completed. A pilot survey

may also be conducted with a subset of the selected sample. This would give opportunities to detect

and resolve problems before they obscure or distort the result of the wider survey. (MacDonald &

Headlam, n.d.)

2.2 Population

Population is the universe of units from which the sample is to be selected. Target Group; Group

of people who solved the survey. A number of questions about the proposed population for a survey

need to be considered. Such as:

Can the population be counted? Some populations will be easy to count, in a given

geographical area there will be secondary data sources that will give you a population count

(Census), in a membership organisation there may be a list of all members. Having a count

of the population is also important in order to establish the significance of your results to allow

a generalisation to the population as a whole. (MacDonald & Headlam, n.d.)

What are the geographic restrictions? The geographic spread of the population to be

surveyed will determine the method used for collecting your data. If you are surveying people

from a particular location or organisation it may be possible to conduct a survey using an

interviewer, however if you have a population sample that is geographically dispersed then

you would look to use a different method, such as a telephone or postal survey. (MacDonald

& Headlam, n.d.)

2.3 Sampling


The sample is the section of the wider population that will be engaged in the survey and sampling

is the process of identifying who you will aim to contact from that population. The word ‘population’ is

used to describe the target group, and while this may be the

national population as a whole, it may also be a smaller group

such as lone parents, or business members of a Chambers of

Commerce in a particular location. Detailed consideration of

sampling needs to be made to ensure the validity of your results,

and the following issues need consideration:

Who is the respondent? The first thing you need to understand is who your respondent is

going to be. This person will provide the data you are asking for. If the survey is distributed

amongst households, who in particular will be filling in the survey. (MacDonald & Headlam,

n.d.)

What is your sampling frame? A sampling frame is a list of members of a population from

which members of a sample are then selected. A sampling frame needs to be accurate,

complete, up-to-date and relevant to the purposes of the survey for which it is to be used.

Once you have an established sampling frame, depending on its size you may need to adopt

a sampling technique to extract your final sample. For example random sampling, simple

random sampling or stratified sampling. (MacDonald & Headlam, n.d.)

2.4 How should it be used?

Selecting the type of survey you are going to use is one of the most critical decisions in many

social research contexts. In a similar way to interviews, surveys can be delivered in a variety of ways:

Postal surveys

Telephone surveys


Email / Internet surveys

Street surveys / administered surveys

The delivery method for any survey should be carefully considered, and in many ways will be decided

by consideration of factors listed above, such as population, sample size and respondent. Having a

good understanding of these will inform the best method of delivery. For example, if the survey is to be

distributed to a particular local authority officer role across the country, then a postal or email survey

would work best, as it is likely there will be over 350 in the population, geographically dispersed and

literate. (MacDonald & Headlam, n.d)

Internet based survey tools can distribute your survey via email and also collect your results, often

allowing you to view your results as they are collected in real-time. You can download live graphs and

charts of the responses, and often filter the responses and dig down to get individual responses. While

this offers significant benefits there needs to be careful consideration of the pros and cons of email or

internet surveys and whether this method of collection suits the population you are targeting.

2.5 What is the output?

Survey data is the question answers, such as ‘yes’ or ‘no’ or perhaps a number, where a person

has ranked a question on a scale. The survey data output will depend on the way in which the survey

was constructed, it will be shaped by the survey questions asked, the format of the survey itself and

the method in which data was collected. For example, if the respondent completed survey in a written

form, then you will have a collection of written documents which require analysis of the question

answers. If the survey has been completed by a researcher, then a more sophisticated method of data

collection may have occurred e.g. tallies and counts of responses. If using an internet or email survey,

a computer programme may have collected the data in a format which can easily be analysed.

Consideration of the output needs to be made at the outset of the process, and time considerations

need to be given as to how this data will be collected and analysed. (MacDonald & Headlam, n.d)


How should it be analysed? Before you can input your data in a computer program or application,

you will need to undertake a process of coding. This involves assigning a code (often numeric) to each

possible answer in your survey. Therefore, if question 1 in your survey asked the gender of the

respondent, you may seek to code the answer ‘male’ with the number 0, while you may seek to code

the answer ‘female’ with the number 1. Establishing these ‘codes’ on the distributed questionnaire can

help at data entry time, but obviously has the downside of putting numbers on the questionnaire that

are of no relevance to the respondent and therefore could make the questionnaire look more confusing

than it needs to. (MacDonald & Headlam, n.d)

Excel Microsoft is useful for data summary, presentation, and for other basic statistical analysis. The

program provides a set of data analysis tools called the Analysis ToolPak, which you can be used to

save steps when you develop complex statistical analyses. You provide the data and parameters for

each analysis and the tool uses the appropriate statistical macro functions and then displays the results

in an output table. Some tools generate charts in addition to output tables. The Analysis ToolPak is not

loaded by default, instructions for installing it, along with guides on how to use it can be found on the

Microsoft website. (MacDonald & Headlam, n.d)

Another tool for analysis interpretation is the SPSS (Statistical Package for Social Scientists), which is

one of the most widely used programs for statistical analysis in social science. It is particularly useful

for the analysis of survey data as it covers a broad range of statistical procedures. There are other

packages available such as SAS, Stata or Minitab; however, all of them are expensive to purchase,

especially to be used for a single survey. (MacDonald & Headlam, n.d)

Finally, you need to present your results. It is effective to put data together

in a visually compelling way. Sometimes, you can report the information

in a table. You can also summarize the results using statistics, such as

mean or standard deviation. Using graphs makes your report look smart,

you can use data graphs like bars, lines and pies.


Unit 3. Interviews

One of the most popular and frequently used methods of gathering information from people about

anything is by interviewing them. It is also the most popular method

used within the social sciences. There is a continuum of formality

around interviewing and it covers a multitude of techniques, from

informal “chats” maybe arranged as “vox-pops” right through to highly

structured, formal interviews, taped and transcribed. The different

types and styles of interview elicit very different types of information. Conducting interviews is an

interpersonal process and as an investigator, you must be very aware of your own behaviours and

assumptions in the context. Interviews are not “neutral” social spaces and you must be respectful and

maintain appropriate boundaries at all times.

3.1 Interview Style

There are three clearly identifiable styles of interview: structured, semistructured and unstructured.

• Structured: follows a set of specific questions, which are worked through systematically. This

type of interview is used when the researcher wishes to acquire information where the

responses are directly comparable.

• Semi-structured: this is a more commonly used interview technique that follows a framework

in order to address key themes rather than specific questions. At the same time it allows a

certain degree of flexibility for the researcher to respond to the answers of the interviewee and

therefore develop the themes and issues as they arise.

• Unstructured: This method of interview does not follow any predetermined pattern of

questions or themes. Rather, the interviewer will address the issues as they emerge in the

interview. The method is useful when the researcher wishes to explore the full breadth of a

topic. (Zikmund & Griffin, 2013).

3.2 Interview types

These are some of the types of interviews:

3.2.1 Fact finder. This type of interview is used to obtain specific information from an interviewee and

usually includes structured or standardised interview questions. It is used when some information is


already known and there is a need to gain a more indepth insight. An example of when a fact finder

interview would be appropriate is when interviewing a project officer as part of an evaluation of their

project. Quantitative (or ‘hard’) information is usually already known (such as outputs and funding data),

therefore the interview could be used to discover qualitative information that the hard data cannot

portray, such as the ‘softer’ outcomes of the project. (Zikmund & Griffin, 2013).

3.2.2 Idea generator. In many respects, this type of interview is

the opposite of the fact finder interview. It is used when the

interviewer has no preconceptions about what might be discovered

over the course of the interview and results can be used to set the

parameters or framework for the study. Interview questions are

loosely structured allowing maximum flexibility to explore a range of issues. Idea generator interviews

are usually applied at the start of a research project in order to discover and explore issues from a

particular group or community. For example, in order to develop a community cohesion strategy, idea

generator interviews may be used to find out what community cohesion means to different groups in

the community. (Zikmund & Griffin, 2013).

3.2.3 Exploratory. These are the most frequently used type of inter - view as they are relevant to most

types of research project. They are usually conducted with representatives that have a strategic role to

play in the research. These types of interviews require some degree of prior knowledge about the

research subject as they are about testing hypotheses; making connections between other elements

of the research; ensuring the strategic fit and progressing the findings of the research forward.

(Zikmund & Griffin, 2013).

3.2.4 Experiential. This type of interview aims to draw out people’s feelings, perceptions and

experiences over a specific period (e.g. the duration of a regeneration programme or project). This

provides rich, in-depth material about how the subject under investigation has affected an individual’s

life on a personal level. Experiential interviews may be used to elicit information from people who have

benefited from a community project or who live in an area that has received regeneration monies.

Therefore, these interviews can map the feelings and impressions that any changes have made and

add a ‘story’ to the quantitative or ‘hard’ data. (Zikmund & Griffin, 2013).


Unit 4. Research Proposal

A research proposal is a “document that is typically written by a scientist or academic which describes

the ideas for an investigation on a certain topic. The research proposal outlines the process from

beginning to end”. (BusinessDictionary.com, n.d.) It is a concise and

coherent summary of your proposed research: the question you plan to

explain, and why and how you are going to do it. The proposal should have

sufficient information to convince your readers that you have an important

research idea. Besides, it must be supported by relevant literature or

previous studies. As a general guide research proposals are concise,

usually no more than 1500 words in length.

Before explaining the details of research methodology and techniques, it seems appropriate to present

a brief overview of the research process. The research process consists of a series of actions or steps

necessary to effectively carry out research as well as their sequencing. The following chart provides a

useful procedural guideline regarding the research proposal order.

Chart No 1 Project’s Structure.

Title This should be concise and descriptive

Investigator’s Details All investigators should be named and their contact details

given

Background Explain the background and context of your proposed

research

Research Problem

Summarise the published literature that supports your

research idea.

Here you need to formulate your research question.

Aims and Objectives Outline concise and precise objectives that should follow

on from the hypothesis


Justification or significance of the

research

An attempt to demonstrate the relevance of the

study using a frame of reference to which the

reader can relate.

Describes the contribution of the study to existing

theory, educational policy, or the solution of a

practical problem.

Theorical Framework

a. Assesses the researcher’s preparedness to

conduct the study.

b. Identifies potential gaps in the literature

c. Suggests promising educational practices

d. Refines the initial research question

e. Embeds the research questions in “guiding hypotheses”

4.1 Formulating the research problem

A research problem, in general, refers to some difficulty that a researcher experiences in the

context of either a theoretical or practical situation and wants to obtain a solution. We can, thus state

the components of a research problem in the following way:

• There must be an individual or a group which has some difficulty or issue.

• There must be some objective(s) to be attained at.

• There must be alternative means, or the courses of action, for obtaining the

objective(s) one wishes to attain. This means that there must be at least two means

available to a researcher for if he has no choice of means, he cannot have a problem.

• There must remain some doubt in the mind of a researcher with regard to the selection

of alternatives. This means that research must answer the question concerning the

relative efficiency of the possible alternatives.

• There must be some environment (s) to which the difficulty pertains.

(Kothari, 2004)


4.1.1 Techniques involved in defining a problem. When defining a problem, it is useful to start with

a question: What does one mean when he/she wants to define a research problem? The answer may

be that one wants to state the problem along with the bounds

within which it is to be studied. In other words, defining a

problem involves the task of laying down boundaries within

which a researcher shall study the problem with a pre-

determined objective in view. How to define a research

problem is undoubtedly a difficult task. Defining a research problem properly and clearly is a crucial

part of a research study and must in no case be accomplished hurriedly. However, in practice this a

frequently overlooked which causes several problems later on. Hence, the research problem should

be defined in a systematic manner, giving due weightage to all relating points. (Kothari, 2004).

The technique for the purpose involves the undertaking of the following steps generally one after the

other:

Statement of the problem in a general way: First of all the problem should be stated in a

broad general way, keeping in view either some practical concern or some scientific or

intellectual interest. For this purpose, the researcher must immerse himself thoroughly in the

subject matter concerning which he wishes to pose a problem. In the case of social research,

it is advisable to do some field observation and as such the researcher may undertake some

sort of preliminary survey or what is often called pilot survey.

Then the researcher can himself state the problem or he can seek the guidance of a subject

expert in accomplishing this task. Often, the guide puts forth the problem in general terms, and

it is then up to the researcher to narrow it down and phrase

the problem in operational terms. In case there is some

directive from an organisational authority, the problem then

can be stated accordingly. The problem stated in a broad

general way may contain various ambiguities which must be

resolved by cool thinking and rethinking over the problem.

At the same time the feasibility of a particular solution has to be considered and the same

should be kept in view while stating the problem. (Kothari, 2004)


• Understanding the nature of the problem: The next step in defining the problem is to

understand its origin and nature clearly. The best way of understanding the problem is to

discuss it with those who first raised it in order to find out how the problem originally came

about and with what objectives in view. If the researcher has stated the problem himself, he

should consider once again all those points that induced him to make a general statement

concerning the problem.

For a better understanding of the nature of the problem involved, he can enter into discussion

with those who have a good knowledge of the problem concerned or similar other problems.

The researcher should also keep in view the environment within which the problem is to be

studied and understood. (Kothari, 2004)

Surveying the available literature: All available literature concerning the problem at hand

must necessarily be surveyed and examined before a defining the research problem. This

means that the researcher must be well conversant with relevant theories in the field, reports

and records as all other relevant literature. He must devote sufficient time in reviewing of

research already undertaken on related problems. This is done to find out what data and other

materials, if any, are available for operational purposes. This would also help a researcher to

know if there are certain gaps in the theories, or whether the existing theories applicable to the

problem under study are inconsistent with each other; or whether the findings of the different

studies do not follow a pattern consistent with the theoretical expectations and so on. (Kothari,

2004).

• Developing the ideas through discussions: Discussion concerning a problem often

produces useful information. Various new ideas can be

developed through such an exercise. Hence, a

researcher must discuss his problem with his colleagues

and others who have enough experience in the same

area or in working on similar problems. This is quite often

known as an experience survey. Discussions with such

persons should not only be confined to the formulation of the specific problem at hand, but

should also be concerned with the general approach to the given problem, techniques that

might be used, possible solutions, etc. (Kothari, 2004).


• Rephrasing the research problem: Finally, the researcher must sit to rephrase the research

problem into a working proposition. Through rephrasing, the researcher puts the research

problem in as specific terms as possible so that it may become operationally viable and may

help in the development of working hypotheses. (Kothari, 2004).

4.2. What is a research question?

A research question is a clear, focused, concise, complex and

arguable question around which you center your research. You should

ask a question about an issue that you are genuinely curious about.

Research questions help researchers focus their research by providing a

path through the research and writing process. The specificity of a well-

developed research question helps writers avoid the “all-about” paper

and work toward supporting a specific, arguable thesis.

Is your research question clear?

With so much research available on any given topic, research questions must be as clear as possible

in order to be effective in helping the writer direct his or her research.

Clarity

Focus

Complexity


Is your research question focused?

Research questions must be specific enough to be well covered in the space available.

Is your research question complex?

Research questions should not be answerable with a simple “yes” or “no” or by easily-found facts.

Instead, they should require both, research and analysis on the part of the writer.

Examples:

1. ¿What is the effect of the Free Trade Agreement in Santander economy?

2. ¿How are online users experiencing or addressing privacy issues on such social networking sites

as MySpace and Facebook?

3. ¿What is the effect on the environment from global warming?

4. ¿What is the importance of e-commerce for companies in Bucaramanga?

4.3 Aim and objectives of your research proposal

Formulating objectives for your research proposal helps sculpt and guide your work after you

have decided on a topic. While your aims give your research thematic and theoretic direction, objectives

give concrete steps on how to manifest those concepts and theories. A strong topic begins with an

area you're interested in researching, then focuses on a need, problem or unexplored issue in that

area, usually from a particular perspective or approach. (Bryman & Bell, 2015).

Aims and objetives should be:

Aims and objectives should not:

Concise and brief. Be too vague, ambitious or broad in

scope.

Interrelated: the aim is what you want to

achieve, and the objective describes

how you are going to achieve that aim.

Just repeat each other in different terms.

Just be a list of items, related to your

research topic.

Bryman & Bell, 2015

It is important to be realistic about what you can accomplish during the course of your research project.

Be councious of your time and context constraints. Defining a very ambitious proposal may give you

difficulties to achieve your goals, preventing you from presenting the results you expected.


4.3.1 Aim or general objective. An aim is a general statement, which reflects the intention or

purpose of your chosen area of research. The aim of the work, i.e. the overall purpose of the study,

should be clearly and concisely defined.

Objectives should be S.M.A.R.T.

S M A R T

Specific be precise about what you are going to do

Measureable you will know when you have reached your goal

Achievable

don’t attempt too much. A less ambitious but completed objective is

better than an over-ambitious one that you cannot possible achieve.

Realistic do you have the necessary resources to achieve the objective? For

example: time, money, skills, etc.?

Time constrained determine when each stage needs to be completed. Is there time in your

schedule to allow for unexpected delays?

Bryman & Bell, 2015

4.3.2 Specific Objectives. The specific objectives are the steps you are going to take to answer your

research questions or a specific list of tasks needed to accomplish the goals of the project.

Objectives use specific statements, which define measurable outcomes.

Some verbs you can use when writing objectives are:

Know

Count, Define, Describe, Draw, Enumerate, Find, Identify, Label, List, Match, Name, Quote, Read,

Recall, Recite, Record, Reproduce, Select, Sequence, State, Tell, View, Write

Comprehend

Classify, Cite, Conclude, Convert, Describe, Discuss, Estimate, Explain, Generalize, Give examples,

Illustrate, Interpret, Locate, Make, sense of, Paraphrase, Predict, Report, Restate, Review, Summarize,

Trace, Understand

Apply

Act, Administer, Articulate, Assess, Change, Chart, Choose, Collect, Compute, Construct, Contribute,

Control, Demonstrate, Determine, Develop, Discover, Dramatize, Draw, Establish, Extend, Imitate,


Implement, Interview, Include, Inform, Instruct, Paint, Participate, Predict, Prepare, Produce, Provide,

Relate, Report, Select, Show, Solve, Transfer, Use, Utilize

Analyze

Break down, Characterize, Classify, Compare, Contrast, Correlate, Debate, Deduce, Diagram,

Differentiate, Discriminate, Distinguish, Examine, Focus, Illustrate, Infer, Limit, Outline, Point out,

Prioritize, Recognize, Research, Relate, Separate, Subdivide

Synthesize

Adapt, Anticipate, Categorize, Collaborate, Combine, Communicate, Compare, Compile, Compose,

Construct, Contrast, Create, Design, Develop, Devise, Express, Facilitate, Formulate, Generate,

Incorporate, Individualize, Initiate, Integrate, Intervene, Invent, Make up, Model, Modify, Negotiate.

4.4 Justification or significance of the research

Writing a justification requires a researcher to explain the reason for implementing a particular

solution, all costs to be incurred in the implementation and the list of the expenses allowed by the

sponsor. The justification must consider the resources required to complete the project based on the

nature and complexity of the project proposal.

The significance of the research brings out the value of the study; the relevance of the results; for whom

the results will be relevant; what is already known about your research problem; what has not been

adequately answered; how will your research add to knowledge/ practice/ policy; how will it be useful

for policy makers. (Bryman & Bell, 2015).

The justification seeks to:

• demonstrate the relevance of the study using a frame of reference to which the reader can relate.

• describe the contribution of the study to existing theory, educational policy, or the solution of a

practical problem.

4.5 Theorerical framework


A theorical framework consists of concepts, definitions and reference to relevant scholarly

literature or existing theory, regarding your particular study topic. The theoretical framework must

demonstrate an understanding of theories and concepts that are relevant to the topic of your research

paper and that relate to the broader areas of knowledge being considered.

The theoretical framework is most often not something readily

found within the literature. You must review course readings

and pertinent research studies for theories and analytic

models that are relevant to the research problem you are

investigating. The selection of a theory should depend on its

appropriateness, ease of application, and explanatory power.

(Bryman & Bell, 2015).

The theoretical framework strengthens the study in the following ways:

An explicit statement of theoretical assumptions permits the reader to evaluate them critically.

The theoretical framework connects the researcher to existing knowledge. Guided by a

relevant theory, you are given a basis for your hypotheses and choice of research methods.

Articulating the theoretical assumptions of a research study forces you to address questions

of why and how. It permits you to intellectually transition from simply describing a phenomenon

you have observed to generalizing about various aspects of that phenomenon.

Having a theory helps you identify the limits to those generalizations. A theoretical framework

specifies which key variables influence a phenomenon of interest and highlights the need to

examine how those key variables might differ and under what circumstances.

(Bryman & Bell, 2015).

Here are some strategies to develop of an effective theoretical framework:

• Examine your thesis title and research problem. The research problem anchors your entire

study and forms the basis from which you construct your theoretical framework.

• Brainstorm about what you consider to be the key variables in your research. Answer the

question, "What factors contribute to the presumed effect?"

• Review related literature to find how scholars have addressed your research problem. Identify

the assumptions from which the author(s) addressed the problem.

• List the constructs and variables that might be relevant to your study. Group these variables

into independent and dependent categories.


• Review key social science theories that are introduced to you in your course readings and

choose the theory that can best explain the relationships between the key variables in your

study [note the Writing Tip on this page].

• Discuss the assumptions or propositions of this theory and point out their relevance to your

research. (Bryman & Bell, 2015).

An example of a theoretical framework:

“An examination of textbook definitions of business and agricultural marketing provides the most

general guide to theoretical content. Although there is no generally accepted definition of agricultural

marketing, it is frequently viewed as part of the economic system (Ritson, 1986; Bateman, 1976) and

is widely recognised as involving the exchange process. A typical definition is given by Shepard and

Futrell (1982) who state: ‘…’. By this definition, agricultural marketing theory focuses on the workings

of the distribution system, and is typically viewed as a process that begins after produce leaves the

farm gate. … Thus, production planning is frequently excluded from the marketing process. …

Although there is no universally accepted definition of business marketing, it is generally accepted that

business marketing, like agricultural marketing, involves the exchange process. For example, Kotler

(1972, p. 12) defines marketing as: ‘…” … (Adapted from McLeay and Zwart, 1993)”

5. REFERENCES

Bryman, A., & Bell, E. (2015). Business research methods. Oxford: Oxford University Press.

Elci, C. (2007). Towards Research methods for international business: The Cyclical grounded

approach. Retrieved from:

http://www.academia.edu/658820/RESEARCH_METHODS_FOR_INTERNATIONAL_BUSIN

ESS_THE_CYCLICAL_GROUNDED_APPROACH.

Kothari, C. R. (2004). Research methodology: Methods and techniques. New Delhi: New Age

International.

http://www.academia.edu/658820/RESEARCH_METHODS_FOR_INTERNATIONAL_BUSINESS_THE_CYCLICAL_GROUNDED_APPROACH

http://www.academia.edu/658820/RESEARCH_METHODS_FOR_INTERNATIONAL_BUSINESS_THE_CYCLICAL_GROUNDED_APPROACH


MacDonald, S., & Headlam, N. (n.d.). Research Methods Handbook: Introductory guide to research

methods for social research. Manchester: Centre for Local Economic Strategies (CLES).

Retrieved from: https://cles.org.uk/our-work/publications/research-methods-handbook/

Rajasekar, S., Philominathan, P., & Chinnathambi, V. (2013). Research Methodology. Retrieved from:

https://arxiv.org/pdf/physics/0601009.pdf

Research proposal (n.d.). In BusinessDictionary online. Retrieved from:

http://www.businessdictionary.com/definition/research-proposal.html

Zikmund, W. G., Babin, B. J., Carr, J. C., & Griffin, M. (2013). Business research methods. Mason, OH,

USA: Cengage Learning.

https://cles.org.uk/our-work/publications/research-methods-handbook/

http://www.businessdictionary.com/definition/research-proposal.html


6. CLASS ACTIVITIES

Class Activity 1

Instructions: For the initial activity of the class, each student must solve eight different questionaries

about different issues.

SURVEY

Questionarie No 1. Student goals

1. What are your career goals?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

2. What are your educational goals after University?

__________________________________________________________________________

__________________________________________________________________________

3. What kind of job would you like to have?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

4. What do you see yourself doing in the next 5-10 years?

__________________________________________________________________________

__________________________________________________________________________

5. How do you plan to get to where you want to be 5-10 years from now?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

Questionarie No 2. Attitudes

1. What is your favorite aspect about the Faculty?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

_______________________________________________________________________________

2. What is your least favorite aspect about the Faculty?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. What was your favorite class last semester? Why?

_____________________________________________________________________________

_____________________________________________________________________________

4. What university activities are you involved in?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

5. When have you felt particularly successful in University?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. What is the hardest part of school?


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Questionarie No 3. Research Methodology class

1. What would you really like to learn in this class?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

_________________________________________________________________________

2. How much homework do you expect?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. How do you feel about working in groups?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. How do you feel about working individually?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


Questionarie No 4. General information

1. In what month and year do you expect to graduate? ________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How effective was the teaching within your major at this university?

Extremely effective

Very effective

Moderately effective

Slightly effective

Not at all effective

3. Will you be employed full-time upon graduation? o Yes o No

4. Will you be attending postgraduate studies in the academic year immediately following

graduation? o Yes o No

5. Overall, were you satisfied with your experience at this university, neither satisfied nor dissatisfied with it, or dissatisfied with it?

Moderately satisfied

Slightly satisfied

Neither satisfied nor dissatisfied

Slightly dissatisfied

Moderately dissatisfied

Extremely dissatisfied


6. Satisfaction with these specific aspects of campus life:

Please rate your level of satisfaction with these specific aspects of campus life:

Very Dissatisfied

Dissatisfied Neither Satisfied nor Dissatisfied

Satisfied Very

Satisfied N/A

Exposure to the arts

Sports and recreational facilities

Intramural sports and recreation programs

Student clubs

Student government

Diversity of the student body

Safety and security on campus

Your sense of acceptance and belonging

Campus social life

Questionarie No 6. Faculty teachers

Strongly

disagree

Somewhat

disagree

Strongly

agree

Somewhat

agree

1. Teachers treat students with respect.

2. Teachers know about their students’ lives outside of University.

3. Teachers help students and work together.

4. Students and teachers treat each other with respect.

5. Faculty and staff value what students have to say.

6. Students are involved in decisions about things that affect them in Faculty.


7. Most students care about learning and getting a good education.

Questionarie No 7. Perceptions

How do you perceive the following aspects?

Excellent Good Fair Poor Very Poor

Academic reputation of the school

Value for money of the education offered

Career counseling

Quality of teaching Faculty

Accessibility of teaching faculty

Course advise

Excellent Very good Good Fair Poor

Your academic experience

Your social experience

The quality of other undergraduates

Safety measures on campus

Responsiveness to student academic problems

Student support services

Academic advising

Food services

Book Store services

Parking availability

Maintenance of Computer Labs


Questionarie No 8. How would you rate the preparation provided to you in each of the following areas?

Excellent Very good Good Fair Poor

Writing effectively

Understanding written information

Speaking effectively

Listening more closely to others

Improving your computer skills

Improving your math skills

Organizing your time effectively

Thinking logically/resolving analytical problems

Working independently/learning on your own

Working cooperatively in a group

Gaining a broad education about different fields

Respecting different philosophies and cultures

Appreciating the arts


Class Activity 2

Instructions: students must organize groups of three. Each group will receive a packet of surveys to

make the quantitive analysis. Before tabulating the survey, students must determine the population

and the sample size.

1. Population: The universe of units from which the sample is to be selected. Target Group;

Group of people who solved the survey.

2. Sample size. Number of people who solved the survey.

3. Tabulation:

3.1 Frequency table: A frequency table provides the number of people and the percentage

belonging to each of the categories for the variable in question.

3.2 Median: midpoint in a distribution of values. The median is derived by arraying all the

values in a distribution from the smallest to the largest and then finding the middle point.

3.3 Mode: value that occurs most frequently in a distribution.

3.4 Diagrams: Bar chart, pie chart.

4. Results by Gender: (Male or Female)

5. Results by Age Group: 19-21 22-25 25-30

6. Survey Analysis: Analysising, summarizing and presenting data.


Class Activity 3 Qualitative Analysys

Instructions: Each group must design a SWOT MATRIX to evaluate the strengths, weaknesses, opportunities, and threats involved in the survey.

SWOT MATRIX

Strengths and Weaknesses

The internal environment - the

situation inside the course.

Strengths:

Factors tend to be

in the present

Special abilities that are detected in the group.

Education, knowledge. These skills should be worked and fully

exploited by the student.

Weaknesses:

Different faults that are detected in the group

(Academic and professional)

Opportunities and Threats

The external environment - the

situation outside the course.

Opportunities:

Factors tend to be in the future

External situations on academic and business environment that could have

benefits for course students.

Threats:

External situations on academic and business environment that can directly or

indirectly affect the student future, and that cannot be controlled by the same.


Class Activity 4 Survey report in APA Style

Instructions: For this activity, students have to write a report about the survey analysis they have

developed in the previous sessions. This report must be in APA Style and it has to include the following

elements.

Cover

Table of contents

1. Abstract

Describes the most important aspects of the study. (One paragraph)

2. Key Words

Five main words of your study.

3. Research Instruments

Topic, Participants.

4. Data Analysis

4.1 Quantitative analysis (Statistics, graphics, etc.)

4.2 Qualitative analysis (SWOT Matrix)

5. Conclusions: (three important conclusions)


Class Activity 5 (la actividad es confusa)

Instructions: This is a pair work activity.

o Each group must select a newspaper or magazine (journal?). From the webgraphy section

http://researchmethodology.jimdo.com/webgraphy/.

o They must find a research result in an international business area in this journal.

o They have to present those results in five slides.

Quantitative Project

Research with primary socurces

Topics:

1. Public Transport Service in AMB.

2. Library services at UPB.

3. Parking services at UPB

4. Education quality in Universities of Santander.

5. Analysis of Santander agricultural sector

6. Touristic services in Santander

7. Entrepreneurship in Santander

8. Colombian Health Services

9. Analysis of Santander methalmecanic sector

10. Analysis of Santander Transport and logistic sector

11. Analysis of competitiveness of the Palonegro´s Airport.

12. Foreign Direct Investment in Bucaramanga.

13. Analysis of the FTA`s in the exporting companies of Santander.

14. Analysis of the mass media in Bucaramanga

15. Analysis of the use of social media in Bucaramanga`s companies

16. Marketing strategies at Bucaramanga´s Shopping Centers.

17. Neuromarketing by Santander Companies.

18. Security in AMB.

19. Healthy Food.

http://researchmethodology.jimdo.com/webgraphy/


20. Construction in AMB

Cover

Table of contents

1. Abstract: Describes the most important aspects of the study. (1 Paragraph)

2. Key Words: 5 Main words of your study.

3. Research Instruments: Topic, Participants.

4. Data Analysis:

4.1 Quantitative analysis (Surveys, Statistics, graphics, etc.)

4.2 Qualitative analysis (Interview)

5. Conclusions: (three important conclusions)

Quantitative Project

First Step: Collecting Primary Data through Surveys

Steps to make a Survey

1. Decide on topic

2. Consider what kind of population will be appropriate.

3. Consider what kind of sample will be employed.

4. Formulate research questions

5. Revise Questions

6. Finalize questionnaries

7. Sample from population

8. Analyze data

9. Interpret findings.

10. Present results


Class Activity 6 SURVEYS

Instructions: ?????

1. Population: ¿What is the Target Group of the survey?

¿What is the group of people who will solve the survey?

2. Sample size. Number of people who will solve the survey. (20)

3. Objective of the survey: ¿What is the purpose of the survey?

4. Questions of the Survey: Number of questions in the questionnaire.

5. Collect Technique: Direct questions, telephone questions, questionnaire, on-line survey.

6. Questions: Each group must formulate 20 questions for survey (Closed Questions)

Example:

Closed Questions:

1. Nominal Scale:

It uses names and numbers to label test topics or characteristics so they can be properly

identified.

Example: Date________ Day of Work__________ Time of day:_________

Gender: ______

Age:

18-30_____

31-45_____

46-65_____

2. Ordinary Scale:

It is a scale with a rank ordering such as greater, smaller, higher or lower


Example:

Attributes/Brands A B C D

Price

Lather

Fragrance

Consistency

3. Internal Scale

Possess all the properties of nominal and ordinal scales plus the intervals between

consecutives points which are equal.

Example:

Strongly agree

Agree

Neither agree or disagree

Disagree

Surveys on-line

1. Free On Line Surveys

http://freeonlinesurveys.com/

2. SurveyMonkey

https://es.surveymonkey.com/

3. Encuestafacil.com

http://www.encuestafacil.com/

http://freeonlinesurveys.com/

https://es.surveymonkey.com/

http://www.encuestafacil.com/


Class Activity 7 Interviews

Instructions:

o Each group must redact 10 open questions for two different interviews. o They must contact two important people from the research area.

o Next class each group must present the interview and five conclusions of it, to the class.

Interview Protocol:

Project:

Time of interview:

Date:

Place:

Interviewer:

Interviewee:

Position of interviewee:

(Briefly describe the project) Questions: 1. What has been your role in the incident?

2. What has happened since the event that you have been involved in?

3. What has been the impact on the university community of the incident?

4. What larger ramifications, if any, exist from the incident?

5. To whom should we talk to find out more about campus reaction to the incident?

(Thank individual for participating in this interview. Assure him or her of confidentiality of responses

and potential future interviews.)


Class Activity 9 QUALITATIVE PROJECT

Research project with secondary sources

Instructions: during the second part of the semester, students must formulate a research proposal on

the international business field.

A strong research proposal:

• Formulates a precise, interesting research question

• Establishes the relevance and value of the proposed research question in the context of current

academic thinking

• Describes and evaluates the data or source material your research requires

• Outlines a clear and practical methodology that enables you to answer the research question.

• States clearly what you hope to discover at the end of your research and what new areas it

might appear.

List of topics for research:

Topic Student

1. Information Technologies (IT) and International Business

2. Stock Exchanges.

3. International Monetary Found

4. Free Trade Agreements.

5. Globalization.

6. Foreing Investment.

7. Emerging markets

8. Joint Ventures

9. The Pacific Alliance.


10. OECDE Organisation for Economic Cooperation and

Development

11. Geopolitics and International Relations

12. The Oil and Gas Industry in the global economy.

13. International Business

14. Asian Pacif Region.

15. BRICS

16. Environment and International Business.

17. International Law.

18. International crimes in business (Smuggling, Money

laundering)

19. International Cultures

20. E-Commerce

21.Africa

22. G-8

23. Multinational Companies

24. Entrepreneurship

25. Financial Markets.

26. Inteternational marketing

27. Tourism.

28. Neuromarketing.

29. Leadership

30. Supply Chain

31. International Politics.

32. Management.

33. Latin America.

34. Crisis Migratoria

36. IMF

Qualitative Project Structure

These are the elements that the project must include:


1. Title

• Conveys key concepts of the study

• Provides a framework for continued reflection

• Serves as a conceptual point of reference.

2. Research Problem

2.1 Identification of the Problem

2.2 Initial Research Question:

Specifying research questions is difficult at this stage given the ongoing, emergent nature of

qualitative research.

Linked closely to the theory, policy, or practical problem used to frame the study.

3. Objectives

3.1 General Objective

3.2 Specific Objectives.

4. Justification

An attempt to demonstrate the relevance of the study using a frame of reference to which the reader

can relate. It describes the contribution of the study to existing theory, educational policy, or the solution

of a practical problem.

5. Theorical Framework

Assesses the researcher’s preparedness to conduct the study.

Identifies potential gaps in the literature.

Suggests promising educational practices.

Refines the initial research question.

Embeds the research questions in “guiding hypotheses”

6. References


Class Activity 10 SEARCHING FOR JOURNALS OR PAPERS

Instructions: during this class, each student should consult some databases, select 10 papers and

present the respective summaries of those articles, following the model.

Journal Paper information.

1.Title

Author

Journal

Database

Key words

Abstract

Databases

SISTEMA DE BIBLIOTECAS UPB


https://login.consultaremota.upb.edu.co/login

EMERALD

http://www.emeraldinsight.com/

SCIELO

http://socialsciences.scielo.org/

EBSCO

http://web.b.ebscohost.com.consultaremota.upb.edu.co/ehost/search/selectdb?sid=343a5141-7c85-

482e-909d-cc3c0c3a851f%40sessionmgr104&vid=0&hid=123

REDALYC

http://www.redalyc.org/home.oa

SCIENCE DIRECT

http://www.sciencedirect.com/science/journal/00076813

Other sources of information:

1. Journal of International Business Studies: http://www.palgrave-journals.com

2. The Business Research Group: http://businessresearchgroup.udayton.edu/

3. Center for Business Research and Studies: http://www.palermo.edu/economicas/cbrs/

4. Centre for Economics and Business Research: http://www.cebr.com/

5. Harvard Deusto Business Research: http://www.hdbresearch.com/index.php/hdbr

https://login.consultaremota.upb.edu.co/login

http://www.emeraldinsight.com/

http://socialsciences.scielo.org/

http://web.b.ebscohost.com.consultaremota.upb.edu.co/ehost/search/selectdb?sid=343a5141-7c85-482e-909d-cc3c0c3a851f%40sessionmgr104&vid=0&hid=123

http://web.b.ebscohost.com.consultaremota.upb.edu.co/ehost/search/selectdb?sid=343a5141-7c85-482e-909d-cc3c0c3a851f%40sessionmgr104&vid=0&hid=123

http://www.redalyc.org/home.oa

http://www.sciencedirect.com/science/journal/00076813

http://businessresearchgroup.udayton.edu/

http://www.palermo.edu/economicas/cbrs/

http://www.cebr.com/

http://www.hdbresearch.com/index.php/hdbr


Class Activity 11 LIMITING YOUR RESEARCH TOPIC

Instructions: students have to redefine their research topic following the criteria regarding theorical

approach, time and geographical location

1. Theoretical approach:

Limit your topic to a particular approach to the issue.

For example:

If your topic concerns Free Trade Agreements, you should limit your topic to: European Union, NAFTA,

CAFTA, ASEAN, CAN, Mercosur, etc.

Or

If your topic is marketing, you should limit your topic to: Neuromarketing, Market research, marketing

management, Brand Management, Publicity, etc.

2. Time:

Limit the time span you examine.

For example:

During the 1990's, the last decade, the last four years, since the XX century, from 1990 to 2013, since

2010, etc.

3. Geographical location:

A geographic analysis can provide a useful means to examine an issue.

For example:

If your topic concerns globalization, you should limit your topic to: the impact of globalization in

Colombia or Santander or Bucaramanga or Latin-American, etc.


Class Activity 12 ESSAY WRITING: THE BASICS

What does a good essay need?

An academic essay aims to persuade readers of an idea based on evidence. Besides, an academic

essay should answer a question or task.

It should have a thesis statement (answer to the question) and arguments.

It should present or discuss something: develop a thesis via a set of closely related points by

reasoning and evidence.

It should include relevant examples, supporting evidence and information from academic texts

or credible sources.

These are some possible steps to follow when writing an essay

1. Analyse the question and define key terms.

2. Establish a thesis statement / personal point of view.

3. Research the topic. Use books, journals and other credible academic sources for support and

evidence.

4. Take notes from your readings.

5. Write an essay plan (outline) and organise your ideas

6. Write a first draft to include your introduction, body and conclusion

7. Set the draft aside for a day or two, then re-read and make changes.

8. Have a friend/parent/colleague read it.

9. Edit and redraft your essay

10. Complete or finalise your references and citations

11. Complete your final draft and hand it in

Most of academic assignment essays have the following structure:

1. Cover

Title of the essay, the author's name, name of course, Faculty, University, date

2. Abstract


(One paragraph, maximum 200 words)

The abstract should be written in italics. It is a summary of the essay, in a paragraph of extension. The

main elements an abstract should include are:

Motivation: Why do we care about the problem and the results? Problem statement: What problem are you trying to solve? What is the scope of your work? Approach: How did you tackle the problem? Did you use simulation, analytic models,

prototype construction, or analysis of field data for an actual product? Results: What are your findings? Conclusions: What are the implications of your answer?

3. Key Words

Five words or terms of important relevance for the essay.

4. Introduction

(3 paragraphs)

In this section, student must present in a clear way what is the topic and the problem to be treated

throughout the essay. It is more detailed than the abstract and one of its fuction is to grab the reader’s

attention. The introduction should also outline the main points that will be covered in the essay, so that

it constitutes a map for the reader.

5. Body

(16 Paragraphs)

In this section, students must develop their arguments to support their thesis statement. They have to

present some arguments to support their ideas. Arguments must be based on the literature the student

has read and it should include details and clear examples.

6. Conclusions

(3 Conclusions)

The conclusions have the function of synthesis. In this way, they provide a summary of the essay main

arguments, but it is not simply a repetition of what is written in the paper. Instead, the student should

show the reader how the arguments and the supporting ideas and examples, fit together. The

concluding paragraphs are also an opportunity to demonstrate the importance of the research, for

present and future developments.

7. References

It is a list of all the sources you have used in your text. Make your reference list using the methodology

of the standard APA style.


APA REFERENCING STYLE

CITATIONS IN THE TEXT

APA uses the author-date method of citation. The last name of the author and the date of publication

are inserted in the text in the appropriate place.

When referencing or summarizing a source, provide the author and year. When quoting or summarizing

a particular passage, include the specific page or paragraph number, as well.

One work by one author:

In one developmental study (Smith, 1990), children learned... OR

In the study by Smith (1990), primary school children... OR

In 1990, Smith’s study of primary school children… Works by multiple authors: When a work has two authors cite both names every time you reference the work in the text. When a

work has three to five authors cite all the author names the first time the reference occurs and then

subsequently include only the first author followed by et al. For example:

First citation: Masserton, Slonowski, and Slowinski (1989) state that...

Subsequent citations: Masserton et al. (1989) state that...

There are certain conventions to follow when citing someone’s work. Words like “says”, “tells”, “asks”

are normally used in oral conversation but are not appropriate in formal academic writing. The following

is a list of appropriate words to use for reporting the work of others.

Addresses, - adds, - admits, -agrees, -argues, -asserts, -believes, - calls, -claims, -comments, -

compares, -concludes, -confesses, -confirms, -contends, -declares, -denies, -describes, -

disputes, -emphasizes, -explains, -illustrates, -indicates, -insists, -in the words of, -mentions, -

notes, -observes, -points out, -realizes, -refutes, -rejects, -reports, -responds, -reveals, -says, -

shares, -states, -studies have shown, -suggests , -tells, -thinks, -writes


REFERENCE LIST

It consists of the list of all the sources cited in the essay. In the scholarly disciplines that use the APA

Style of author–date citation, the purpose of the reference list is twofold:

- It allows the author to credit the work of others that directly influenced the present work and

document any facts that are not common knowledge;

- it gives interested readers the information necessary to identify and retrieve those sources.

Thus, there is no reason to include uncited sources in the reference list.

These are some examples of the way to reference different materials in APA Style.

Book: Reference elements: Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher. Examples: Strunk, W. (1979). The guide to everything and then some more stuff. New York, NY: Macmillan. Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication.

Washington, DC: American Psychological Association.

Journal Article

Reference elements: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume

number (issue number), pages.

Example: Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of Comparative

and Physiological Psychology, 55, 893-896.

Article from an online periodical


Reference elements: Online articles follow the same guidelines for printed articles. Include all information the online host

makes available, including an issue number in parentheses.

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume

number (issue number if available). Retrieved from: http://www.someaddress.com/full/url/

Example:

Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites,

149. Retrieved from http://www.alistapart.com/articles/writeliving

Class Activity 13

A LITERATURE REVIEW

Instructions: students have to review 10 peer-reviewed papers from leading journals in his discipline

on a topic of his interest

A literature review discusses published information in a particular subject area, and sometimes

information in a particular subject area within a certain time period. A literature review can be just a

simple summary of the sources, but it usually has an organizational pattern and combines both

summary and synthesis.

Functions of a literature review.

1. Determines what has already been done.

2. Provides the necessary insight to develop a logical framework into which the topic fits.

3. Provides the rationale for the hypotheses being investigated and the justification and the significance

of the study.

http://www.alistapart.com/articles/writeliving


4. Identifies potentially useful methodological strategies.

5. Facilitates the interpretation of the results.

Stages when conducting a review:

1. Identifying key words.

2. Identifying sources.

3. Abstracting the information found int the references.

4. Analyzing, organizing and reporting the literature.


Class Activity 14 RESEARCH PROBLEM / RESEARCH QUESTION

Instructions: Identify the research problem. Each student must redact five research questions of his

research topic.

Remember the theory about research questions.

1. Research Problem:

It is a fact, circumstance, situation, phenomenon, or object that encourages reflection and study in a

particular area of knowledge.

2. Research question:

It is a clear, focused, concise, complex and arguable question around which you center your research.

You should ask a question about an issue that you are genuinely curious about.

Why is a research question essential to the research process?

Research questions help researchers focus their research by providing a path through the research

and writing process. The specificity of a well-developed research question helps writers avoid the “all-

about” paper and work toward supporting a specific, arguable thesis.

3. Write your question.

Is your research question clear?

With so much research available on any given topic, research questions must be as clear as possible

in order to be effective in helping the writer direct his or her research.

Is your research question focused?

Research questions must be specific enough to be well covered in the space available.

Is your research question complex?

Research questions should not be answerable with a simple “yes” or “no” or by easily-found facts.

They should, instead, require both research and analysis on the part of the writer.

Examples:


1. ¿What is the effect of the Free Trade Agreement in Santander economy?

2. ¿How are online users experiencing or addressing privacy issues on such social networking sites

as MySpace and Facebook?

3. ¿What is the effect on the environment from global warming?

4. ¿What is the importance of e-commerce for companies of Bucaramanga?

Class Activity 15 OBJECTIVES

Instructions: Once you have decided on your research topic and defined your research question, it is

time to define your general and specific objectives. Check again these important aspects to write

objectives.

OBJECTIVES OF YOUR RESEARCH PROPOSAL

Formulating objectives for your research proposal helps sculpt and guide your work after you've

decided on a topic. While your aims give your research thematic and theoretic direction, objectives give

concrete steps on how to manifest those concepts and theories. A strong topic begins with an area

you're interested in researching, then focuses on a need, problem or unexplored issue in that area,

usually from a particular perspective or approach.

Aims and objetives should be:

concise and brief.

interrelated; the aim is what you want to achieve, and the objective describes how you are

going to achieve that aim.

realistic about what you can accomplish in the duration of the project and the other

commitments you have.

Aims and Objectives should not:

• Be too vague, ambitious or broad in scope.

• Just repeat each other in different terms.

• Just be a list of things related to your research topic.

Aim or General Objective

An aim is a general statement, which reflects the intention or purpose of your chosen area of research.

The aim of the work, i.e. the overall purpose of the study, should be clearly and concisely defined.


Specific Objectives

The specific objectives are the steps you are going to take to answer your research questions or a

specific list of tasks needed to accomplish the goals of the project. Objectives use specific statements

which define measurable outcomes.

Remember, objectives should be S.M.A.R.T.

S M A R T

Specific be precise about what you are going to do

Measureable you will know when you have reached your goal

Achievable

don’t attempt too much. A less ambitious but completed objective is

better than an over-ambitious one that you cannot possible achieve.

Realistic do you have the necessary resources to achieve the objective? For

example: time, money, skills, etc.?

Time constrained determine when each stage needs to be completed. Is there time in your

schedule to allow for unexpected delays?

Bryman & Bell, 2015

You can go back to page …. To review some common and useful verbs to write objectives.


Class Activity 16 JUSTIFICATION

Instructions: each student must redact four paragraphs with the justification of his / her research

Justification or Significance of the Research

The significance of the research brings out the value of the study; the relevance of the results; for whom

the results will be relevant; what is already known about your research problem; what has not been

adequately answered; how will your research add to knowledge/ practice/ policy; how will it be useful

for policy makers.

The justification seeks:

• To demonstrate the relevance of the study using a frame of reference to which the reader can

relate.

• To describes the contribution of the study to existing theory, educational policy, or the solution

of a practical problem.


Class Activity 17 THEORETICAL FRAMEWORK

Instructions: in this section, researchers provide more detail about what others have done in the area,

and what you propose to do. You need to write three pages in which you cover the following:

• Different books, journals, websites or these used as reference material to illustrate what has

been researched on the topic before.

• The major issues of your research topic.

• Definitions of key terms.

• The theories and concepts that related to your topic.

• Define and mention each theory or concept you want to use; you have to define and mention

it from different perspectives by different authors.

• It should be clear what the theories are and concepts you will use it in order analyze your

research and could help you to solve the research problem and reach to good conclusion or

thesis.

• Cite three references in the text.

An example of a theoretical framework:

“An examination of textbook definitions of business and agricultural marketing provides the most

general guide to theoretical content. Although there is no generally accepted definition of agricultural

marketing, it is frequently viewed as part of the economic system (Ritson, 1986; Bateman, 1976) and

is widely recognised as involving the exchange process. A typical definition is given by Shepard and

Futrell (1982) who state: ‘ …’. By this definition, agricultural marketing theory focuses on the workings

of the distribution system, and is typically viewed as a process that begins after produce leaves the

farm gate. … Thus, production planning is frequently excluded from the marketing process. …

Although there is no universally accepted definition of business marketing, it is generally accepted that

business marketing, like agricultural marketing, involves the exchange process. For example, Kotler

(1972, p. 12) defines marketing as: ‘…” …(adapted from McLeay and Zwart, 1993).


Title:

Author:

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Key Words:

International Business Admistration Faculty

Research Methodology

Ficha de Resumen


Abstract:

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Research Methodology for International Business Handbook...Research methodology is a systematic way to solve a problem. It is a science of studying how research is to be carried out