Business Research method

Introduction
• Research is an academic activity which gives creativity,
thinking and knowledge.
• Research is nothing but matter of raising questions and
then trying to find answers.
• Research can be defined as the search for knowledge or
any systematic investigation to establish facts.
• Research is an art of scientific investigation.
Definitions
A careful investigation or inquiry specially through
search for new facts in any branch of knowledge
Characteristics of Research
• Research is directed towards the solution of a problem.
• Research is based upon observable experience or
empirical evidence.
• Research demands accurate observation and
description.
• Research involves gathering new data from primary
sources or using existing data for a new purpose.
• Research is objective and logical – applying every
possible test to validate the data collected and
conclusions reached.
 • Research activities are characterized by carefully
designed procedures.
• Research requires expertise i.e., skill necessary to
carryout investigation, search the related literature and
to understand and analyze the data gathered.
• Research involves the quest for answers to unsolved
problems.
• Research requires courage.
• Research is characterized by patient and unhurried
activity.
• Research is carefully recorded and reported.
Key Properties of Research
• Validity
• Have you measured (or observed) what
you think you have?
• Were the instruments used suitable for
purpose?
• Have you adequately and faithfully
captured the ‘state of affairs’?
• Reliability
• Even if the methods are valid, can we be
sure that the data are consistent and a
 true reflection of the phenomena under
study?
• Replicability
• This is essential in scientific work, it
means that the work has been done and
described in such a way that it is
repeatable.
• In social science exact replication is often
impossible, but similar studies and to the
weight of evidence.
• Generalisability
• Are the findings generally applicable, for
example to other contexts, situations,
times, or persons other than the sample?
Managerial value of business research method
1. Identify problems:
Business research helps to determine the nature of situations
or identify the existence of problems in the organizations.
Business research is used as a scanning tool to provide
information related to occurrences within an organization
and its impact environment. It scans the environment and
helps to identify potential problems that may take place in
the organization. It helps them to understand new situations
like a change in socioeconomic, legal condition, cultural
situation and know the impact of such environment in the
organization.
2. Diagnosing and assessing problems and
opportunities:
After identifying the problems or potential opportunities, the
researcher diagnoses situations so as to clarify the situation.
The manager should gain insight into the underlying factors
causing the situation. If there is a problem, they need to
specify the problems and causes. If an opportunity is found,
they need to explore, clarify and refine the nature of the
opportunity. If multiple opportunities are seen then research
should be conducted to set the priorities. The researcher may
undertake qualitative and quantitative analysis so that they
can understand the practical courses of action.
3 selecting the best course of action:
After the identification of problems and opportunities,
research is often conducted to obtain specific information
that will aid in evaluating the alternatives and in selecting the
best course of action. For example: if a manufacturer wants
to establish a spinning mill in Butwal or Kathmandu then
he/she needs to conduct research to evaluated and select
the best alternative. The course of action is evaluated
through the use of various performance criteria ie. market
potential, cost factors, sales, etc. objective information
generated by research to forecast environmental
occurrences may be the foundation for selecting a particular
course of action. After evaluating the alternatives research
suggests the best alternatives to the manager along with the
cause of selection and procedures for implementing it.
4. Implementing a course of action:
The best plan may also fail if it is not properly implemented.
A manager can undertake the research to find out the tactics
to implement the course of action. Research provides real
information regarding the situation so that the manager can
prepare various subsidiary plans to implement a course of
action. For example: if Butwal is selected as the best place
then the manager can decide about financial plan HR plan,
technology plan so as to implement the best alternatives.
5. Evaluating the course of action:
Evaluation refers to the precise and objective measurement
and appraisal of the action whether it can achieve the goal of
the project or program. After the execution of the course of
action, research serves as a tool to inform managers whether
planned activities are properly executed and achieved the
results as expected. In other words, managers may use
evaluation research to provide feedback for evaluation and
control of strategies and tactics.

Approaches to the Research:

• Deductive Approach : Deductive
reasoning works from the more general to
the more specific.
 • It is a "top-down" approach. We might
begin with thinking up a theory about our
topic of interest.
• We then narrow that down into more
specific hypotheses that we can test.
We narrow down even further when we collect
observations to address the hypotheses. This
ultimately leads us to be able to test the
hypotheses with specific data -- a confirmation (or
not) of our original theories
Inductive Approach:
• Inductive reasoning works the other way, moving from
specific observations to broader generalizations and
theories.
• This is a "bottom up" approach.
• In inductive reasoning, we begin with:
• specific observations and measures,
• begin to detect patterns and regularities,
• formulate some tentative hypotheses that we can
explore, and finally end up developing some general
conclusions or theories.

Type of Research
Purpose of Research :
 • Exploratory Research: This is conducted
when there are few or no earlier studies to
which references can be made for information.
The aim is to look for patterns, ideas or
hypotheses rather than testing or confirming a
hypothesis.
• Descriptive Research: This describes
phenomena as they exist. It is used to identify
and obtain information on the characteristics
of a particular issue. It may answer such
question as Analytical Research What is the
absentee rate amongst a particular group of
workers?What are the feelings of workers
faced with redundancy?
• Analytical or Explanatory Research: This is
continuation of descriptive research. The
researcher goes beyond merely describing the
characteristics, to analyze and explain why or
how something is happening
• Predictive Research: Predictive research goes
further by forecasting likelihood of a similar
situation occurring elsewhere. It aims to
generalize from the analysis by predicting
certain phenomena on the basis of
hypothesized, general relationship
Process of Research :
• Quantitative Research
 • Qualitative Research
•
Outcome of Research :
• APPLIED RESEARCH:- Applied research is
problem oriented as the research is carried out
to solve a specific problem that requires a
decision. E.g. the improvement of safety in the
workplace.
• BASIC RESEARCH:- Basic research is
called fundamental or pure research and is
conducted primarily to improve our
understanding of general issues, without any
emphasis on its immediate a +pplication. E.g.
invention of TQM and invention of Herzberg’s
theory of motivation.

Variables
• “A variable is a characteristics of an item or
individual.”
• “Anything that may assume different
numerical values.”
• “An image, perception or concept that is
capable of measurement- hence capable of
taking on different values- is called a
variable.”
The difference b’w a concept & a variable
 • Concepts is the mental images or perceptions
and therefore their meanings vary individual
to individual.
• Measurability is the main difference b’w a
concept & a variable.
• A concept can’t be measured whereas a
variable can be subjected to measurement.
• It is therefore important for the concepts to be
converted into variables as they can be
subjected to measurement even though the
degree of precision with which they can be
measured varies from scale to scale

The difference between a concept & a variable

 Types of Variables
• Independent Variable- the cause suppose to be
responsible for bringing about change (s) in a
phenomena or situation.
• Dependent Variable- the outcome of the change (s)
brought about by introduction of an independent
variable.
• Extraneous variable- several other factors operating in a
real-life situation may affect changes in the dependent
variable are called extraneous variable.
• Intervening variable- sometimes called confounding
variables. Links the dependent & independent variable.
Some time this variable is not required to establish
relationship between cause-and-effect relationship.
From the viewpoint of the study design
• Active Variable: those variable that can be manipulated,
changed or controlled. E.g.- different teaching model,
experimental intervention, program service, etc.
• Attribute Variable: those variable can not be
manipulated, changed or controlled, and that reflect the
characteristics of the study population. E.g.- age,
gender, education, income, religion etc.
From the viewpoint of the unit measurement
There are two ways of categorizing variables:
 • Whether the unit of measurement is categorical or
discrete (as in nominal & ordinal scales) or continuous in
nature (as in interval & ratio scales);
• Whether it is qualitative (as in nominal & ordinal scales)
or quantitative in nature (as in interval & ratio scales).
• Categorical or discrete variables: these variables are
measured on nominal or ordinal scales. These variables
can be:
• Constant variable- these can have only single value
or category. E.g.- taxi, tree, water, etc.
• Dichotomous variable- these can have only two
categories as in yes/no, good/bad & rich/poor.
Polytomous variable- when a variable can be divided into
more than two categories. E.g.- religion (Christian, Muslim,
Hindu); attitude (strongly favourable, favourable, uncertain,
unfavourable, strongly unfavourable
• Continuous variables: these variables have continuity in
their measurement. E.g.- age, income, attitude score,
etc.
• In many ways qualitative or quantitative variables are
similar to categorical/discrete or continuous variables
respectively.
Categorical/continuous &
quantitative/qualitative variables
What is LR?
• A literature review discusses published information in a
particular subject area, and sometimes 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.

WHY TO WRITE LITRATURE

• Literature reviews provide you with a handy guide to a
particular topic. If you have limited time to conduct
research, literature reviews can give you an overview or
act as a stepping stone.
 • Literature reviews also provide a solid background for an
investigation. Comprehensive knowledge of the
literature of the field is essential to most researches.
• For professionals, they (LR) are useful reports that keep
them up to date with what is current in the field.
• For scholars, the depth and breadth of the literature
review emphasizes the credibility of the writer in his or
her field
• The purpose of a literature review is for you to take a
critical look at the literature (facts and views) that
already exists in the area you are researching.
What should I do before writing the literature review ?
• Clarify
• If your assignment is not very specific, seek
clarification from your supervisor/lecturer:
• Roughly how many sources should you include?
• What types of sources (books, journal articles,
websites)?
• Should you summarize, synthesize your sources by
discussing a common theme or issue?
• Should you evaluate your sources?
• Should you provide subheadings and other
background information, such as definitions and/or
a history?
• Narrow your topic
 • There are hundreds or even thousands of articles
and books on most areas of study. The narrower
your topic, the easier it will be to limit the number
of sources you need to read in order to get a good
survey of the material. Your instructor will probably
not expect you to read everything that's out there
on the topic, but you'll make your job easier if you
first limit your scope.
• Consider whether your sources are current
• Some disciplines require that you use information
that is as current as possible. In the sciences, for
instance, treatments for medical problems are
constantly changing according to the latest studies.
Information even two years old could be obsolete.
• Try sorting through some other current
bibliographies or literature reviews in the field to
get a sense of what your discipline expects.
• Find a focus
• A literature review, like a term paper, is usually
organized around ideas, not the sources
themselves as an annotated bibliography would be
organized. This means that you will not just simply
list your sources and go into detail about each one
of them, one at a time.
• As you read widely but selectively in your topic
area, consider instead what themes or issues
connect your sources together.
 • Do they present one or different solutions?
ETHICS IN BRM
Research ethics provides guidelines for the responsible
conduct of research. In addition, it educates and monitors
scientists conducting research to ensure a high ethical
standard. The following is a general summary of some ethical
principles:
Honesty:
Honestly report data, results, methods and procedures, and
publication status. Do not fabricate, falsify, or misrepresent
data.
Objectivity:
Strive to avoid bias in experimental design, data analysis,
data interpretation, peer review, personnel decisions, grant
writing, expert testimony, and other aspects of research.
Integrity:
Keep your promises and agreements; act with sincerity; strive
for consistency of thought and action.
Carefulness:
Avoid careless errors and negligence; carefully and critically
examine your own work and the work of your peers. Keep
good records of research activities.
Openness:
Share data, results, ideas, tools, resources. Be open to
criticism and new ideas.
Respect for Intellectual Property:
Honor patents, copyrights, and other forms of intellectual
property. Do not use unpublished data, methods, or results
without permission. Give credit where credit is due. Never
plagiarize.
Confidentiality:
Protect confidential communications, such as papers or
grants submitted for publication, personnel records, trade or
military secrets, and patient records.
Responsible Publication:
Publish in order to advance research and scholarship, not to
advance just your own career. Avoid wasteful and duplicative
publication.
Responsible Mentoring:
Help to educate, mentor, and advise students. Promote their
welfare and allow them to make their own decisions.
Respect for Colleagues:
Respect your colleagues and treat them fairly.
Social Responsibility:
Strive to promote social good and prevent or mitigate social
harms through research, public education, and advocacy.
Non-Discrimination:
Avoid discrimination against colleagues or students on the
basis of sex, race, ethnicity, or other factors that are not
related to their scientific competence and integrity.
Competence:
Maintain and improve your own professional competence
and expertise through lifelong education and learning; take
steps to promote competence in science as a whole.
Legality:
Know and obey relevant laws and institutional and
governmental policies.

Animal Care:
Show proper respect and care for animals when using them
in research. Do not conduct unnecessary or poorly designed
animal experiments.
Human Subjects Protection:
When conducting research on human subjects, minimize
harms and risks and maximize benefits; respect human
dignity, privacy, and autonomy.

Research Philosophy
Research philosophy is a vast topic and here we will not be discussing this topic in great details.
Research philosophy is associated with assumption, knowledge and nature of the study. It deals
with the specific way of developing knowledge. This matter needs to be addressed because
researchers may have different assumptions about the nature of truth and knowledge and
philosophy helps us to understand their assumptions.
In business and economics dissertations at Bachelor’s level, you are not expected to discuss
research philosophy in a great level of depth, and about one page in methodology chapter
devoted to research philosophy usually suffices. For a business dissertation at Master’s level, on
the other hand, you may need to provide more discussion of the philosophy of your study. But
even there, about two pages of discussions are usually accepted as sufficient by supervisors.
Discussion of research philosophy in your dissertation should include the following:
• You need to specify the research philosophy of your study. Your research philosophy can
be pragmatism, positivism, realism or interpretivism as discussed below in more details.
• The reasons behind philosophical classifications of the study need to be provided.
• You need to discuss the implications of your research philosophy on the research
strategy in general and the choice of primary data collection methods in particular.

The Essence of Research Philosophy

Research philosophy deals with the source, nature and development of knowledge[1]. In simple
terms, research philosophy is belief about the ways in which data about a phenomenon should
be collected, analysed and used.
Although the idea of knowledge creation may appear to be profound, you are engaged in
knowledge creation as part of completing your dissertation. You will collect secondary and
primary data and engage in data analysis to answer the research question and this answer
marks the creation of new knowledge.
In respect to business and economics philosophy has the following important three functions[2]:
• Demystifying: Exposing, criticising and explaining the unsustainable assumptions,
inconsistencies and confusions these may contain.

• Informing: Helping researchers to understand where they stand in the wider field of
knowledge-producing activities, and helping to make them aware of potentialities they
might explore.
• Method-facilitating: Dissecting and better understanding the methods which economists
or, more generally, scientists do, or could, use, and thereby to refine the methods on
offer and/or to clarify their conditions of usage.

Unit 2
Research Design
“A research design is a framework or blueprint for
conducting the research project. It specifies the details
of the procedure necessary for obtaining the
information needed to structure and/or solve research
problem.”
Essentials of the Research Design are:
• The design is an activity and time-based plan.
• The design is always based on the research question.
• The design guides the selection of the sources and types of
information required.
• The design is a framework for specifying the relationships
among the study’s variables.
• The design outlines procedures for every research activity.
Research Design Classification
Exploratory Research
One type of research design, which has as its primary
objective the provision of insights into & comprehension of
the problem situation confronting the researcher.
Exploratory research could be used for any of the following
purposes.
• Formulate a problem or define a problem more precisely.
• Develop hypothesis rather than testing it.
• Isolate key variables & relationship for further
examination.
• Gain insights for developing an approach to the problem.
• Establish priorities for further research.
Conclusive Research

“Research design to assist the decision maker in

determining, evaluating, and selecting the best course of
action to take in a given situation.”
Difference between Exploratory & Conclusive
Research

Exploratory Conclusive
 Objective To provide To test specific
insights & hypothesis &
understanding. Attain the
objectives
Characteristics Information Information
needed is needed is
defined only clearly defined.
loosely. Research
Research process is
process is formal &
flexible & structured.
unstructured. Sample is large
Sample is small &
& non- representative.
representative. Data analysis
Analysis of is quantitative.
primary data is
qualitative.
Findings/ Tentative Conclusive
Results
outcome Generally Findings used
followed by as input into
further decision
exploratory or making.
conclusive
research

Longitudinal Design
“A type of research design involving a fixed sample of
population elements that is measured repeatedly on the same
variables. The sample remains the same over time”
E.g.-
• How did the American people rate the performance of G.
W. Bush immediately after the war in Afghanistan?
(cross-sectional design)
• How did the American people change their view of
Bush’s performance during the war in Afghanistan?
(Longitudinal design)
Causal Research (Experimental R.D.)
“A type of conclusive research where major objective is to
obtain evidence regarding cause-effect-relationship (causal)
relationship.”

• To understand which variable is cause (independent

variable) and which variables are the effect (dependent
variables) of a phenomena.
To determine the nature of the relationship between the causal
variables and the effect to be predicted
A Comparison of Basic Research Design

Explorator Descriptive Causal

y
Objective Discover Describe Determine
ideas & market cause &
insights characteristic effect
s or functions relationship
Characteristi Flexible, Marked by Manipulatio
cs Versatile, the prior n of one or
often the formulation more
front end of of specific independent
total hypothesis, variables
research preplanned &
design structured
design
Methods Expert Secondary Experiment
surveys, Data s
Pilot (analyzed
surveys, quantitatively
Secondary ), surveys,
data Panels,
(analyzed observation
qualitatively & other data
),
Qualitative
Research